Learning can last for a lifetime and for those students now learning process involving the teacher where information only address is not in a period no longer new materials, new methods and new approaches to life are needed. Change and innovation in question is of course closely related to new technologies. Learning Management Systems (LMS / CMS) refers to such the most convenient and well-equipped as Moodle, and new technology to the students covering how to reach online learning tools; how the invention and most importantly, the process of learning will participate in proves to be very handy and equipped with a program. In this study, it aims to collect and determine the opinions and suggestions from those teachers taking in-service training program, which is about the web-based learning material to support MOODLE environment. A semi-structural interview was carried out with 15 volunteer in-service teachers, teaching different subjects at public schools in Uskudar district in order to acquire deeper understanding of students’ perception about the MOODLE application as well as blended learning environment. The interview process took approximately 15 minutes for each student, being videotaped and all those interview transcripts, asynchronous forum transcripts, open-ended question answers, instructor’s diary were analyzed. Web-based support provided by the method of in-service training important matter according to traditional methods of faster, more convenient, cheaper and more appealing to a wider audience.

This study presents a research methodology based on a successful e-learning model, which presents the inter-relationship between an e-learner’s characteristics and quality perception in regard to LMS (learning management systems). This research model focuses on the e-Learner’s cognitive empathy, self-regulatory efficacy, self-regulated learning strategies, and satisfaction with the learning environment. The learning environment consists of a learning management system, learning content, as well as interactions which were provided through the e-learning procedures. Based on the assumption that e-learning, as information system - its attributes, correlates with the learner’s characteristics, the study verified user-satisfaction and system’s quality to information systems. In the information systems success model, independent variables are such as an e-Learner’s cognitive empathy, self-regulated learning strategy, self-regulatory efficacy, satisfaction regarding learning content, system quality, and interactions between the teacher and learner; and the dependent variables are such as the e-Learner’s expected performance and actual performance levels through professor evaluations. This paper concludes that the e-learner’s characteristics, such as cognitive empathy and self-regulated learning strategies, are considered as important variables in respect to e-learning performance. Additionally, LMS quality is also considered to be important. The validity of this research model will be demonstrated on an empirical basis.

This study is a substantive, qualitative survey targeting 500 high school students to discern the television and Internet media viewing behavior of secondary schools in a populous area such as Niigata City and Nagaoka City where presumably provides different sociological backgrounds and levels . The purposes of the study are a) to basically discern the major media viewing behavior of students, b) to examine the significance of the Cellular phone novels (KEITAI novels) in education from the perspective of media literacy based on the examining the effectiveness of KEITAI novels as teaching materials for educational guidelines. The survey results showed that students used the Internet mainly through their cellular phones. For both television and Internet viewing, the study showed a couple of unintentional tendencies: i) students avoid talking with friends about viewing their favorite media, ii) students wrap themselves in their media viewing depending on the situation and place. The usage of cellular phones in Japanese high schools seems ubiquitous. Students prefer reading using cellular phones. Cellular phone novels (Keitai novels) are widely read in Japan.

Web 2.0 communities are providing new opportunities for teachers’ professional development by supporting more flexible sharing, communicating, and collaborating among teachers at a distance. Meanwhile, literature concerning teachers’ professional development increasingly places value on communities of practice and web-based learning communities. This paper presents a case study on the design of teacher training supported by a Web 2.0 community. The training program discussed in the paper is characterized by employing peer-coaching to facilitate teachers’ learning in a Web 2.0 community, and is a part of a project funded by the Ford Foundation. The paper gives a brief introduction to the training program, and reports some important findings and reflections on design and practice for in-service teacher training. It includes the theoretical framework design, a training model as well as activity design, and the implementation and evaluation of the training program and useful experiences. Initially, taking account school teachers’ needs at the K12 level for curriculum reform and quality education, theory, knowledge and practice competences for learner-centered instruction were examined by using peer-coaching methods supported by online communities. The suggested training program was delivered in two Chinese districts in August 2009: Tianhe district of Guangzhou, and Wuhou district of Chengdu. More than 120 participants, including subject teachers, school principals and local teaching researchers, took part in the f2f training, online activities and the further practice activities. Even still on-going, the comprehensive investigation and evaluation of the training program explains that the initial results and observations collected during the process of training are very positive. With cause for optimism as to the prospect of achieving the training program’s goals, the study has demonstrated that a task-driven approach and peer-coaching supported by a web 2.0 community are effective methods for in-service teacher training, and that peer-coaching can be greatly extended by out-of-school activities.

In Computer Science study, practical experience is gained in the computer laboratory, however the laboratory funding and maintenance require huge resources. This is the main reason why virtual computing laboratory implementations in academic environments have increased our major interest. At University of Ljubljana, we are the only higher education institution using virtual laboratories as an integral part of any Computer Science courses not only in Slovenia but also on the Balkans. Initially we have built our own virtual laboratory. Later, we merged our implementation with NCSU VCL and integrated the new virtual laboratory with learning management system and identity management system. We also plan to integrate it with our student information system. In this paper we present our current implementation and future plans, we discuss how this can improve the learning outcomes and present our experiences and results gained in the spring semester of 2010 when used by more than 300 students who were turned out to have little significant technical difficulties. In order to complete two assignments, the students made 8.9 reservations on average, while the minimum of four was needed to accomplish the obligations. 27.5% of the students needed more than 10 reservations (16.8 on average) and are responsible for 52% of total reservations. Further research is needed to find true causes for that fact. Most popular hour of day was 3 pm and 10 pm, while the least popular was 6 in the morning, when no reservations have been made in the whole observed period of three weeks. Research also shows that the students tend to postpone their duties until just before the deadline. The findings enhance our motivation on further research related to keeping students engaged and active through the course.