The IADIS International Conference e-Learning 2008 (part of the IADIS Multi Conference on Computer Science and Information Systems) was held in Amsterdam, The Netherlands, 22-25 July, 2008.

The IADIS e-Learning 2008 conference aimed to address the main subjects of concern within e-Learning. This conference covered both technical as well as the non-technical aspects of e-Learning.

This conference received 234 submissions from more than 37 countries. Each submission was anonymously reviewed by an average of four independent reviewers, to guarantee that accepted submissions were of a high standard. Consequently, only 59 full papers were approved which meant an acceptance rate of about 25 %. A few more papers were accepted as short and reflection papers and posters.

The submissions were accepted under the following main areas and topics:

Organisational Strategy and Management Issues
- Higher and Further Education
- Primary and Secondary Education
- Workplace Learning
- Vocational Training
- Home Schooling
- Distance Learning
- Blended Learning
- Change Management
- Educational Management
- Continuous Professional Development (CPD) for Educational and Training Staff
- Return on e-Learning Investments (ROI)

Technological Issues
-Learning Management Systems (LMS)
- Managed Learning Environments (MLEs)
- Virtual Learning Environments (VLEs)
- Computer-Mediated Communication (CMC) Tools
- Social Support Software
- Architecture of Educational Information Systems Infrastructure
- Security and Data Protection
- Learning Objects
- XML Schemas and the Semantic Web
- Web 2.0 Applications

e-Learning Curriculum Development Issues
- Philosophies and Epistemologies for e-learning
- Learning Theories and Approaches for e-learning
- e-Learning Models
- Conceptual Representations
- Pedagogical Models
- e-Learning Pedagogical Strategies
- e-Learning Tactics
- Developing e-Learning for Specific Subject Domains

Instructional Design Issues
- Designing e-Learning Settings
- Developing e-Learning Pilots and Prototypes
-Creating e-Learning Courses
- Collaborative learning
- Problem-based learning
- Inquiry-based learning
- Blended learning
- Distance learning
- Designing e-Learning Tasks
- E-learning activities
- Online Groupwork
- Experiential learning
- Simulations and Modelling
- Gaming and edutainment
- Creativity and design activities
- Exploratory programming

e-Learning Delivery Issues
- e-Delivery in different contexts
- Higher and Further Education
- Primary and Secondary Schools
- Workplace Learning
- Vocational Training
- Distance Learning
- Online Assessment
- Innovations in e-Assessment
- e-Moderating
- e-Tutoring
- e-Facilitating
- Leadership in e-Learning Delivery
- Networked Information and Communication Literacy Skills
- Participation and Motivation in e-Learning

e-Learning Research Methods and Approaches
- Action Research
- Design Research
- Course and Programme Evaluations
- Systematic Literature Reviews
- Historical Analysis
- Case Studies
- Meta-analysis of Case Studies
- Effectiveness and Impact Studies
- Evaluation of e-Learning Technologies
- Evaluation of Student and Tutor Satisfaction
- Learning and cognitive styles
- Ethical Issues in e-learning

e-Skills and Information Literacy for Learning
- Teaching information literacy
- Electronic library and information search skills
- ICT skills education
- in schools and colleges
- for business, industry and the public sector
- in adult, community, home and prison education
- informal methods (peer groups, family)
- Education for computer-mediated communication skills
- Netiquette
- Online safety for children and vulnerable users
- Cybercrime awareness and personal prevention
- Student production of online media
- Web design
- Digital storytelling
- Web 2.0 tools
- etc.
- Digital media studies

In addition to the presentation of full, short and reflection papers and posters which divided the conference program in 29 parallel sessions, the conference also included two keynote presentations from internationally renowned researchers (Dr. David Guralnick, Kaleidoscope Learning, USA and Professor Jon Dron, Athabasca University, Canada), a conference tutorial by Netta Newman-Sholev, Amdocs, Israel and a Panel Session by Justin Hatt, Brunel University, United Kingdom

Keynotes Presentations:

K1 - "DESIGNING EFFECTIVE E-LEARNING USER INTERFACES" by

 Dr. David Guralnick, Kaleidoscope Learning, USA

Abstract:
The user interface course is, of, a crucial part of a user's experience with any piece of software.
For e-learning sites, interface design is particularly critical, as the learning effectiveness and interface design are substantially intertwined. The focus on the need for highly-usable interfaces in corporate e-learning has had an unexpected negative effect on the quality of e-learning sites: in their zeal to ensure that learners are never confused by an interface, designers have tended to design simplistic products that do not result in the learners actually learning the needed skills. I suggest in this talk that e-learning sites can involve complex tasks for the learner yet still be intuitive and easy to use, if designers follow an interface design process that is determined by how people learn and the tasks they need to perform in the program. This is in contrast to other approaches which view the interface design process as separate from the learning design. In this session, I will describe an approach to e-learning interface design that focuses on the goals, audience, and learning, and explore examples and program demonstrations that reflect the success of this approach.

K2 - "CROWD TEACHING" by

 Professor Jon Dron, Athabasca University, Canada

Abstract:
If the crowd is wise, could it become a teacher? As one of the roles of a teacher is to guide us to relevant learning resources, the simple answer is 'yes' - many of us turn first to Google or Wikipedia or somesuch crowd-enhanced or crowd-generated system when we wish to learn something new. Similarly there is a wealth of technologically augmented social systems from forums to blogs to newsgroups that can help us with feedback and support without the aid of a single teacher or focussed learning group. However, just because the crowd can teach doesn't mean that it can teach well. The inevitable corollary of the wisdom of the crowd is the stupidity of the mob. This talk will explore approaches to both using and designing social software that can help to reduce the likelihood of mob stupidity and will delve into a diverse range of issues such as getting pedagogical value out of social navigation & recommendation, the significance of trust-building, achieving a helpful balance of top-down & bottom-up control and technical standards & models needed to help the mob become wise.

Conference Tutorial:

"LEARNING BY PLAYING: USING GAMES IN INSTRUCTIONAL DESIGN" by

 Netta Newman-Sholev, Amdocs, Israel

Abstract:
Games are described in the literature as a tool for increasing learner motivation and engagement. This tutorial discusses how to incorporate games in training materials, as well as how to structure them.

Panel Session:

"DEALING WITH ISSUES OF CHEATING AND PLAGIARISM IN ONLINE ASSESSMENTS IN A POST-SECONDARY INSTITUTION" by Justin Hatt Brunel University, United Kingdom

Abstract:
Games are described in the literature as a tool for increasing learner motivation and engagement. This tutorial discusses how to incorporate games in training materials, as well as how to structure them.

Students who are either caught cheating on a test or copying another person's work in postsecondary institutions commit academic dishonesty and thus, are punished accordingly... usually. However, with the rising surge in online assessment, cheating and plagiarism have become more tempting as it is easier to access information they need more quickly. McKeever [2006] notes that although the Internet has made it easier to plagiarise, it has also become easier to detect. Also, much talk is focused on plagiarism and collusion in higher education, but this is not the only extent to which students commit academic dishonesty [Smith & Ridgway, 2006]; for instance, some online assessment tools require an Internet browser and, as such, students may be able to perform assessments from other locations without being invigilated. Furthermore, although many online tools help to catch plagiarism, when it comes to objective-based assessments, being able to detect authentic cases of plagiarism is much more difficult as it is expected that multiple students will obtain similar results. Many universities have also now implemented a system where cheating is no longer official, unless "physical evidence" can otherwise be provided, and in online assessment, this is very difficult to manage.

This panel discussion will discuss various issues of cheating and plagiarism in online and objective-based assessment and will discuss possible strategies for dealing with them effectively within a post-secondary environment. Although different strategies are implemented in different institutions, it is hoped that this discussion will find more generic methods of tackling these issues.
In preparation, please review senate guidelines at your institution and note any key areas for discussion. Also look at the examples of university regulations listed below and visit the website on cheating, plagiarism, site evaluation, copyright, and your students by Tjomsland [2006] for numerous other examples of what is available online.

Extended versions of the best papers were published in selected journals, especially in the IADIS International Journal on WWW/Internet (ISSN: 1645-7641) and IADIS International Journal on Computer Science and Information Systems (ISSN: 1646-3692).

These were the four papers that had stood out amongst the other papers published by the e-Learning 2008 Conference:

Best Pratical Paper:

WEB 2.0 TECHNOLOGIES FOR DIGITAL STUDENTS by Diana Andone, University of Timisoara, Romania and University of Brighton, UK

Abstract:
Recent years have seen a new generation of 'digital students' emerging in the developed world. Digital students are young adults who have grown up with digital technologies integrated as an everyday feature of their lives. Digital students use technology differently from previous generations of students, fluidly and often simultaneously using different web 2.0 technologies, instant messengers, mobile phones, the Web, MP3 players, online games and more. A study performed in a UK and Romanian university was designed to identify and evaluate the use of new technologies, especially of web 2.0 and social software, by digital students. The study is part of a research project which is investigating how the development of the eLearning spaces might be informed by digital students' attitudes.

Best Research Paper:

ONLINE ACTIVE LISTENING AND MEDIA COMPETENCE by Kathrin Figl and Christine Bauer, University of Vienna, Austria

Abstract:
The highly recognized concept of "active listening" is widely adopted in contexts that involve gathering information and solving problems. Demanding both verbal and nonverbal skills, this way of communication improves mutual understanding by using techniques like paraphrasing. The benefits are manifold and crucial in many areas of life for all kinds of communicative settings – face-to-face as well as online. For instance, it avoids misunderstandings, as people verify that they really understand. In conflicts, people tend to be more willing to explain in detail, which increases chances to find a joint solution. Our study investigates active listening in an online educational setting using written communication, which is a novel asset. We thereby focus on instant messaging and e-mail communication and examine both settings' capacities and differences. More than only exploring whether active listening is effective in online communication, we examine students' media competence for being able to adequately use the media under investigation for the given task. The study was conducted in a technology-enhanced course on "Soft Skills for Computer Scientists". Interestingly, analysis reveals that active listening techniques do have positive effects on communication in the analyzed online settings and students seem to be aware of the analyzed media's strength and weaknesses. Furthermore, our results tend to support the media synchronization theory.

Best Position Paper:

A PROPOSED THEORETICAL MODEL FOR EVALUATING E-LEARNING by Brenda Mallinson and Norman Nyawo, Rhodes University, South Africa 

Abstract:
The deployment of e-learning offers an opportunity to build the skills required for the 21st century knowledge-based economy. It is important to be able to evaluate various e-learning systems and analyse their efficacy. The focus of this paper is to investigate the area of e-learning evaluation in order to discover or formulate a framework or model that would assist the successful evaluation of e-learning in Higher Education Institutions (HEIs). The manner in which organisations currently implement e-learning evaluation is investigated. This paper critically assesses four current models and determines how applicable they are to HEIs. Finally, the various perspectives are synthesised and inform the creation of a new theoretical model for the implementation of successful e-learning evaluation. The proposed model attempts to address the identified shortcomings, and is suggested for use as a guideline for evaluating e-learning in HEIs.

Best Emergent Paper:

STUDENT CENTERED METHOD TO CREATE LEARNING MATERIALS FOR NICHE-LEARNING by Junko Minato, Hiroyuki Mitsuhara, Kenji Kume, Noriko Uosaki, Mihoko Teshigawara, Hiroshi Sakata and Yoneo Yano, Japan

Abstract:
This paper considers approaches to learning material creation for Niche-Learning, nonintrusive information delivery via a monitor placed in a lounge area on our university campus that adopted student point of view. We examined learning materials created by a student centered approach in which students control topic selection, organization and script writing and by a teacher led approach in which teachers choose topics, organize group members and write scripts that are interpreted by students. This paper describes preliminary experiments in learning material creation using both approaches and discusses the features of each approach.

The e-Learning Conference 2008 was published both in Book (ISBN: 978-972-8924-58-4) and CD-ROM (ISBN: 978-972-8924-67-6).

Program Committee:

Program Chairs:
Miguel Baptista Nunes, University of Sheffield, United Kingdom
Maggie McPherson, University of Leeds, United Kingdom

General Conference Co-Chairs:
Piet Kommers, University of Twente, The Netherlands
Pedro Isaías, Universidade Aberta (Portuguese Open University), Portugal
Nian-Shing Chen, National Sun Yat-sen University, Taiwan

Committee Members:
Adamantios Koumpis, ALTEC Information and Communication Systems, S.A., Greece
Abdel-Badeeh M. Salem, Ain Shams University, Egypt
Airina Volungeviciene, Vytautas Magnus University, Lithuania
Alan Hogarth, Glasgow Caledonian University, UK
Alex Voychenko, International Research and Training Center for ITS, Ukraine
Alexandra Cristea, University of Warwick, UK
Alexei Tretiakov, Massey University, New Zealand
Amali Weerasinghe, University of Canterbury, New Zealand
Ambjoern Naeve, NADA Royal Institute of Technology, Sweden
Ambjoern Naeve, Royal Institute of Technology, Sweden
Amjad Mahmood, University of Bahrain, Bahrain
Andreas Bollin, Klagenfurt University, Austria
Andreas Papasalouros, University of the Aegean, Greece
Andrew Ravenscroft, London Metropolitan University, United Kingdom
Andrew Ware, Univeristy of Glamorgan, UK
Angélica de Antonio, Universidad Politecnica de Madrid, Spain
Anneli Heimbuerger, University of Jyväskylä, Finland
Annette Payne, Brunel University, UK
Antonio Hervás Jorge, Universidad Politécnica de Valencia, Spain
Antonio Navarro, Universidad Complutense de Madrid, Spain
Apostolos Gkamas, University of Peloponissos and ACTI, Greece
Athanasios Spyridakos, Technological Education Institute of Piraeus, Greece
Avgoustos Tsinakos, T.E.I. of Kavala, Greece
Beatriz Fainholc, Fundación del CEDIPROE, Uruguay
Ben Chang, National Chiayi University, Taiwan
Bruno Warin, Université du Littoral Côte d'Opale, France
Carmen Barrera Fuertes, Universidad Nacional de Educación a Distancia (UNED), Spain
Carmen Holotescu, University Politehnica Timisoara, Romania
Cecilia Ruiz, University of Murcia, Spain
Cerstin Mahlow, University of Zurich, Switzerland
Charalampos Karagiannidis, University of Thessaly, Greece
Charl Fregona, London Metropolitan University, UK
Charles Juwah, Robert Gordon University, UK
Charoula Angeli, University of Cyprus, Cyprus
Chee Kit Looi, National Institute of Education, Singapure
Chen Xiaowu, Beihang University, China
Christian Russ, University of Klagenfurt, Austria
Christos Bouras, University of Patras, Greece
Claude Ghaoui, Liverpool John Moores University, UK
Claudia Steinberger, Klagenfurt University, Austria
Claudine Toffolon, Université du Littoral, France
Clint Rogers, Marriott School of Management, BYU, USA
Concepción Yániz, Universidad de Deusto, Spain
Cristina Rinaudo, University Nacional of Río Cuarto, Argentina
David Guralnick, Kaleidoscope Learning, USA
David Metcalf, University of Central Florida, USA
Demetrios Sampson, Center for Research and Technology - Hellas, Greece
Dimitris Fotiadis, University of Ioannina, Greece
Dirk Ifenthaler, Albert-Ludwigs-University, Gernmany
Elarbi Badidi, United Arab Emirates University, United Arab Emirates
Elena Dorrego, Universidad Central de Venezuela, Venezuela
Elena Mosa, INDIRE, Italy
Elliot Soloway, University of Michigan, USA
Emma O Briend, University of Limerick, Ireland
Eric Schoop, Dresden University of Technology, Germany
Erkki Sutinen, University of Joensuu, Finland
Eshaa M. Alkhalifa, University of Bahrain, Bahrain
Eva Jereb, University of Maribor, Slovenia
Eva Martínez Caro, University Politécnica de Cartagena, Spain
Eyas El-Quwasmeh, University in Jordan, Jordan
Ezendu Ariwa, London Metropolitan University, UK
Félix Garcia, Universidad Politécnica de Valencia, Spain
Frances Bell, University of Salford, UK
Francesca Pozzi, Istituto Tecnologie Didattiche –CNR, Italy
Francesca Puddu, Istituto Tecnologie Didattiche – CNR, Italy
Fuhua Lin, Athabasca University, Canada
Gabriela Grosseck, West University of Timisoara, Romania
Geoff Lautenbach, University of Johannesburg, South Africa
George Lekakos, Athens University of Business and Economics, Greece
George Papadourakis, School of Applied Technology, Greece
George Tsihrintzis, University of Piraeus, Greece
Giuliana Dettori, ITD-CNR, Italy
Gonzalo Méndez Pozo, Universidad Complutense de Madrid, Spain
Gregor Lenart, University of Maribor, Slovenia
Hamid Harroud, Al-Akhawayn University in Ifrane, Morocco
Hasan Çalışkan, Anadolu Universitesi, Turkey
Hong Lin, University of Houston-Downtown, USA
Hugh Davis, University of Southampton, UK
Ibrahim Ahmed, International Islamic University, Malaysia
Ignacio Aedo, Universidad Carlos III de Madrid, Spain
Ingrid Hunt, University of Limerick, Ireland
Ioan Jurca, Universitatea "Politehnica" Timisoara, Romania
Itziar Elexpuru, University of Deusto, Spain
J. Michael Spector, Florida State University, USA
J.AKBAR ALI, Majan University College, India
Jackeline Spinola de Freitas, Universidade Estadual de Campinas, Brazil
Jaime Ramírez, Universidad Politécnica de Madrid, Spain
Jan Pawlowski, University Duisburg-Essen, Germany
Jane Sinclair, University of Warwick, UK
Jarkko Suhonen, University of Joensuu, Finland
Jehad Najjar, K.U.Leuven, Belgium
Jesualdo Breis, University of Murcia, Spain
Jesús González Boticario, Universidad Nacional de Educación a Distancia (UNED), Spain
Jesús Ibáñez, Universidad de las Islas Baleares, Spain
Johannes Magenheim, Universitaet Paderborn, Germany
Jorge Werthein, RITLA, Brazil
Jörgen Lindh, Jonkoping International Business School, Sweden
Jose Bidarra, Open University, Portugal
José Sierra-Rodríguez, Universidad Complutense de Madrid, Spain
Juan Santos, Universidad Politécnica de Valencia, Spain
Julia Sonnberger, e-learning center TU Darmstadt, Germany
Julian Newman, Glasgow Caledonian University, UK
Julio Cabero, University of Sevilla, Spain
Kai Pata, University of Tallinn, Estonia
Kalle Juuti, University of Helsinki, Finland
Katerina Kabassi, University of Piraeus, Greece
Katherine Sinitsa, Ukraine International Research and Training Center, Ukraine
Kathrin Figl, Universität Wien, Austria
Katrina Leyking, DFKI Saarbruecken, Germany
Kazunori Nozawa, Ritsumeikan University, Japan
Kinshuk, Athabasca University, Canada
Lampros Stergioulas, Brunel University, UK
Larbi Esmahi, Athabasca University, Canada
Larisa Zaiceva, Riga Technical University, Latvia
Lasse Lipponen, University of Helsinki, Finland
Leonardo Garrido, Tecnológico de Monterrey, Mexico
Liliana Santacruz, Rey Juan Carlos University, Spain
Lily Sun, The University of Reading, UK
Lourdes Villardón, Universidad de Deusto, Spain
Luigi Sarti, Istituto per le Tecnoologie Didattiche, Italy
Luis Anido-Rifón, University of Vigo, Spain
Lynette Henderson, James Cook University, Australia
Maiga Chang, Athabasca University, Canada
Manos Varvarigos, University of Patras, Greece
Manuel Rubio, Rey Juan Carlos University, Spain
Manuela Delfino, Instituto per le Tecnologie Didattiche – CNR, Italy
Manuela Repetto, Instituto per le Tecnologie Didattiche – CNR, Italy
Marek Stanuszek, Cracow University of Technology, Poland
Margit Hofer, CSI Vienna, Austria
Maria José Bezanilla, Universidad de Deusto, Spain
Maria Moundridou, University of Piraeus, Greece
Maria Rigou, Patras University, Greece
Marjes Zammit, Università ta' Malta, Malta
Mark Schofield, SOLSTICE, UK
Martín Llamas-Nistal, University of Vigo, Spain
Martin Wolpers, Katholieke Universiteit Leuven, Belgium
Mary Gobbi, University of Southampton, UK
Michael Auer, Carinthia Tech Institute, Austria
Michael Derntl, University of Vienna, Austria
Michael Paraskevas, University of Patras, Greece
Michail Kalogiannakis, University Paris 5, France
Michalis Xenos, Hellenic Open University, Greece
Michela Ott, Consiglio Nazionale delle Ricerche, Italy
Mieczyslaw Drabowski, Cracow University of Technology, Poland
Miguel-Angel Sicilia, University of Alcalá, Spain
Mihai Jalobeanu, Vasile Goldis University Arad, Romania
Mike Joy, University of Warwick, UK
Ming Hou, Defence R&D Canada (DRDC), Canada
Mirjana Ivanovic, University of Novi Sad, Serbia
Mohamed Adel Serhani, UAE University, UAE
Mohamed Ally, Athabasca University, Canada
Monica Landoni, University of Strathclyde, UK
Muhammet Demirbilek, Suleyman Demirel University, Turkey
Nayesia Hernández, Universidad Central de Venezuela, Venezuela
Neal Sumner, City University, UK
Oktay Ibrahimov, National Academy of Sciences of Azerbaijan, Azerbaijan
Oliver Bohl, University of Kassel, Germany
Paola Forcheri, IMA-CNR, Italy
Paolo Manzelli, University of Florence, Italy
Patrick Blum, Inside Business Group, Germany
Patrick Fahy, Athabasca University, Canada
Penne Wilson, University of New Mexico, USA
Peter Mikulecký, University of Hradec Kralove, Czech Republic
Peter Westerkamp, Westfälische Wilhelms-Universität Münster, Germany
Rafael Alejandro Calvo, University of Sydney, Australia
Rafael Valencia, Universidad de Murcia, Spain
Ralf Klamma, RWTH Aachen University, Germany
Ramón Brena, Monterrey Institute of Technology (ITESM), Mexico
Raquel Hijon, Rey Juan Carlos University, Spain
Raúl Antonio Aguilar Vera, Universidad Autónoma de Yucatán, México
Reinaldo Martinez, Universidad Católica Andrés Bello, Venezuela
Ricardo Imbert, Universidad Politécnica de Madrid, Spain
Rikke Orngreen, Copenhagen Business School, Denmark
Roland Kaschek, Massey University, New Zealand
Rory McGreal, Athabasca University, Canada
Rosa Bottino, CNR, Italy
Rosabel Roig-Vila, Universidad de Alicante, Spain
Rose Luckin, University of Sussex, UK
Rubén Edel Navarro, Universidad Veracruzana, México
Ruben Fuentes Fernandez, Universidad Complutense Madrid, Spain
Salah Aziz, UQAM, Canada
Sara Eriksén, Blekinge Tekniska Högskola, Sweden
Seugnet Blignaut, Faculty of Education Science, South Africa
Sharon Role, University of Malta, Malta
Shirley Williams, University of Reading, UK
Silke Seehusen, University of Applied Sciences Luebeck, Germany
Sobah Petersen, Norwegian University of Science and Technology, Norway
Som Naidu, University of Melbourne, Australia
Spiros Sirmakesis, Computer Technology Institute, Greece
Stamatina Anastopoulou, University of Nottingham, Greece
Stavros Demetriadis, Aristotle University of Thessaloniki, Greece
Stefania Manca, Istituto per le Tecnologie Didattiche, Italy
Stephen Yang, National Central University, Taiwan
Steve Matthews, National Central University, Taiwan
Susan Moisey, Athabasca University, Canada
Taher S. K. Homeed, University of Bahrain, Bahrain
Thomas Schmidt, University of Applied Sciences, Germany
Thrasivoulos Tsiatsos, University of Patras, Greece
Tomas Sabaliauskas,Vytautas Magnus Universityh, Lithuania
Tomaz Amon, Center for Scientific Visualization, Slovenia
Toshio Okamoto, University of Electro-Communications, Japan
Tuomo Kakkonen, University of Joensuu, Finland
Ulf Ehlers, Univ. Duisburg-Essen, Germany
Umberto Giani, Università degli Studi di Napoli - Federico II, Italy
Vaiva Zuzeviciute, Magnus University, Italy
Valentina Dagiene, MII, Lithuania
Vassilakis Kostas, Technological Educational Institution of Crete, Greece
Vassilis Triantafilou, Τechnological Educational Institution of Messolonghi, Greece
Veijo Meisalo, University of Helsinki, Finland
Veronika Makarov, University of Saskatchewan, Canada
Vladimir Shekhovtsov, National Technical University, Ukraine
Vyacheslav Shitikov, Riga Techinical University, Latvia
Wenli Chen, National Institute of Education, Singapore
Werner Beuschel, FH Brandenburg, Germany
Willem-Paul Brinkman, Delft University of Technology, The Netherlands
Wolfram Laaser, Fern Universität in Hagen, Germany
Wong Lung Hsiang, National Institute of Education, Singapore
Xiaokun Zhang, Athabasca University, Canada
Yannis Psaromiligkos, Technological Education Institute of Piraeus, Greece
Yoram Eshet, Open University of Israel, Israel
Zoran Marosan, Novi Sad Business School, Serbia