This article highlights basic issues that have hindered e-learning systems from becoming the revolutionary force it could be for education. While current systems aim to foster significant improvements in learning, this article argues that most systems are still limited to just being online repositories. This and the lack of learning personalization has become a topic for research. A knowledge-driven model to personalize e-learning is proposed in this article. A novel methodology for eliciting and personalizing tacit knowledge is presented. We focus on describing the complex information processing in terms of knowledge, rather than the details of its implementation.

This paper describes a Web-based system Webocrat and its potential in distance education. Though this system was originally motivated for support of e-Democracy, it can be in our opinion very effectively adopted for support of various types of educational activities. Its power should be best exploited in distance education processes.

Abstract: Teaching Mathematics to intermediate school boys is a challenging process which can greatly benefit from software technology and web-based learning. In this research we study the difficulties and opportunities of using this technology in teaching Mathematics to 13 year old boys studying Mathematics at school. For students ' we identify the basic requirements at home, e.g., Mathematics computer software packages, availability of internet access and ability of the parents to provide computers, software and the internet for their sons. We assess the expected improvement in grades, motivation and communication between home and school. For the teaches', we assess the expected improvement in teachers ' productivity, teachers ' experience, qualifications in computing and Mathematics packages and their anticipated expectations such as improvement in problem solving, grades of students. Our main objective is to determine the expected results resulting from applying computer software and web-based learning in teaching Mathematics.

Research Article The chief objective in many online communities is to allow for knowledge sharing and learning, which is enabled by technologies such as discussion forums. The value realized from these communities depends on ongoing participation in terms of two key activities i.e., knowledge seeking and contribution. However, a large number of communities fail, as they cannot sustain these activities. This poses the question of how these two activities can be simultaneously promoted. While previous research has separately explicated a number of different antecedents for the two activities, this study adopts a socio-technical perspective of an online community and considers usability and sociability as two salient antecedents applicable to both activities. Usability and sociability are multi-dimensional constructs, where individual’s perceptions of the two may be determined by dimensions such as ease of use and social interactivity. This paper proposes that individuals may place different importance on these dimensions when seeking knowledge, compared to contributing knowledge. The research model is tested through a survey of users of a learning-focused community system. Our findings indicate that individuals do, indeed, differ in their emphasis on the identified dimensions when they engage in the two activities. Specifically, ease of use and system reliability are considered as more important for usability, and moderator perception as more important for sociability when individuals seek knowledge. On the other hand, individuals perceive tracking fulfillment as more important for usability and social interactivity as more important for