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Silvia Gabrielli
University of Rome "La Sapienza", DIS (Dipartimento di Informatica e Sistemistica), via Salaria 113, 00198 Rome, Italy, Tel: +39-06-49918548, Fax: +39-06-85300849, gabrielli@dis.uniroma1.it
Valeria Mirabella
University of Rome "La Sapienza", DIS (Dipartimento di Informatica e Sistemistica), via Salaria 113, 00198 Rome, Italy, mirabell@dis.uniroma1.it
Stephen Kimani
University of Rome "La Sapienza", DIS (Dipartimento di Informatica e Sistemistica), via Salaria 113, 00198 Rome, Italy, kimani@dis.uniroma1.it
Tiziana Catarci
University of Rome "La Sapienza", DIS (Dipartimento di Informatica e Sistemistica), via Salaria 113, 00198 Rome, Italy, catarci@dis.uniroma1.it
ABSTRACT: Of late there has been a growing interest and effort toward meeting the requirements of persons with special needs. However, most of the accessibility standards and guidelines that have been proposed have been developed by adopting a domain independent and often ‘technical’ perspective. Such proposals are therefore often not sufficient to achieve accessibility goals in specific application areas such as eLearning. This paper presents a boosting approach/framework toward the development of more effective and usable accessibility indications for authors of didactic content, which are currently being fed and tested within the Italian context of the VICE project. This approach is intended to take into account the aforementioned issue and to make a step forward with respect to existing accessibility proposals and approaches in the eLearning domain. In particular, we discuss our design method for increasing the quality of eLearning materials for learners with special needs and an authoring tool, aLearning, to support eLearning content authors in their development of didactic material matching those needs.
Keywords: eLearning, Special needs, Accessibility, Guidelines, Didactical experts
Gabrielli, S., Mirabella, V., Kimani, S., & Catarci, T. (2006). A Boosting Approach to eContent Development for Learners with Special Needs. Educational Technology & Society, 9 (4), 17-26.
Leah M. Herner-Patnode
The Ohio State University at Lima, Lima, OH 45804, USA // herner-patnode.1@osu.edu
Hea-Jin Lee
The Ohio State University at Lima, Lima, OH 45804, USA // lee.1129@osu.edu
ABSTRACT: This study presents the results of the examination of the use of technology to enhance the capstone portfolio process for teacher candidates completing a master’s degree at a small regional campus in Northwest Ohio, United States. Students at this institution complete a fifth year program that results in a master’s degree and a recommendation for an Early or Middle Childhood license. The study focuses on determining the effectiveness of using a web-based portfolio. Teacher candidates’ perceived knowledge, skills and dispositions about technology literacy and usage in developing an e-portfolio are measured by comparing a pre and post survey. Results indicate a stronger knowledge and skill base concerning technology use and state standards, as well as a better disposition towards utilizing technology for creating and maintaining portfolios.
Keywords: E-portfolio, web-based portfolio, technology, teacher preparation
Herner-Patnode, L. M., & Lee, H.-J. (2009). A Capstone Experience for Preservice Teachers: Building a Web-Based Portfolio. Educational Technology & Society, 12 (2), 101–110.
Ya-Chun Shih
Department of English, National Hualien University of Education, Taiwan, yachunshih@mail.nhlue.edu.tw
Mau-Tsuen Yang
Department of CSIE, National Dong Hwa University, Taiwan, mtyang@mail.ndhu.edu.tw
ABSTRACT: A 3D virtually synchronous communication architecture for situated language learning has been designed to foster communicative competence among undergraduate students who have studied English as a foreign language (EFL). We present an innovative approach that offers better e-learning than the previous virtual reality educational applications. The proposed method supplies learners with autonomy in virtual communications, allowing learners to achieve a variety of shared goals. The traditional text-based or web-based virtual reality systems are generally less attractive to students because of their lack of 3D immersion and real-time voice interaction. Three-D virtual reality technology can be exploited to compensate these weaknesses. We propose an immersive and interactive virtual English classroom, entitled VEC3D, that integrates a goal-based instructional design, vivid 3D graphics, and real-time voice communication. The ultimate goal of the VEC3D project is to enhance learners’ English communicative competence. This research determines how learners perceive their experiences in the virtual space and use communication strategies (CSs) in the process of advancing communicative competence. The recent ethnographic study results revealed that the proposed application promoted positive student attitude and interactive learning experiences.
Keywords: 3D virtual reality, Situated language learning, Goal-based scenario, Strategic interaction, VEC3D
Shih, Y.-C., & Yang, M.-T. (2008). A Collaborative Virtual Environment for Situated Language Learning Using VEC3D. Educational Technology & Society, 11 (1), 56-68.
Yu-Fen Yang
Graduate school of applied foreign languages, National Yunlin University of Science & Technology, Douliu, Yunlin, Taiwan // Tel:+ 886-5-534-2601 Ext. 3136//Fax: +886-5-531-2058// yangy@yuntech.edu.tw
Wing-Kwong Wong
Graduate school of computer science & information engineering, National Yunlin University of Science & Technology, Douliu, Yunlin, Taiwan // Tel:+ 886-5-534-2601 Ext. 4330//Fax: +886-5-531-2063// wongwk@yuntech.edu.tw
Hui-Chin Yeh
Graduate school of applied foreign languages, National Yunlin University of Science & Technology, Douliu, Yunlin, Taiwan // Tel:+ 886-5-534-2601 Ext. 3106//Fax: +886-5-531-2036// hyeh@yuntech.edu.tw
ABSTRACT: The major purpose of this study is to assist college students in constructing mental representation of referential resolution in a computer system. Ninety students were asked to draw mental maps indicating the relationships between references, take reading comprehension tests, and fill out open-ended questionnaire. Results showed that the correlation between referential resolution and reading comprehension ranged from 61% to 75% in three reading tasks. The more students practiced in referential resolution, the higher average score they obtained in the reading comprehension test. Students also requested fewer feedbacks when they progressed to better comprehend the final online text. That is, they became more independent and relied less on the system’s feedback in their reading development. Although seventy-six students expressed that they learned from building connections of related words and made progressed in reading comprehension, fourteen students revealed that they still had difficulties after using the online system. This deserved more investigation in the future.
Keywords: Referential resolution, Reading comprehension, Referring strategy, Mental representation, and Metacognition
Yang, Y.-F., Wong, W.-K., & Yeh, H.-C. (2008). A Computer System of Referential Resolution to Assess Students’ Reading Comprehension. Educational Technology & Society, 11 (4), 173–189.
Liang-Yi Li
Department of Computer Science and Information Engineering, National Central University, Taiwan // Tel: +886-3-4227151 ext. 35327 // Fax: +886-3-4273485 // liang@db.csie.ncu.edu.tw
Gwo-Dong Chen
Department of Computer Science and Information Engineering, National Central University, Taiwan // Tel: +886-3-4227151 ext. 35327 // Fax: +886-3-4273485 // chen@csie.ncu.edu.tw
ABSTRACT: Students can practice skills and acquire knowledge by doing coursework. However, in conventional coursework activities, each student is assigned the same exercises, without considering learners’ diversity. Moreover, students typically have difficulty in receiving assistance for completing their exercises after class. Therefore, some students cannot learn effectively when doing their coursework. This work presents a Web Coursework Support System (WCSS) to assist students doing coursework within their Zone of Proximal Development (ZPD). This system applies decision tree analysis methodology for selecting programming exercises at a level of difficulty suited to each student. The assigned exercises thus challenge students. To assist students in completing these assigned exercises, this system allows students to access distributed online learning materials related to a programming concept through links on a single web page and motivates students to answer posted questions in a discussion forum. Experimental results show that the exercises-completed rate and the rate of the assigned exercises completed with assistance were increased. They indicate that WCSS can increase likelihood that students do coursework within their ZPD by offering challenges and assistance. Furthermore, some students’ responses were insightful in understanding the benefits and limitations of this system.
Keywords: Coursework, Concept map, Decision tree, Zone of Proximal Development
Li, L.-Y., & Chen, G.-D. (2009). A Coursework Support System for Offering Challenges and Assistance by Analyzing Students’ Web Portfolios. Educational Technology & Society, 12 (2), 205–221.
Gwo-Jen Hwang
Department of Information and Learning Technology, National University of Tainan, Tainan City 70005, Taiwan // gjhwang@mail.nutn.edu.tw
Hui-Chun Chu
Department of Information and Learning Technology, National University of Tainan, Tainan City 70005, Taiwan // carolchu@mail.nutn.edu.tw
Ju-Ling Shih
Department of Information and Learning Technology, National University of Tainan, Tainan City 70005, Taiwan // juling@mail.nutn.edu.tw
Shu-Hsien Huang
Department of Information and Learning Technology, National University of Tainan, Tainan City 70005, Taiwan // m09505022@stumail.nutn.edu.tw
Chin-Chung Tsai
Graduate School of Technological & Vocational Education, National Taiwan University of Science & Technology Taipei 106, Taiwan // cctsai@mail.ntust.edu.tw
ABSTRACT: A context-aware ubiquitous learning environment is an authentic learning environment with personalized digital supports. While showing the potential of applying such a learning environment, researchers have also indicated the challenges of providing adaptive and dynamic support to individual students. In this paper, a decision-tree-oriented mechanism is developed for that purpose, enabling digital guidance for students to observe and classify real-world objects in the learning activities of natural science courses. To show the effectiveness of the innovative approach, a context-aware ubiquitous learning environment was implemented for the “butterfly and ecology” unit of a fourth-grade natural science course in Taiwan, and 42 students participated in the learning activity. From the surveys and interviews that were conducted to understand the functionalities of the system and the learning effectiveness for the students, the results show that the system had a positive impact on students’ learning, especially on the affective domain, including participation, motivation, and interaction.
Keywords: Mobile learning, Ubiquitous learning, Context awareness, Decision tree, Ubiquitous computing
Hwang, G.-J., Chu, H.-C., Shih, J.-L., Huang, S.-H., & Tsai, C.-C. (2010). A Decision-Tree-Oriented Guidance Mechanism for Conducting Nature Science Observation Activities in a Context-Aware Ubiquitous Learning Environment. Educational Technology & Society, 13 (2), 53–64.
Chih Hung Chen
Department of Mechanical Engineering, National Central University, Taiwan // spooky@mail2000.com.tw
Jie Chi Yang
Graduate Institute of Network Learning Technology, National Central University, Taiwan // yang@cl.ncu.edu.tw
Sarah Shen
Department of System Engineering, Institute for Information Industry, Taiwan // sarahshen215@hotmail.com
Ming Chang Jeng
Department of Mechanical Engineering, National Central University, Taiwan // jeng@cc.ncu.edu.tw
ABSTRACT: In this study, a desktop virtual reality earth motion system (DVREMS) is designed and developed to be applied in the classroom. The system is implemented to assist elementary school students to clarify earth motion concepts using virtual reality principles. A study was conducted to observe the influences of the proposed system in learning. Twenty-one sixth-grade students participated in the study. Statistical results show that the scores in the pre-test and post-test significantly differ and using virtual reality can assist students in understanding the concepts. Besides, four design recommendations – information, spatial behavior, manipulation and concept representation – for improving the desktop VR system in education are also presented.
Keywords: Desktop virtual reality, Earth motion, Astronomy education, Guided discovery learning
Chen, C. H., Yang, J. C., Shen, S., & Jeng, M. C. (2007). A Desktop Virtual Reality Earth Motion System in Astronomy Education. Educational Technology & Society, 10 (3), 289-304.
Pinar Onay Durdu
Kocaeli University, Department of Computer Engineering, 41040, Kocaeli, Turkey // pinar.onaydurdu@kocaeli.edu.tr
Nese Yalabik
Middle East Technical University, Department of Computer Engineering, 06531, Ankara, Turkey // yalabik@ceng.metu.edu.tr
Kursat Cagiltay
Middle East Technical University, Department of Computer Education and Instructional Technology, 06531, Ankara, Turkey // kursat@metu.edu.tr
ABSTRACT: A distributed online curriculum and courseware development model (DONC2) is developed and tested in this study. Courseware development teams which may work in different institutions who need to develop high quality, reduced cost, on time products will be the users of DONC2. The related features from the disciplines of instructional design and software engineering were combined. The research is conducted as a collective case study, including four cases with distinctive characteristics to reveal the several practices in online curriculum and courseware development work. The DONC2 development model was proposed using the results gathered from the investigated cases and a literature survey. The model uses the iterative incremental and agile software development approaches in order to overcome the disadvantages of other linear development approaches. This enables building releasable yet good quality products in short time periods. Furthermore, continuous communication, evaluation and feedback as well as good project management and readiness to adapt to changes are integrated as the essential characteristics. DONC2 is different then previous linear and non-adaptive models in all of these aspects. The model was tested with one of the cases while being improved with success. It was applied as a development model for scheduling of the courseware development project in the last case and considered as helpful for the success of the project by the project team members.
Keywords: Virtual learning environments, Online courseware and curriculum development, E-learning, Adaptive software development
Durdu, P. O., Yalabik, N., & Cagiltay, K. (2009). A Distributed Online Curriculum and Courseware Development Model. Educational Technology & Society, 12 (1), 230–248.
Ronald Noel Beyers
Young Engineers and Scientists of Africa Programme, Meraka Institute, Pretoria, South Africa // ron@yesa.org.za
ABSTRACT: This paper proposes a multi-dimensional concept model of an ICT enabled classroom to highlight potential similarities and differences between where teachers perceive themselves relative to their learners. Some teachers and learners may be at the two dimensional text-book level, while others are operating in at a globalization level. Being armed with this type of information, educators may be empowered to rethink their educational strategies especially where ICTs are employed in an educational context.
Keywords: Net generation, Model of education, Knowledge society, Digital divide, Globalization
Beyers, R. N. (2009). A Five Dimensional Model for Educating the Net Generation. Educational Technology & Society, 12 (4), 218–227.
Katerina Georgouli
Technological Educational Institute of Athens, Informatics Department // kgeor@teiath.gr // Tel: +302105385325
Ilias Skalkidis
National Technical University of Athens, Faculty of Electrical and Computer Engineering // skalkidis@gmail.com // Tel: +302107722430
Pedro Guerreiro
Universidade Nova de Lisboa, Department of Informatics // pg@di.fct.unl.pt // Tel: +351212948586
ABSTRACT: As more and more teachers in tertiary education experiment with technology, looking for new ways of enhancing their traditional ways of teaching, the need of flexible tools able to support well planned blended learning scenarios emerges. Learning Management Systems, especially those which are based on open source software, have shown to be very helpful in reaching this goal. Nevertheless, technology alone is not sufficient because teachers have to understand beforehand the potentials it offers in order to be able to use it effectively in redesigning their educational scenarios. In this paper we present a framework for introducing e-learning in a traditional course. The framework can be used as a guideline for the development of an instructional model incorporating a pertinent pedagogical setup which federates learning and “learner-centered” factors. We illustrate this process with a case study that shows how the recommended method has been applied to make a successful transition to a blended learning format that combines face-to-face sessions with distance communication. Based on this experience and on the results from the evaluations we have conducted in the last few years (3 surveys with 316 participants), we claim that e-learning methods and tools can indeed help in efficiently supporting the students and in improving the quality of learning.
Keywords: Learning management systems, Blended learning, Web enhancement, E-learning instructional model
Georgouli, K., Skalkidis, I., & Guerreiro, P. (2008). A Framework for Adopting LMS to Introduce e-Learning in a Traditional Course. Educational Technology & Society, 11 (2), 227-240.
Sara Price
London Knowledge Lab, Institute of Education, 23-29 Emerald Street, London, WC1N 3QS, UK, s.price@ioe.ac.uk
Martin Oliver
London Knowledge Lab, Institute of Education, 23-29 Emerald Street, London, WC1N 3QS, UK, m.oliver@ioe.ac.uk
ABSTRACT: Although there is great interest, and considerable investment, in adopting technology within Higher Education, it is less clear what this change means to the people who implement or experience it. Presently, there is no consistent framework used to study and explain this phenomenon. In this paper, we propose a framework that can structure and guide work in the area. Work carried out as part of a Kaleidoscope-funded project (see Price et al, 2005) to explore the impact of technology, providing an overview of current research in this area is described, outlining a framework of approaches to researching this topic, and providing an example of empirical work that fits within this methodological framework. Findings from the case study reported here focus on the role that models of teaching and learning play in the process of technology adoption and will be used to elaborate on the themes emerging from the review of existing research. The paper will conclude by considering the framework’s role as a foundation for further work in this area.
Keywords: Impact of technology, Teaching roles, Teaching practice, Conceptual framework, Higher education
Price, S., & Oliver, M. (2007). A Framework for Conceptualising the Impact of Technology on Teaching and Learning. Educational Technology & Society, 10 (1), 16-27.
Tracey L. Leacock
Faculty of Education, Simon Fraser University, 8888 University Drive, Burnaby, BC Canada V5A 1S6, tleacock@sfu.ca, Tel: 604 291-4548
John C. Nesbit
Faculty of Education, Simon Fraser University, 8888 University Drive, Burnaby, BC Canada V5A 1S6, nesbit@sfu.ca, Tel: 604 268-7123 // Fax: 604 291-3203
ABSTRACT: This article presents the structure and theoretical foundations of the Learning Object Review Instrument (LORI), an evaluation aid available through the E-Learning Research and Assessment Network at http://www.elera.net. A primary goal of LORI is to balance assessment validity with efficiency of the evaluation process. The instrument enables learning object users to create reviews consisting of ratings and comments on nine dimensions of quality: content quality, learning goal alignment, feedback and adaptation, motivation, presentation design, interaction usability, accessibility, reusability, and standards compliance. The article presents research and practices relevant to these dimensions and describes how each dimension can be interpreted to evaluate multimedia learning resources.
Keywords: eLera, Learning resource, Quality, LORI; Learning object
Leacock, T. L., & Nesbit, J. C. (2007). A Framework for Evaluating the Quality of Multimedia Learning Resources. Educational Technology & Society, 10 (2), 44-59.
Asma Ounnas
Learning Societies Lab, School of Electronics and Computer Science, University of Southampton, Highfield, Southampton, Hampshire, SO17 1BJ, UK // ao05r@ecs.soton.ac.uk
Hugh C Davis
Learning Societies Lab, School of Electronics and Computer Science, University of Southampton, Highfield, Southampton, Hampshire, SO17 1BJ, UK // hcd@ecs.soton.ac.uk
David E Millard
Learning Societies Lab, School of Electronics and Computer Science, University of Southampton, Highfield, Southampton, Hampshire, SO17 1BJ, UK // dem@ecs.soton.ac.uk
ABSTRACT: Collaboration has long been considered an effective approach to learning. However, forming optimal groups can be a time consuming and complex task. Different approaches have been developed to assist teachers allocate students to groups based on a set of constraints. However, existing tools often fail to assign some students to groups creating a problem well known as “orphan students”. In this paper we propose a framework for learner group formation, based upon satisfying the constraints of the person forming the groups by reasoning over semantic data about the potential participants. The use of both Semantic Web technologies and Logic programming proved to increase the satisfaction of the constraints and overcome the orphans’ problem.
Keywords: Group Formation, E-Learning, Constraint Satisfaction, Collaborative Learning, Teams
Ounnas, A., Davis, H. C., & Millard, D. E. (2009). A Framework for Semantic Group Formation in Education. Educational Technology & Society, 12 (4), 43–55.
Javier López-Cuadrado
Department of Computer Languages and Systems, University of the Basque Country (UPV-EHU). Spain // javilo@ehu.es
Ana J. Armendariz
Department of Computer Languages and Systems, University of the Basque Country (UPV-EHU), Spain // jiparlea@si.ehu.es
Marion Latapy
Laboratoire d'Informatique de l'Université de Pau et Pays de l'Adour, France // Marion.Latapy@iutbayonne.univ-pau.fr
Philippe Lopistéguy
Laboratoire d'Informatique de l'Université de Pau et Pays de l'Adour, France // Philippe.Lopisteguy@iutbayonne.univ-pau.fr
ABSTRACT: This paper discusses the communicative potentials of Computerized Adaptive Testing. The study is based on a model that offers a set of independent communicative concepts to describe the Genre of an interactive application. This model will be the starting point to analyze the stages of the interaction cycle that are typically inherent to every generator of computerized adaptive tests. In each of these stages, the authors present the most appropriate communication structures that should support the intentions of the developers of this kind of software. The paper finishes giving a synthesis of the interactive potential of these communication stages from a Genre perspective, and discussing the compatibility between the proposed approach and some model-based methods that are currently used during the design of interactive applications.
Keywords: Genre, Communication structures, Interactive applications, Software development, Computerized adaptive testing
López-Cuadrado, J., Armendariz, A. J., Latapy, M., & Lopistéguy, P. (2008). A Genre-Based Perspective for the Development of Communicative Computerized Adaptive Tests. Educational Technology & Society, 11 (1), 87-101.
Wen-Chung Shih
Department of Information Science and Applications and Department of Computer Science and Information Engineering, Asia University, Taichung 41354, Taiwan // wjshih@asia.edu.tw
Shian-Shyong Tseng
Department of Computer Science, National Chiao Tung University, Hsinchu 30010, Taiwan // sstseng@cs.nctu.edu.tw // Department of Information Science and Applications, Asia University, Taichung 41354, Taiwan // sstseng@asia.edu.tw
ABSTRACT: With the rapid development of wireless communication and sensor technologies, ubiquitous learning has become a promising solution to educational problems. In context-aware ubiquitous learning environments, it is required that learning content is retrieved according to environmental contexts, such as learners’ location. Also, a learning content retrieval scheme should be able to work with various instructional strategies for different learning activities. To solve the context-aware learning content retrieval problem, we propose a strategy-driven approach to derive content retrieval strategies from instructional strategies. Moreover, we construct a knowledge-based system to expand query keywords based on the derived strategies and then select relevant keywords according to geographical distance between entities of concept and learners. This system is composed of four components: knowledge transformation, query expansion, content retrieval and user interface. Besides, ontology construction algorithms, designed for teachers to easily build up ontology from course outlines, are applied to generate the rules of query expansion and the taxonomic index of learning object repository. The experimental results indicate that the proposed approach can increase the learning performance of students.
Keywords: Ubiquitous learning, Context-aware learning, SCORM, Information retrieval, Ontology, Knowledge-base
Shih, W.-C., & Tseng, S.-S. (2009). A Knowledge-based Approach to Retrieving Teaching Materials for Context-aware Learning. Educational Technology & Society, 12 (1), 82–106.
Chenn-Jung Huang
Department of Computer Science and Information Engineering, National Dong Hwa University, Taiwan // cjhuang@mail.ndhu.edu.tw
Ming-Chou Liu
Department of Curriculum Design and Human Potentials Development, National Dong Hwa University, Taiwan
Kuo-En Chang
National Taiwan Normal University, Taiwan
Yao-Ting Sung
National Taiwan Normal University, Taiwan
Tz-Hau Huang
Graduate Institute of Networking and Multimedia Technology, National Dong Hwa University, Taiwan
Chun-Hua Chen
Graduate Institute of Networking and Multimedia Technology, National Dong Hwa University, Taiwan
Hung-Yen Shen
Graduate Institute of Networking and Multimedia Technology, National Dong Hwa University, Taiwan
Kuo-Liang Huang
Graduate Institute of Networking and Multimedia Technology, National Dong Hwa University, Taiwan
Jia-Jian Liao
Department of Computer Science and Information Engineering, National Taiwan University, Taiwan
Kai-Wen Hu
Department of Computer Science, National Tsing Hua University, Taiwan
Yun-Cheng Luo
Department of Computer Science, National Tsing Hua University, Taiwan
Tun-Yu Chang
Department of Resources Engineering, National Cheng Kung University, Taiwan
ABSTRACT: With rapid advances in the development of information technology, information access has become central to life in the 21st century. In recent years, the development of useful learning-assistance systems has become a popular topic in literature. Learners can benefit from guidance provided by a tool that assists learning when a student has trouble using an e-learning platform. An effective learning-assistance tool can reduce teacher workload and increase the time spent giving individual guidance to learners who fall behind. However, few machine-learning techniques have been used as learning-assistance tools in literature to determine learner status or provide feedback to learners and teachers. Therefore, this work employs a learning-assistance tool that uses learning-reinforcement techniques to continuously interact with an environment and provides learners with suitable and timely feedback to guide students through difficulties, inspire them, and help them complete assigned tasks. The learning-assistance tool can promote learners’ information and communication technology (ICT) literacy and assist learners in overcoming difficulties. Furthermore, teacher workload is significantly reduced because appropriate hints or feedback are automatically delivered to learners without teacher involvement.
Keywords: Information and communication technology, Learning assistant, Diagnosis, Machine learning, Reinforcement learning
Huang, C.-J., Liu, M.-C., Chang, K.-E., Sung, Y.-T., Huang, T.-H., Chen, C.-H., Shen, H.-Y., Huang, K.-L., Liao, J.-J., Hu, K.-W., Luo, Y.-C., & Chang, T.-Y. (2010). A Learning Assistance Tool for Enhancing ICT Literacy of Elementary School Students. Educational Technology & Society, 13 (3), 126–138.
Ricardo R. Amorim
Department of Electronics and Computer Science, Faculty of Physics, Campus Univesitario Sur s/n, University of Santiago de Compostela, 15782 Santiago de Compostela, A Coruña, Spain, rramorin@usc.es
Manuel Lama
Department of Electronics and Computer Science, Faculty of Physics, Campus Univesitario Sur s/n, University of Santiago de Compostela, 15782 Santiago de Compostela, A Coruña, Spain, lama@dec.usc.es
Eduardo Sánchez
Department of Electronics and Computer Science, Faculty of Physics, Campus Univesitario Sur s/n, University of Santiago de Compostela, 15782 Santiago de Compostela, A Coruña, Spain, eduardos@usc.es
Adolfo Riera
Department of Electronics and Computer Science, Faculty of Physics, Campus Univesitario Sur s/n, University of Santiago de Compostela, 15782 Santiago de Compostela, A Coruña, Spain, eladolfo@usc.es
Xosé A. Vila
Department of Electronics and Computer Science, Faculty of Physics, Campus Univesitario Sur s/n, University of Santiago de Compostela, 15782 Santiago de Compostela, A Coruña, Spain, vila@dec.usc.es
ABSTRACT: In this paper, we present an ontology to represent the semantics of the IMS Learning Design (IMS LD) specification, a meta-language used to describe the main elements of the learning design process. The motivation of this work relies on the expressiveness limitations found on the current XML-Schema implementation of the IMS LD conceptual model. To solve these limitations, we have developed an ontology using Protégé at the knowledge level. In addition, we provide its implementation in OWL, the standard language of the Semantic Web, and the set of associated axioms in first-order logic. The OWL file is available at http://www.eume.net/ontology/imsld_a.owl.
Keywords: IMS Learning Design, Ontologies, Semantic description, Formal axioms
Amorim, R. R., Lama, M., Sánchez, E., Riera, A., & Vila, X. A. (2006). A Learning Design Ontology based on the IMS Specification. Educational Technology & Society, 9 (1), 38-57.
Yongcheng Gan
Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, M5S 1V6, Canada, Tel: +1 416 923-6641 ext 2454, yongcheng.gan@utoronto.ca
Zhiting Zhu
Educational Information Network Center, East China Normal University, Shanghai, 200062, China, Tel: +86 21 62232654, ztzhu@dec.ecnu.edu.cn
ABSTRACT: This study represents an effort to construct a learning framework for knowledge building and collective wisdom advancement in a virtual learning community (VLC) from the perspectives of system wholeness, intelligence wholeness and dynamics, learning models, and knowledge management. It also tries to construct the zone of proximal development (ZPD) of VLCs based on the combination of Vygotsky’s theory of zone of proximal development and the trajectories of knowledge building. The aim of a VLC built on the theories of constructivism, situated learning, and knowledge building, etc., is to apply individual intelligence to online learning, bring the advantages of collaborative learning and collective wisdom into play, solve difficult problems in independent learning, and lead to the integration and sublimation of collective wisdom through long-term individual interactions, collaborative learning and knowledge building.
Keywords: Collective wisdom, Knowledge building, Virtual learning community, Collective intelligence, Knowledge management
Gan, Y., & Zhu, Z. (2007). A Learning Framework for Knowledge Building and Collective Wisdom Advancement in Virtual Learning Communities. Educational Technology & Society, 10 (1), 206-226.
Yueh-Min Huang
Department of Engineering Science, National Cheng Kung University, No.1, University Road, Tainan City, Taiwan, R.O.C. // Tel: +886-6-2757575 ext. 63336 // Fax: +886-6-2766549 // huang@mail.ncku.edu.tw
Tien-Chi Huang
Department of Engineering Science, National Cheng Kung University, No.1, University Road, Tainan City, Taiwan, R.O.C. // Tel: +886-6-2757575 ext. 63336 // Fax: +886-6-2766549 // kylin@easylearn.org
Kun-Te Wang
Department of Engineering Science, National Cheng Kung University, No.1, University Road, Tainan City, Taiwan, R.O.C. // Tel: +886-6-2757575 ext. 63336 // Fax: +886-6-2766549 // taito@easylearn.org
Wu-Yuin Hwang
Graduate school of Network Learning Technology, National Central University, No.300, Jhongda Rd., Jhongli City, Taoyuan County 32001, Taiwan, R.O.C. // wyhwang@cc.ncu.edu.tw
ABSTRACT: The ability to apply existing knowledge in new situations and settings is clearly a vital skill that all students need to develop. Nowhere is this truer than in the rapidly developing world of Web-based learning, which is characterized by non-sequential courses and the absence of an effective cross-subject guidance system. As a result, questions have arisen about how to best explore and stimulate the transfer of learning from one subject to another in electronically mediated courses of study. In this study, we argue that online learners would benefit from guidance along applicable group-learning paths. This paper proposes use of the learning sequence recommendation system (LSRS) to help learners achieve effective Web-based learning transfer using recommendations based on group-learning paths. We begin with a Markov chain model, which is a probability transition model, to accumulate transition probabilities among learning objects in a course of study. We further employ an entropy-based approach to assist this model in discovering one or more recommended learning paths through the course material. Statistical results showed that the proposed approach can provide students with dependable paths leading to higher achievement levels, both in terms of knowledge acquisition and integration, than those typically attained in more traditional learning environments. Our study also identified benefits for teachers, providing them with ideas and tools needed to design better online courses. Thus, our study points the way to a Web-based learning transfer model that enables teachers to refine the quality of their instruction and equips students with the tools to enhance the breadth and depth of their education.
Keywords: Groups-learning paths, Transfer of learning, Markov chain model, Individual learning, Entropy
Huang, Y.-M., Huang, T.-C., Wang, K.-T., & Hwang, W.-Y. (2009). A Markov-based Recommendation Model for Exploring the Transfer of Learning on the Web. Educational Technology & Society, 12 (2), 144–162.
Yueh-Min Huang
Department of Engineering Science, National Cheng Kung University, Taiwan // Tel: +886-6-2757575 ext. 63336 // Fax: +886-6-2766549 // huang@mail.ncku.edu.tw
Juei-Nan Chen
Department of Engineering Science, National Cheng Kung University, Taiwan // Tel: +886-6-2757575 ext. 63336 // Fax: +886-6-2766549 // rnchen@gmail.com
Shu-Chen Cheng
Department of Computer Science and Information Engineering, Southern Taiwan University of Technology, Taiwan // Tel: +886-6-2533131 ext. 3228 // kittyc@mail.stut.edu.tw
ABSTRACT: Due to the rise of e-Learning, more and more useful learning materials are open to public access. Therefore, an appropriate learning suggestion mechanism is an important tool to enable learners to work more efficiently. A smoother learning process increases the learning effect, avoiding unnecessarily difficult concepts and disorientation during learning. However, many suggestion demands come from different abstraction levels, and traditional single level frequent pattern mining is not sufficient. This paper proposes a methodology for mining frequent patterns of learners’ behavior which connote a hierarchical scheme to provide cross-level learning suggestions for the next learning course. With this system, a learner can get multiple levels of abstract suggestions instead of merely single level frequent pattern mining results. Our study shows that the algorithms can mine considerable quantities of frequent patterns from real life learning data. The experimental data are collected from a Web learning system originating from National Cheng Kung University in Taiwan. The proposed methodology gives learners many suggestions to help them learn more effectively and efficiently. Finally, we collect some representative cases to realize different requirements which are extracted from a learners’ access database. These cases are classified into three types; notably, type three generalized four meaningful external factors which are inferred by our observations from these cross-level frequent patterns.
Keywords: e-Learning, Cross-level frequent pattern, FP-tree, FP-growth, Data mining
Huang, Y.-M., Chen, J.-N., & Cheng, S.-C. (2007). A Method of Cross-level Frequent Pattern Mining for Web-based Instruction. Educational Technology & Society, 10 (3), 305-319.
David Díez
DEI Laboratory, Computer Science Department, Escuela Politécnica Superior, Universidad Carlos III de Madrid, Av. Universidad 30, 28911 Leganés, Madrid, Spain // Tel: +34 91 624 99 60 // Fax: +34 91 624 91 29 // david.diez@uc3m.es
Alessio Malizia
DEI Laboratory, Computer Science Department, Escuela Politécnica Superior, Universidad Carlos III de Madrid, Av. Universidad 30, 28911 Leganés, Madrid, Spain // Tel: +34 91 624 99 60 // Fax: +34 91 624 91 29 // alessio.malizia@uc3m.es
Ignacio Aedo
DEI Laboratory, Computer Science Department, Escuela Politécnica Superior, Universidad Carlos III de Madrid, Av. Universidad 30, 28911 Leganés, Madrid, Spain // Tel: +34 91 624 99 60 // Fax: +34 91 624 91 29 // ignacio.aedo@uc3m.es
Paloma Díaz
DEI Laboratory, Computer Science Department, Escuela Politécnica Superior, Universidad Carlos III de Madrid, Av. Universidad 30, 28911 Leganés, Madrid, Spain // Tel: +34 91 624 99 60 // Fax: +34 91 624 91 29 // mpaloma.diaz@uc3m.es
Camino Fernández
Mechanic Engineer, Computer Science and Aeronautic Engineer Department, Universidad de León, Campus de Vegazana s/n, 24071 León, Spain // Tel: +34 987 29 30 64 // Fax: +34 987 29 30 65 // camino.fernandez@unileon.es
Juan-Manuel Dodero
Lenguajes y Sistemas Informáticos, Escuela Superior de Ingeniería, Universidad de Cádiz, c/ Chile 1, 11002 Cádiz, Spain // Tel: + 34 956 01 57 84 // Fax: + 34 956 01 51 39 // juanma.dodero@uca.es
ABSTRACT: The basic idea of service-oriented learning is that a learning environment should be conceived as a set of independent units of learning packaged as learning services. The design, development and deployment of a learning system based on integrating different learning services needs both a technological platform to support the system as well as a methodology that manages the development process. Such technological platform is provided by the Service Oriented Learning Architecture (SOLA). SOLA proposes an architecture style, which defines how to deploy several units of packeged-learning services. The purpose of this paper is to review the SOLA concept and to present a specific method based on specifying instructional domains, to complement the SOLA approach. Our method suggests the definition of a feature model, which represents the characteristics of the instructional domain, in order to address the identification and clasiffication of candidate services. The approach here proposed facilitates the definition of candidate-learning services in order to enhance the integration of such services.
Keywords: Learning service, computer-based learning, service-oriented learning, instructional domain, feature modelling
Díez, D., Malizia, A., Aedo, I., Díaz, P., Fernández, C., & Dodero, J. M. (2009). A Methodological Approach to Encourage the Service-Oriented Learning Systems Development. Educational Technology & Society, 12 (4), 138–148.
Jane Y.-K. Yau
Department of Computer Science, University of Warwick, UK // j.y-k.yau@warwick.ac.uk
Mike Joy
Department of Computer Science, University of Warwick, UK // m.s.joy@warwick.ac.uk
Stephan Dickert
Max Planck Institute for Research on Collective Goods, Bonn, Germany // dickert@coll.mpg.de
ABSTRACT: We report the results of a diary study to determine whether a diary approach could be used as a successful way of retrieving a) the user’s learning contexts, b) which learning contexts are significant for consideration within an m-learning application, and c) which learning materials are appropriate for which learning situation. Analyses of data provided by 32 participants have helped us to establish the applicability of using a learning schedule for retrieving a learner’s location and available time contexts. This understanding was required in order to determine the realistic usability and potential deployment of our mobile context-aware learning schedule (mCALS) framework, which uses a learner’s schedule (i.e. electronic organizer) to retrieve their location and available time contexts. The purpose of this framework is to suggest appropriate learning materials to students based on the values of the proposed contexts (including learning styles, knowledge level, concentration level and frequency of interruption, at the point of usage). The study suggests that the framework should include verification methods to counter against the possibility of students not adhering precisely to their planned learning schedules. Motivation was established as a crucial learning context which should be incorporated into adaptive mobile learning applications.
Keywords: Context-aware, diary study, mobile learning
Yau, J. Y.-K., Joy, M., & Dickert, S. (2010). A Mobile Context-aware Framework for Managing Learning Schedules – Data Analysis from a Diary Study. Educational Technology & Society, 13 (3), 22–32.
Shu-Chen Cheng
Department of Engineering Science, Southern Taiwan University, Taiwan // kittyc@mail.stut.edu.tw
Wu-Yuin Hwang
Graduate School of Network Learning Technology, National Central University, Taiwan // wyhwang@cc.ncu.edu.tw
Sheng-Yi Wu
Graduate School of Network Learning Technology, National Central University, Taiwan // digschool@gmail.com
Rustam Shadiev
Graduate School of Network Learning Technology, National Central University, Taiwan // rshadiev@lst.ncu.edu.tw
Ching-Hwa Xie
Graduate School of Network Learning Technology, National Central University, Taiwan // pat@cl.ncu.edu.tw
ABSTRACT: In this study, a mobile device and online system, StudentPartner, is proposed to help students learn English on campus using multimedia and GPS support. Two activities, exploring the campus in English and English presentation, were designed to stimulate students’ deep engagement and interaction with the system. Since students are very familiar with the campus as context, these activities elicit interest and playfulness. An experiment using the proposed system was conducted on the university campus for six months. The results show that positive perceptions of an activity, especially that of exploring the campus, significantly influenced users’ intentions to utilize the proposed system. In addition, it was found that users’ performance in the English presentation activity was significantly correlated with their achievement in learning. Thus, the proposed system, when combined with these two activities is an effective and enjoyable method of learning English that utilizes the concepts of contextual familiarity and the exchange of ideas through presentations.
Keywords: Mobile learning, English learning, Language learning, GPS, Student engagement
Cheng, S.-C., Hwang, W.-Y., Wu, S.-Y., Shadiev, R., & Xie, C.-H. (2010). A Mobile Device and Online System with Contextual Familiarity and its Effects on English Learning on Campus. Educational Technology & Society, 13 (3), 93–109.
Patricio Rodríguez
Department of Computer Science, College of Engineering, Pontificia Universidad Católica de Chile, Santiago, Chile // patricio@ing.puc.cl
Miguel Nussbaum
Department of Computer Science, College of Engineering, Pontificia Universidad Católica de Chile, Santiago, Chile // mn@ing.puc.cl
Ximena López
Università Roma Tre, Italy // mxlopez@uniroma3.it
Marcos Sepúlveda
Department of Computer Science, College of Engineering, Pontificia Universidad Católica de Chile, Santiago, Chile // marcos@ing.puc.cl
ABSTRACT: More than 20 years after ICTs were introduced in schools, solid evidence of their impact on student attainment is still lacking. Reasons for this include the mismatch between the methods used to measure the effects and the type of learning promoted, the absence of information regarding the specific types of ICT used, and the scarce attention paid to the monitoring and evaluation of ICT for Education (ICT4E) programs. A monitoring and evaluation scheme would provide qualitative and quantitative data to refine, adjust and improve an ICT4E project, to learn from the experience gained, and to determine whether the program has served its client communities and how it might be replicated. In this paper we present a monitoring and evaluation (M&E) scheme for a specific ICT4E program that supports teaching and learning using mobile computer supported collaborative learning (MCSCL). Using the information provided by the scheme, we analyze the program’s impact on student attainment in terms of teacher adoption of innovation. It was found that there were statistically significant positive differences in students whose teachers showed higher adoption levels when compared both to lower adoption cases and other defined control groups. We conclude that an M&E scheme supports the intervention process by providing real-time information for decision making through the application of assessment instruments according to a monitoring plan. This enables intervention activities to be adjusted so as to ensure an adequate level of adoption.
Keywords: ICT, education, monitoring and evaluation, adoption, collaborative learning
Rodríguez, P., Nussbaum, M., López, X., & Sepúlveda, M. (2010). A Monitoring and Evaluation Scheme for an ICT-Supported Education Program in Schools. Educational Technology & Society, 13 (2), 166–179.
Yen-Shou Lai
Department of Computer Science and Information Engineering, National Chung Cheng University, Taiwan // lys@cs.ccu.edu.tw
Hung-Hsu Tsai
Department of Information Management, National Formosa University, Huwei, Yulin, Taiwan // thh@nfu.edu.tw
Pao-Ta Yu
Department of Computer Science and Information Engineering, National Chung Cheng University, Taiwan // csipty@cs.ccu.edu.tw
ABSTRACT: This paper proposes a multimedia English learning (MEL) system, based on Hidden Markov Models (HMMs) and mastery theory strategy, for teaching students with the aim of enhancing their English phonetic awareness and pronunciation. It can analyze phonetic structures, identify and capture pronunciation errors to provide students with targeted advice in pronunciation, intonation, rhythm and volume. In addition, the paper also applies the mastery learning to effectively help students practice pronunciation of English words and sentences. Finally, this paper adopts a quasi-experimental design and lasting for 12 weeks and 120 third-graders, aged 9-10 years, from an elementary school in Yunlin County in Taiwan. These students were recruited and randomly assigned as the experimental group and the control group, respectively. The former used the MEL system, while the latter received the conventional English teaching. Research data were collected through the Phonemic Awareness Test and the English Achievement Test. The results showed that the experimental group with low phonemic awareness performed significantly better than the control group in the English Achievement Test.
Keywords: Applications in Speech recognition, English pronunciation, Hidden Markov models, Mastery learning, Multimedia learning system
Lai, Y.-S., Tsai, H.-H., & Yu, P.-T. (2009). A Multimedia English Learning System Using HMMs to Improve Phonemic Awareness for English Learning. Educational Technology & Society, 12 (3), 266–281.
Peng-Yeng Yin
Department of Information Management, National Chi Nan University, Pu-Li, Nan-Tou, Taiwan 545, R.O.C.
Kuang-Cheng Chang
Department of Information Management, National Chi Nan University, Pu-Li, Nan-Tou, Taiwan 545, R.O.C.
Gwo-Jen Hwang
Department of Information and Learning Technology, National University of Tainan, 33, Sec. 2, Shulin St.,Tainan city 70005, Taiwan, R.O.C., gjhwang@mail.nutn.edu.tw, Tel: 886-915396558, Fax: 886-6-3017001
Gwo-Haur Hwang
Information Management Department, Ling Tung University, Taichung, Taiwan 40852, R.O.C.
Ying Chan
Graduate Institute of Educational Policy and Leadership, Tamkang University, Tamsui, Taipei County, Taiwan 251, R.O.C.
ABSTRACT: To accurately analyze the problems of students in learning, the composed test sheets must meet multiple assessment criteria, such as the ratio of relevant concepts to be evaluated, the average discrimination degree, difficulty degree and estimated testing time. Furthermore, to precisely evaluate the improvement of student’s learning performance during a period of time, a series of relevant test sheets need to be composed. In this paper, a particle swarm optimization-based approach is proposed to improve the efficiency of composing near optimal serial test sheets from very large item banks to meet multiple assessment criteria. From the experimental results, we conclude that our novel approach is desirable in composing near optimal serial test sheets from large item banks and hence can support the need of evaluating student learning status.
Keywords: Computer-assisted testing, serial test-sheet composing, particle swarm optimization, computer-assisted assessment
Yin, P.-Y., Chang, K.-C., Hwang, G.-J., Hwang, G.-H., & Chan, Y. (2006). A Particle Swarm Optimization Approach to Composing Serial Test Sheets for Multiple Assessment Criteria. Educational Technology & Society, 9 (3), 3-15.
Yu-Hui Tao
Department of Information Management, National University of Kaohsiung, Taiwan, R.O.C. // ytao@nuk.edu.tw // Tel: +886-7-5919220 // Fax: 886-7-5919328
Yu-Lung Wu
Department of Information Management, I-Shou University // wuyulung@isu.edu.tw
Hsin-Yi Chang
Corel Corporation, Taiwan, R.O.C. // jasminechang@ulead.com.tw
ABSTRACT: Computer adaptive testing (CAT) is theoretically sound and efficient, and is commonly seen in larger testing programs. It is, however, rarely seen in a smaller-scale scenario, such as in classrooms or business daily routines, because of the complexity of most adopted Item Response Theory (IRT) models. While the Sequential Probability Ratio Test (SPRT) model is less complicated, it only provides the examinee’s mastery result. We thus propose an SPRT-based adaptive testing approach that is simpler to implement while still being able to approximate IRT scores in semantic or rank levels for flexible assessment needs. An English adaptive testing prototype is implemented and benchmarked to the Test of English as a Foreign Language (TOEFL) testing results. Generally, this research empirically demonstrates the validity of the proposed SPRT-based testing approach as well as the technical feasibility for teachers and business organizations to really take advantage of CAT in their daily routines.
Keywords: Computer adaptive testing, Item response theory, Sequential probability ratio test, TOEFL
Tao, Y.-H., Wu, Y.-L., & Chang, H.-Y. (2008). A Practical Computer Adaptive Testing Model for Small-Scale Scenarios. Educational Technology & Society, 11(3), 259–274.
Yasemin Koçak Usluel
Department of Computer Education and Instructional Technology, Faculty of Education, Hacettepe University, Turkey // kocak@hacettepe.edu.tr
Petek Aşkar
Department of Computer Education and Instructional Technology, Faculty of Education, Hacettepe University, Turkey // paskar@hacettepe.edu.tr
Turgay Baş
Department of Computer Education and Instructional Technology, Faculty of Education, Hacettepe University, Turkey // tbas@hacettepe.edu.tr
ABSTRACT: This study focuses on Information and Communication Technologies (ICT) usage, which is the indicator of diffusion. A model composed of the variables which can explain ICT usage in Turkish higher education is established and tested within the study. The two dimensions of ICT usage are considered: instructional and managerial. The data collected from 814 faculty members in Turkey were used to test the model by using LISREL 8.72; it explained 61% of the faculties ICT use, with a good model fit. The model supposes that the perceived attributes of ICT and ICT facilities in the universities predict the ICT use. The faculty members make use of ICT most as a means of communication and for searching for information about the course through the Internet; and the least, for publishing their lecture notes and the announcements concerning the course-assignments, projects-on WWW.
Keywords: Diffusion of innovation, adoption, Higher education, ICT usage, Perceived attributes
Usluel, Y. K., Aşkar, P., & Baş, T. (2008). A Structural Equation Model for ICT Usage in Higher Education. Educational Technology & Society, 11 (2), 262-273.
Tim de Jong
Centre for Learning Sciences and Technologies, Open University of the Netherlands, Heerlen, The Netherlands // tim.dejong@ou.nl
Marcus Specht
Centre for Learning Sciences and Technologies, Open University of the Netherlands, Heerlen, The Netherlands // marcus.specht@ou.nl
Rob Koper
Centre for Learning Sciences and Technologies, Open University of the Netherlands, Heerlen, The Netherlands // rob.koper@ou.nl
ABSTRACT: Mobile devices offer unique opportunities to deliver learning content in authentic learning situations. Apart from being able to play various kinds of rich multimedia content, they offer new ways of tailoring information to the learner’s situation or context. This paper presents the results of a study of mobile media delivery for language learning, comparing two context filters and four selection methods for language content. Thirty-five people (18 male, 17 female; M = 31.06 years, SD = 8.93) participated in this study, divided over seven treatments in total. The treatment groups were compared on knowledge gain, and the results indicated that the results differed significantly. The results found indicated an effect of both context filters as selection methods on the learner performance. In addition, the results indicated a cost/benefit trade-off that should be taken into account when developing contextualised media for learning.
Keywords: Contextualised language learning, Mobile learning, Mobile information delivery, Context filters, Empirical Study
de Jong, T., Specht, M., & Koper, R. (2010). A Study of Contextualised Mobile Information Delivery for Language Learning. Educational Technology & Society, 13 (3), 110–125.
Wu-Yuin Hwang
Network Learning Technology Institute, Graduate School of Network Learning Technology, National Central University, Taiwan
Jia-Han Su
Department of Computer Science & Informatiom Engineering, National Central University, Taiwan
Yueh-Min Huang
Department of Engineering Science, National Cheng Kung University, Tainan City, Taiwan // huang@mail.ncku.edu.tw
Jian-Jie Dong
Department of Computer Science & Informatiom Engineering, National Central University, Taiwan
ABSTRACT: In this paper, the development of an innovative Virtual Manipulatives and Whiteboard (VMW) system is described. The VMW system allowed users to manipulate virtual objects in 3D space and find clues to solve geometry problems. To assist with multi-representation transformation, translucent multimedia whiteboards were used to provide a virtual 3D space in which users could express their mathematic solutions and reasoning with a three dimensional model which can be viewed from any perspective. The purpose the VMW is to promote a multi-representative construction model with which users can easily organize their thinking manually and symbolically to solve geometry problems, based on the pedagogical theory which states: “Children would construct their geometry concepts from multiple representations like mapping the concrete items to abstract ideas through physical or mental manipulation”. The proposed system was evaluated with one pilot study to investigate its perceived ease of use and usefulness. Furthermore, students’ solving strategies were analyzed using their manipulations in the 3D space and solutions recorded in the whiteboards. The results showed that the proposed system was perceived as useful, and helped students to understand the processes of geometry problem solving, such as using various solving strategies, as well as exposing geometrical misconceptions. In the future, researchers also aim to apply the multi-representative construction model to knowledge construction in other domains.
Keywords: Constructivism, Geometry problem solving, Multi-representative construction model, Virtual Manipulatives, Web3D
Hwang, W.-Y., Su, J.-H., Huang, Y.-M., & Dong, J.-J. (2009). A Study of Multi-Representation of Geometry Problem Solving with Virtual Manipulatives and Whiteboard System. Educational Technology & Society, 12 (3), 229–247.
Buket Akkoyunlu
Department of Computer Education and Instructional Technology, Hacettepe University, Turkey // Tel: +90 312 297 68 22 // buket@hacettepe.edu.tr
Meryem Yilmaz Soylu
Department of Computer Education and Instructional Technology, Hacettepe University, Turkey // Tel: + 90 312 297 71 76 // meryemy@hacettepe.edu.tr
ABSTRACT: The rapid growth in the use of learning technologies, particularly the use of the web based technologies and communications have offered educators with many more opportunities to investigate the most suitable learning environments for their students’ learning styles. The purpose of the present study was to examine the students’ learning styles and their views on blended learning. The study was conducted with thirty-four students at Hacettepe University, Ankara, Turkey. The two instruments were the questionnaire designed to identify students’ views on blended learning and Kolb’s Learning Style Inventory (LSI) to measure students’ learning styles. Additional data were gathered from achievement scores of students; and records demonstrate students’ participation to e – learning environment. Results revealed that students’ views on blended learning process, such as ease of use of the web environment, evaluation, face to face environment etc., differ according to their learning styles. Results also revealed that the highest mean score corresponds to face to face aspect of the process when students’ evaluation concerning the implementation is taken to consideration. The overall findings showed no significant differences between students’ achievement level according to their learning styles.
Keywords: Blended learning, Distance education, Learning styles, Kolb’s learning style inventory, Teacher education
Akkoyunlu, B., & Soylu, M. Y. (2008). A Study of Student’s Perceptions in a Blended Learning Environment Based on Different Learning Styles. Educational Technology & Society, 11 (1), 183-193.
Shelley S.-C. Young
Graduate Institute of Information Systems and Applications & Centre for General Education, National Tsing Hua University, Taiwan // scy@mx.nthu.edu.tw
Hsin-Ho Ku
Graduate Institute of Information Systems and Applications & Centre for General Education, National Tsing Hua University, Taiwan // juby@cht.com.tw
ABSTRACT: The purpose of this study was to understand, describe and interpret the uses of information communication technology (ICT) in primary education in the Taiwan Schools Cyberfair as a means to expand and enhance student learning in an extra-curricular setting. Four winning schools, with 48 teachers and students involved, were purposefully selected for study. The research findings revealed that students in each group were highly motivated through the extensive use of ICT. Through long-term engagement with ICT, students were empowered to conduct both wider and deeper exploration of their selected topics of interest. We report and describe the effects of using ICT. In this study, three collaborative learning models for applying ICT in project-based learning (PBL) mode are identified in the specific contexts: the SCGP model (same class, grade, and project); the DCGSP model (different class and grade, same project) and the DCGP model (different class, grade, and project). In addition, we identify a new and important collaborative model, SPECS, which stands for school (intra), parents, enterprises, community, and school (inter). The SPECS model connects all the possible participants involved in the ICT-enabled activities that contributed to the success of the outstanding performances of the four winning schools at the Schools Cyberfair contest. In the conclusion we discuss some specific issues relating to PBL.
Keywords: Technology-facilitated learning in complex domains, Project-based learning (PBL), Web system supported learning, Online learning, Learning effects, Collaborative learning
Young, S. S.-C., & Ku, H.-H. (2008). A Study of Uses of ICT in Primary Education through Four Winning School Cases in the Taiwan Schools Cyberfair. Educational Technology & Society, 11(3), 52–66.
Rogheyeh Eskrootchi
School of Management and medical Information Sciences, Iran University of Medical Sciences & Health services, Tehran, Iran // Eskrootchi@iums.ac.ir
G. Reza Oskrochi
School of Technology, Oxford Brookes University, Oxford, UK // roskrochi@brookes.ac.uk
ABSTRACT: Incorporating computer-simulation modelling into project-based learning may be effective but requires careful planning and implementation. Teachers, especially, need pedagogical content knowledge which refers to knowledge about how students learn from materials infused with technology. This study suggests that students learn best by actively constructing knowledge from a combination of experience, interpretation and structured interactions with peers and teachers when using technology. Simulations do not work on their own, there needs to be some structuring of the students' interactions with the simulation to increase effectiveness. The purpose of this study was to investigate the effectiveness of project-based learning in a technology-rich environment. A science project, Land-use in Watershed, that takes advantage of Internet facilities was developed and integrated with a simulation software package, Structural Thinking and Experiential Learning Laboratory, with Animation, (STELLA) developed to promote deeper understanding of Land-use by students. The Participants in the study were 72 students in a quasi-experimental research design. Statistical analyses showed that students who participated in the manipulation of the experimental model of the watershed experiment and the STELLA simulation performed best on understanding the watershed concept.
Keywords: STELLA, computer-assisted simulation, learning technology, watershed concepts and modelling, project based learning
Eskrootchi, R., & Oskrochi, G. R. (2010). A Study of the Efficacy of Project-based Learning Integrated with Computer-based Simulation - STELLA. Educational Technology & Society, 13 (1), 236–245.
Jui-Man Chiu
Department of Information Management, Kainan University, Taiwan // Tel: +886-3-341-2500 ext 6059 // Fax: 886-3-3412173 // jmchiu@mail.knu.edu.tw
Wei-Liang Liu
Department of Information Management, Kainan University, Taiwan
ABSTRACT: The reasons that the current tutorial system (CTS) does not produce significant effects include the budgets and policies of schools, the greater independence of students, and the infrequent interaction of tutors with students. To reduce the deficiencies of the current tutorial system, this paper proposes a network tutorial system (NTS) and discusses the feasibility of the NTS. We use factor analysis to find the emphasized key factors of tutors, the counselors of student counseling centers (abbreviated as counselors), and students, respectively, about the feasibility of the NTS. Also, we use t test to check whether the mean opinion of male students and that of female students have significant difference with respect to each evaluation item of the feasibility of the NTS. Taiwanese universities and colleges are used as the research subjects. The empirical results show that the most emphasized factor of the tutors and students is “privacy esteem.” The most emphasized factor of the counselors is “the efficiency enhancement of counseling due to the NTS.” The gender differences of students do not influence the evaluation results of them for the feasibility of the NTS.
Keywords: Computer-mediated communication, Hypermedia system, Factor analysis, Network tutorial system, Gender differences
Chiu, J.-M., & Liu, W. L. (2008). A Study of the Feasibility of Network Tutorial System in Taiwan. Educational Technology & Society, 11 (1), 208-225.
Ying-Hua Guan
Department of Applied Chinese Languages and Literature, National Taiwan Normal University, Taiwan // yhguan@ntnu.edu.tw
ABSTRACT: This study investigated the effects of multimedia presentations on the efficiency of learning scientific information (i.e. information on basic anatomy of human brains and their functions, the definition of cognitive psychology, and the structure of human memory). Experiment 1 investigated whether the modality effect could be observed when the learning material contained auditory information and visuals altered in complexity, and whether the redundancy effect is caused by redundant information or by interference in information processing. In Experiment 2, verbal-only information was used to examine whether subjects could perform better with auditory rather than with on-screen textual information, and whether the length of the verbal information would exert an effect on learning. The results of Experiment 1 contradicted the prediction of the modality effect in that subjects learned no better or even worse with the audio-visual format of learning material than did subjects with the visual-only one. Besides, redundant information per se did not impair learning, which suggested that the redundancy effect could be rather caused by the interference in information processing. The results of Experiment 2 indicated a negative effect of auditory information on learning regardless of the length of the verbal information. No evidence supported the superiority of auditory instructional mode over the visual one.
Keywords: Multimedia presentations, Learning efficiency, Modality effect, Working memory, Cognitive load theory
Guan, Y.-H. (2009). A Study on the Learning Efficiency of Multimedia-Presented, Computer-Based Science Information. Educational Technology & Society, 12 (1), 62–72.
Yasemin Gulbahar
Faculty of Education, Baskent University, Turkey // Tel: +90 312 2341010/1076 // Fax: +90 312 2341174 // gulbahar@baskent.edu.tr
Ismail Guven
Faculty of Educational Sciences, Ankara University, Turkey // Tel: +90 312 3633350/5203 // Fax: +90 312 3636145 // iguven@mailcity.com
ABSTRACT: Turkey has been undertaking many projects to integrate Information and Communication Technology (ICT) sources into practice in the teaching-learning process in educational institutions. This research study sheds light on the use of ICT tools in primary schools in the social studies subject area, by considering various variables which affect the success of the implementation of the use of these tools. A survey was completed by 326 teachers who teach fourth and fifth grade at primary level. The results showed that although teachers are willing to use ICT resources and are aware of the existing potential, they are facing problems in relation to accessibility to ICT resources and lack of in-service training opportunities.
Keywords: Information and communication technology, Social studies teachers
Gulbahar, Y., & Guven, I. (2008). A Survey on ICT Usage and the Perceptions of Social Studies Teachers in Turkey. Educational Technology & Society, 11 (3), 37-51.
Hansjörg von Brevern
International Research and Training Center for Information Technologies and Systems, Kiev, Ukraine, Tel. + 380.44.242-3285, researcher@SAFe-mail.net
Kateryna Synytsya
International Research and Training Center for Information Technologies and Systems, Kiev, Ukraine, Tel. + 380.44.242-3285, ksinitsa@hotmail.com
ABSTRACT: Corporate environments treat work activity related to processing information and the one of learning & professional training (L&T) separately, by keeping L&T on a low priority scale, and perceiving little dependency between both activities. Yet, our preliminary analysis of an organisation has revealed that both activities mutually affect each other. Wholes or parts of corporate information and L&T must simultaneously be available in “real time”. To manage technical systems and their content from either source, we postulate an approach that embeds employees, learners, artefacts, and the object of their activity into a systemic-structural system based on activity theory. Our suggested approach is applicable to resolve key issues of work activity, professional training, and the modelling of adaptive technical system behaviours; it converges human activity and engineering, and positions the latter appropriately within the super ordinate and encompassing human activity system.
Keywords: Systemic-Structural Activity Theory, Task Analysis, Adaptive Learning & Training Systems
Von Brevern, H. & Synytsya, K. (2006). A Systemic Activity based Approach for holistic Learning & Training Systems. Educational Technology & Society, 9 (3), 100-111.
Pi-Sui Hsu
Department of Educational Technology, Research and Assessment, Northern Illinois University, USA, phsu@niu.edu, Tel: +1 815 7536025
Priya Sharma
Instructional Systems, Pennsylvania State University, USA, psharma@psu.edu, Tel: +1 814 8654374
ABSTRACT: The purpose of this article is to suggest a research-based systemic plan for educational researchers, practitioners, and policymakers involved in the change process to implement successful technology integration in the context of teacher education. This article provides a background about reform efforts in science education in the United States in recent years. This article also addresses technology tools that are responsive to reform efforts in the elementary science education and indicates the challenges of modifying elementary preservice teacher education to meet technology reform needs. The technology integration change process takes time and efforts; not all change can be sustained. Thus, a systemic plan that considers three major components, including people, process activities, and systems, to ensure successful technology integration is suggested.
Keywords: Technology integration, Science education, Preservice teacher education, Systemic inquiry
Hsu, P.-S., & Sharma, P. (2006). A Systemic Plan of Technology Integration. Educational Technology & Society, 9 (4), 173-184.
Jung-Lung Hsu
Department of Information Management, National Central University, Taiwan // srl666@gmail.com
Huey-Wen Chou
Department of Information Management, National Central University, Taiwan // hwchou@mgt.ncu.edu.tw
Wu-Yuin Hwang
Computer Science and Information Engineering, National Central University, Taiwan // wyhwang@cc.ncu.edu.tw
Shyan-Bin Chou
Graduate School of Design, National Taiwan Normal University, Taiwan // chou@ntnu.edu.tw
ABSTRACT: Computer supported collaborative learning (CSCL) has captured many educators and researchers to contribute their efforts on this domain. This study proposed a two-dimension concept to explain learners’ collaboration behaviors in a CSCL laboratory setting. A two-dimension process, namely perceptual dimensions and supportive dimensions, is useful to explain why learners’ are willing to collaborate online. One hundred undergraduate students were divided into 20 work groups, each group consisting of 5 members. The result showed different group composition of extraverts will influence learners’ perceptual dimension of group context variables, which in turn will be associated with supportive dimension of CSCL process. We conclude that educators and CSCL developers should focus not only on the technical factors of system development, but also on learners’ psychological factors because of its impacts on the latter process-supportive dimension which especially stands for learners’ collective behaviors of collaboration.
Keywords: Knowledge sharing, Workload sharing, Collaborative process, Group norms, Task conflict
Hsu, J.-L., Chou, H.-W., Hwang, W.-Y., & Chou, S.-B. (2008). A Two-Dimension Process in Explaining Learners’ Collaborative Behaviors in CSCL. Educational Technology & Society, 11 (4), 66–80.
ChanMin Kim
Department of Educational Psychology & Learning Systems, Florida State University, USA // cmk04f@fsu.edu
Amy L. Baylor
Department of Educational Psychology & Learning Systems, Florida State University, USA // baylor@coe.fsu.edu
ABSTRACT: In this paper, we develop a conceptual framework for an anthropomorphic change agent to motivate pre-service teachers to integrate technology into teaching and learning. This agent is designed with a hybrid persona that simulates a mentor and plays both motivation and companion roles. Based on the theoretical grounding in motivation and change agency and related research, we propose that a computer-based change agent will impact pre-service teachers’ attitudes toward technology integration and improve their abilities to be effective users of educational technology. The impact on learning and instruction is explained as a process of changing perceptions and concerns about the value of using technology to support their learning. We build on models of innovation-decision processes and attributes of adoption of innovation and concern-based adoption. Practical considerations for the design of a virtual change agent are provided with respect to appearance, voice and emotional expression. Further research is also discussed, especially regard to empirical validation of specific components of the framework and longitudinal studies of teacher attitudes.
Keywords: Change agent, Learning companions, Motivation, Persuasive technologies, Pedagogical agent, Technology integration, Social computing, Virtual change agent
Kim. C., & Baylor, A. L. (2008). A Virtual Change Agent: Motivating Pre-service Teachers to Integrate Technology in Their Future Classrooms. Educational Technology & Society, 11 (2), 309-321.
William J. Gibbs
Department of Interactive Media, 316 College Hall, Duquesne University, USA, Tel: +1 412-396-1310, gibbsw@duq.edu
Vladimir Olexa
Duquesne University, Pittsburgh, PA 15203 USA, Olexa677@duq.edu
Ronan S. Bernas
Department of Psychology, Eastern Illinois University, 600 Lincoln Avenue, Charleston, IL 61920 USA, Tel: +1 217-581-6416, Fax: +1 217-581-6764, cfrsb@ux1.cts.eiu.edu
ABSTRACT: Most colleges and universities have adopted course management systems (e.g., Blackboard, WebCT). Worldwide faculty and students use them for class communications and discussions. The discussion tools provided by course management systems, while powerful, often do not offer adequate capabilities to appraise communication patterns, online behaviors, group processes, or critical thinking. This paper discusses a Web-based program that represents temporal data as maps to illustrate behaviors of online discussants. Depicting discussions in this manner may help instructors and researchers study, moderate, and/or facilitate group discussions. The paper presents the rationale for program’s development and provides a review of its technical specifications.
Keywords: Computer-mediated-communications, Online discussions, Visualizing online discussions, Interaction patterns
Gibbs, W. J., Olexa, V., & Bernas, R. S. (2006). A Visualization Tool for Managing and Studying Online Communications. Educational Technology & Society, 9 (3), 232-243.
Laurence Capus
ERICAE, Département d’informatique et de génie logiciel, Université Laval, Canada, G1K 7P4, laurence.capus@ift.ulaval.ca
Frédéric Curvat
ERICAE, Département d’informatique et de génie logiciel, Université Laval, Canada, G1K 7P4
Olivier Leclair
ERICAE, Département d’informatique et de génie logiciel, Université Laval, Canada, G1K 7P4
Nicole Tourigny
ERICAE, Département d’informatique et de génie logiciel, Université Laval, Canada, G1K 7P4, nicole.tourigny@ift.ulaval.ca
ABSTRACT: For the past five years, our students have been passing less and less time preparing for lectures and exams. To encourage them to do more exercises, a pedagogical activity was offered outside the classroom. With the goal of making students more active during the problem-solving process, an innovative online environment, Sphinx, was developed. Sphinx proposes a set of exercises with their solutions, and invites students to explain them. Sphinx also gives students the opportunity to exchange ideas about an exercise and its solution, and gives the teacher the ability to observe if students take part in the problem-solving process. The originality of Sphinx lies in its ability to support students between lectures with a common learning strategy: learning-by-example. An experiment was conducted with 137 students during the 2003 fall session. The solved exercises were consulted most often before the two exams. However, only a few students participated actively in the experiment by intensively using the Sphinx environment; they obtained a better average score than the rest of the class. Thus, participation and collaboration had a positive effect on the students’ marks. Tools should be added to motivate more students to take part in the explaining and collaborating process.
Keywords: E-learning, Self-explanation, Learning-by-example, Collaborative learning, Case study
Capus, L, Curvat, F., Leclair, O., & Tourigny, N. (2006). A Web environment to encourage students to do exercises outside the classroom: A case study. Educational Technology & Society, 9 (3), 173-181.
Fatma Cemile Serce
Information Systems, Informatics Institute, Middle East Technical University, 06531 Ankara, Turkey, Tel: +90 312 210 3747, Fax: +90 312 210 3745, cemile@metu.edu.tr
Soner Yildirim
Department of Computer Education and Instructional Technology, Middle East Technical University, Faculty of Education, 06531 Ankara, Turkey, Tel: +90 312 210 4057, Fax: +90 312 210 1112, soner@metu.edu.tr
ABSTRACT: On-line collaboration is an instructional method that facilitates collaboration in an on-line learning setting. To promote effective collaboration, it is vital to reveal both the student’s and the instructor’s point of view pertaining to effective on-line collaboration. In this study, the effectiveness of a learning management system in on-line collaboration was first investigated in a graduate course offered through the means of distance learning. In this first phase of this study, the nature of collaboration, the students perceptions of the effectiveness of the tool in on-line collaboration, the factors contributing to effective peer interaction among students and the role of the instructor as perceived by the students in the on-line course were explored. This phase of the study also involved the reviews of other learning management systems, course management systems and groupware systems regarding the tools used to encourage collaboration. Also revealed was a lack of diversity in collaboration tools. Based on these preliminary findings, an on-line document reviewing tool was developed and pilot tested in the second phase of the study. In this phase, a web-based synchronous collaborative review tool called WebSCoRe is proposed to promote online collaboration. WebSCoRe is proposed as an attempt to develop and implement a new platform for on-line document reviewing, to promote effective on-line collaboration among students and the instructor.
Keywords: Collaborative learning, Distance learning, Learning technologies, On-line review tools
Serce, F. C. & Yildirim. S. (2006). A Web-Based Synchronous Collaborative Review Tool: A Case Study of an On-line Graduate Course Educational Technology & Society, 9 (2), 166-177.
Agoritsa Gogoulou
Department of Informatics & Telecommunications, University of Athens, Greece // rgog@di.uoa.gr
Evangelia Gouli
Department of Informatics & Telecommunications, University of Athens, Greece // lilag@di.uoa.gr
Maria Grigoriadou
Department of Informatics & Telecommunications, University of Athens, Greece // gregor@di.uoa.gr
Maria Samarakou
Department of Energy Technology, Technological Educational Institution of Athens, Greece // marsam@teiath.gr
Dionisia Chinou
Department of Informatics & Telecommunications, University of Athens, Greece // dionisiagr@gmail.com
ABSTRACT: In this paper, we present a web-based educational setting, referred to as SCALE (Supporting Collaboration and Adaptation in a Learning Environment), which aims to serve leaning and assessment. SCALE enables learners to (i) work on individual and collaborative activities proposed by the environment with respect to learners’ knowledge level, (ii) participate actively in the assessment process in the context of self-, peer- or collaborative-assessment activities, (iii) work with educational environments, embedded or integrated in SCALE, that facilitate the elaboration of the activities and stimulate learners’ active involvement, (iv) use tools that support the synchronous and asynchronous collaboration/communication and promote learners’ interaction and reflection, and (v) have access to feedback components tailored to their own preferences. Also, learners have control on the navigation route through the provided activities and feedback components, personalizing in this way the learning process. The results revealed from the formative evaluation of the environment are positive and encouraging regarding the usefulness of the supported capabilities and tools.
Keywords: Learning, Collaboration, Assessment, Feedback, Adaptation
Gogoulou, A., Gouli, E., Grigoriadou, M., Samarakou, M., & Chinou, D. (2007). A Web-based Educational Setting Supporting Individualized Learning, Collaborative Learning and Assessment. Educational Technology & Society, 10 (4), 242-256.
Pi-Sui Hsu
Department of Educational Technology, Research, and Assessment, Northern Illinois University, 219B Gabel Hall, DeKalb, IL 60115, USA // Tel: +1 (815) 7536025 // phsu@niu.edu
Priya Sharma
Department of Learning and Performance Systems, The Pennsylvania State University, 314 C Keller Building, University Park, PA 16802, USA // Tel: +1 (814)8 654374 // psharma@psu.edu
ABSTRACT: The purpose of this qualitative case study was to analyze enabling factors in the technology integration change process in a multi-section science methods course, SCIED 408 (pseudonym), from 1997 to 2003 at a large northeastern university in the United States. We used two major data collection methods, in-depth interviewing and document reviews. We interviewed seven participants who played the role of change agents twice during the six-year period of time and examined documents related to integrating science specific technology in this multi-section course. The formation of a sustained, shared leadership team, the formation of a learning community, and the positive influences from educational systems emerged as three enabling factors to facilitate and sustain the technology integration change process. The interaction of the three factors also appeared to encourage greater capacity to deal with change.
Keywords: Teacher education, Educational change, Educational technology, Educational leadership
Hsu, P.-S., & Sharma, P. (2008). A case study of enabling factors in the technology integration change process. Educational Technology & Society, 11 (4), 213–228.
Timothy Teo
Nanyang Technological University, 1 Nanyang Walk, Singapore 637616 // timothy.teo@nie.edu.sg
Wong Su Luan
Faculty of Educational Studies, Universiti Putra Malaysia, 43400 Serdang, Selangor, Malaysia // wsuluan@gmail.com
Chai Ching Sing
Nanyang Technological University, 1 Nanyang Walk, Singapore 637616 // chingsing.chai@nie.edu.sg
ABSTRACT: As computers becomes more ubiquitous in our everyday lives, educational settings are being transformed where educators and students are expected to teach and learn, using computers (Lee, 2003). This study, therefore, explored pre-service teachers’ self reported future intentions to use computers in Singapore and Malaysia. A survey methodology was employed such that validated items from past relevant research work were adopted. Based on the Technology Acceptance Model (TAM), 495 completed surveys of pre-service teachers were collected from both countries. Structural Equation Modeling (SEM) was implemented on the data captured. This study contributes to the growing multi-cultural studies on TAM by demonstrating that perceived usefulness (PU), perceived ease of use (PEU) and computer attitudes (CA) to be significant determinants of both Singaporean and Malaysian pre-service teachers’ behavioral intention (BI). Differences were, however, detected between Singaporean and Malaysian pre-service teachers in terms of PU, PEU and CA but no differences were detected in BI with regards to technology acceptance.
Keywords: Technology acceptance, pre-service teachers, cross-cultural, structural equation modeling
Teo, T., Su Luan, W., & Sing, C. C. (2008). A cross-cultural examination of the intention to use technology between Singaporean and Malaysian pre-service teachers: an application of the Technology Acceptance Model (TAM). Educational Technology & Society, 11 (4), 265–280.
Imran A. Zualkernan
School of Engineering, American University of Sharjah, P.O. Box 26666, Sharjah, UAE, Tel: +971-06-515-2953, izualkernan@ausharjah.edu
ABSTRACT: Semantically rich domains require operative knowledge to solve complex problems in real-world settings. These domains provide an ideal environment for developing authentic constructivist e-learning environments. In this paper we present a framework and a methodology for developing authentic learning environments for such domains. The framework is based on an ecological view and characterizes dimensions of a typical constructivist environment in terms of pedagogical design, architecture, the environmental context and what is actually learned. A case-study illustrating the use of the framework to develop a just-in-time game-based learning environment is also presented.
Keywords: Computer assisted instruction, Expert problem solving, Operative knowledge, Development methodology
Zualkernan, I. A. (2006). A framework and a methodology for developing authentic constructivist e-Learning environments. Educational Technology & Society, 9 (2), 198-212.
Seung-hee Lee
Dong-Ah Institute of Media and Arts, Jinchon-ri, Samjuk-myun, Anseong-si, Kyonggi-do, 456-717, South Korea // seunglee@dima.ac.kr
Jieun Lee
Kwangwoon University, Wolgye-dong, Nowon-gu, Seoul, 139-701, South Korea jieunlee@kw.ac.kr
Xiaojing Liu
Kelley Direct Programs, Indiana University, 1275 East Tenth Street, Suite 3100C Bloomington, IN 47405 // xliu@indiana.edu
Curt J. Bonk
Department of Instructional Systems Technology, Indiana University, Room2220, Bloomington, IN 47405 cjbonk@indiana.edu
Richard J. Magjuka
Kelley Direct Programs, Indiana University, 777 Indiana Avenue, Suite 200, Indianapolis, IN 46202 rmagjuka@iupui.edu
ABSTRACT: This study examines how a case-based learning approach was used and facilitated in online business education. Perceptions of students and instructors regarding the practices of case-based learning in online environments are explored in terms of instructional design, facilitation, and technology support. This study finds case-based learning to be a valuable instructional method for online business students who practice authentic problem solving by applying what they learned. The study demonstrates that case-based learning in many of the online courses analyzed in this study was implemented in a similar way to traditional classrooms (e.g., cases in text delivery format, individual case studies, or case discussions). It addresses the issues of integration of diversified technological tools for pedagogical facilitation of case-based activities and developing multimedia cases in order to enhance student involvement and engagement in understanding contexts embedded in cases toward solutions from multifaceted aspects.
Keywords: Case-based learning, Online business education, Instructional design, Facilitation, Technological support
Lee, S.-H., Lee, J., Liu, X., Bonk, C. J., & Magjuka, R. J. (2009). A review of case-based learning practices in an online MBA program: A program-level case study. Educational Technology & Society, 12 (3), 178–190.
Shane Dawson
Centre for Learning Innovation, Queensland University of Technology, Australia // sp.dawson@qut.edu.au // Tel: +61 7 3138 5417 // Fax: +61 7 3138 3986
ABSTRACT: As the integration of community-centred teaching practices intensifies, an understanding of the types of relationships that manifest in this network and the associated impact on student learning is required. This paper explores the relationship between a student’s position in a classroom social network and their reported level of sense of community. Quantitative methods, such as Rovai’s (2002b) Classroom Community Scale and social network centrality measures, were incorporated to evaluate an individual’s level of sense of community and their position within the classroom social network. Qualitative methods such as discussion forum content analysis and student interviews were adopted to clarify and further inform this relationship. The results demonstrate that the centrality measures of closeness and degrees are positive predictors of an individual’s reported sense of community whereas, betweenness indicates a negative correlation. Qualitative analyses indicate that an individual’s pre-existing external social network influences the type of support and information exchanges an individual requires and therefore, the degree of sense of community ultimately experienced. The paper concludes by discussing future recommendations for teaching practices incorporating computer-mediated communications.
Keywords: Social networks, learning communities, computer-mediated communication
Dawson, S. (2008). A study of the relationship between student social networks and sense of community. Educational Technology & Society, 11(3), 224–238.
Makingu Mondi
Faculty of Creative Multimedia, Multimedia University, Cyberjaya, Malaysia // makingu@yahoo.com
Peter Woods
Faculty of Creative Multimedia, Multimedia University, Cyberjaya, Malaysia // p.woods@mmu.edu.my
Ahmad Rafi
Faculty of Creative Multimedia, Multimedia University, Cyberjaya, Malaysia // ahmadrafi.eshaq@mmu.edu.my
ABSTRACT: This study investigates ‘how and why’ students’ ‘Uses and Gratification Expectancy’ (UGE) for e-learning resources influences their ‘Perceived e-Learning Experience.’ A ‘Uses and Gratification Expectancy Model’ (UGEM) framework is proposed to predict students’ ‘Perceived e-Learning Experience,’ and their uses and gratifications for electronic media in a blended learning strategy. The study utilises a cross-sectional research design, and elicits data from secondary school students through a field survey-questionnaire. The findings suggest that there are significant relationships between five dimensions of students’ UGE for e-learning resources, and their ‘Perceived e-Learning Experience.’ It is plausible that these UGE aspects of students’ ‘communication behaviour’ towards electronic media are important determinants of effective integration of the e-learning resources in school-curriculum. While this research focuses on students at secondary-school level, some elements in the UGE model may apply to students using e-learning resources at other levels of their education. This model gives researchers and educators a new tool to forecast the success of development and deployment of e-learning resources in education systems.
Keywords: E-learning, Uses and Gratification Expectancy, Blended learning strategy
Mondi, M., Woods, P., & Rafi, A. (2008). A ‘Uses and Gratification Expectancy Model’ to predict students’ ‘Perceived e-Learning Experience’. Educational Technology & Society, 11 (2), 241-261.
Bob Kemp
Centre for Studies in Advanced Learning Technology, Lancaster University, Lancaster LA1 4YD, UK, r.u.kemp@lancaster.ac.uk
Chris Jones
Institute of Educational Technology, Open University, Milton Keynes MK7 6AA, UK, c.r.jones@open.ac.uk
ABSTRACT: This paper examines the use of digital resources by academic staff in a single UK University and its influence on academic practice over a two to three year period. The paper describes two linked studies that address several of the themes regarding the impact of electronic resources identified in this special edition. In particular it provides findings that contribute to our understanding of changing roles and practices in academic teaching (Oliver this edition). The themes explored in this paper include the way disciplinary differences affect the use of digital resources, and how academic progression is understood by academic staff in different disciplines, and its role in informing staff choices in deploying digital resources for student use. The paper also addresses the issue of changing academic practice and the adoption life cycle in relation to use of digital resources.
Keywords: Digital resources, Disciplinary differences, Teaching and learning, Distributed learning environments
Kemp, B., & Jones, C. (2007). Academic Use of Digital Resources: Disciplinary Differences and the Issue of Progression revisited. Educational Technology & Society, 10 (1), 52-60.
Lung-Hsiang Wong
National Institute of Education, Singapore // lunghsiang.wong@nie.edu.sg
Chee-Kit Looi
National Institute of Education, Singapore // cheekit.looi@nie.edu.sg
ABSTRACT: One of the new major directions in research on web-based educational systems is the notion of adaptability: the educational system adapts itself to the learning profile, preferences and ability of the student. In this paper, we look into the issues of providing adaptability with respect to learning pathways. We explore the state of the art with respective to deriving the most apt learning pathway to recommend to the learner. Our proposal suggests a novel way of modeling learning pathways that combines rule-based prescriptive planning, which could be found in many of the classic Intelligent Tutoring Systems, and Ant Colony Optimization-based inductive planning, for recommending learning paths by stochastically computing past learners' traveled paths and their performances. A web-based prototype has been developed using C# and .NET technologies.
Keywords: Web-based learning, Learning pathway planning, Course sequencing, Personalized e-Learning, Swarm Intelligence (Self-Organizing Agents), Ant Colony Optimization, Learning on Demand
Wong, L.-H., & Looi, C.-K. (2009). Adaptable Learning Pathway Generation with Ant Colony Optimization. Educational Technology & Society, 12 (3), 309–326.
Pilar Sancho
Department of Software Engineering and Artificial Intelligence, Universidad Complutense de Madrid, Spain // pilar@sip.ucm.es
Pablo Moreno-Ger
Department of Software Engineering and Artificial Intelligence, Universidad Complutense de Madrid, Spain // pablom@fdi.ucm.es
Rubén Fuentes-Fernández
Department of Software Engineering and Artificial Intelligence, Universidad Complutense de Madrid, Spain // ruben@fdi.ucm.es
Baltasar Fernández-Manjón
Department of Software Engineering and Artificial Intelligence, Universidad Complutense de Madrid, Spain // balta@fdi.ucm.es
ABSTRACT: In this paper we present a general framework, called NUCLEO, for the application of socio-constructive educational approaches in higher education. The underlying pedagogical approach relies on an adaptation model in order to improve group dynamics, as this has been identified as one of the key features in the success of collaborative learning scenarios. Students’ learning strategies are analyzed considering a simplified version of Vermunt’s model for learning styles. The resulting profiles provide the basis to group students in teams where each student is assigned a role according to his/her learning strategies. The result is the formation of complementary and semi-autonomous learning teams that collaborate to achieve solutions to the problems provided by the instructor. The framework is instantiated through an online multiplayer role-playing game environment, which sets a stage for the underlying collaborative problem-based learning approach. The framework has been benchmarked in different programming courses at the Complutense University of Madrid during 2007-08 and 2008-09 academic years. This work also presents the results of these experiences.
Keywords: Educational games, Learning Objects model, Learning Objects meta-data, Learning Management System interoperability
Sancho, P., Moreno-Ger, P., Fuentes-Fernández, R., & Fernández-Manjón, B. (2009). Adaptive Role Playing Games: An Immersive Approach for Problem Based Learning. Educational Technology & Society, 12 (4), 110–124.
Scott W. McQuiggan
Education Practice, SAS Institute Inc. // scott.mcquiggan@sas.com
Jennifer L. Robison
Department of Computer Science, North Carolina State University // jlrobiso@ncsu.edu
James C. Lester
Department of Computer Science, North Carolina State University // lester@csc.ncsu.edu
ABSTRACT: Affect has been the subject of increasing attention in cognitive accounts of learning. Many intelligent tutoring systems now seek to adapt pedagogy to student affective and motivational processes in an effort to increase the effectiveness of tutorial interaction and improve learning outcomes. To this end, recent work has begun to investigate the emotions experienced during learning in a variety of environments. In this paper we extend this line of research by investigating the affective transitions that occur throughout narrative-centered learning experiences. Further analysis differentiates the likelihood of affective transitions stemming from pedagogical agent empathetic responses to student affect.
Keywords: Affective transitions, Narrative-centered learning environments, Empathetic pedagogical agents
McQuiggan, S. W., Robison. J. L., & Lester, J. C. (2010). Affective Transitions in Narrative-Centered Learning Environments. Educational Technology & Society, 13 (1), 40–53.
Liping Shen
Computer Science and Engineering Department, Shanghai Jiaotong University, China // lpshen@sjtu.edu.cn
Minjuan Wang
Department of Educational Technology, San Diego State University, USA // mwang@mail.sdsu.edu
Ruimin Shen
Computer Science and Engineering Department, Shanghai Jiaotong University, China // rmshen@sjtu.edu.cn
ABSTRACT: Using emotion detection technologies from biophysical signals, this study explored how emotion evolves during learning process and how emotion feedback could be used to improve learning experiences. This article also described a cutting-edge pervasive e-Learning platform used in a Shanghai online college and proposed an affective e-Learning model, which combined learners’ emotions with the Shanghai e-Learning platform. The study was guided by Russell’s circumplex model of affect and Kort’s learning spiral model. The results about emotion recognition from physiological signals achieved a best-case accuracy (86.3%) for four types of learning emotions. And results from emotion revolution study showed that engagement and confusion were the most important and frequently occurred emotions in learning, which is consistent with the findings from AutoTutor project. No evidence from this study validated Kort’s learning spiral model. An experimental prototype of the affective e-Learning model was built to help improve students’ learning experience by customizing learning material delivery based on students’ emotional state. Experiments indicated the superiority of emotion aware over non-emotion-aware with a performance increase of 91%.
Keywords: E-Learning, Affective, Emotion detection, Pervasive computing
Shen, L., Wang, M., & Shen, R. (2009). Affective e-Learning: Using “Emotional” Data to Improve Learning in Pervasive Learning Environment. Educational Technology & Society, 12 (2), 176–189.
Andra K. Goldberg
Doctoral student, College of Education, Northern Arizona University, USA, Tel: 928 692 3015, akg27@dana.ucc.nau.edu
Frances Julia Riemer
College of Education, Northern Arizona University, PO Box 5774, Flagstaff AZ 86011-5774 USA, Tel: 928 523 0352, Frances.Riemer@nau.edu
ABSTRACT: This paper is an attempt to describe the emergence and growing popularity of online distance education over the past 30 years through changing sociological lenses. Examining the re-casting of the electronic classroom through the euphoria of techno-positivism, the power-embedded analysis of Critical Theory of Technology (CTT), and the critique of postmodernism, the paper addresses the implications suggested by each theoretical interpretation. Using the metaphor of a high-speed train, we encourage administrators, instructors and technicians to stop and reflect on the destination, rather than simply marvel at the speeds at which we are traveling and the engine that powers our ride.
Keywords: Online classes, Distance education, Techno-utopianism, Critical theory of technology, Postmodernism
Goldberg, A. K., & Riemer, F. J. (2006). All Aboard - Destination Unknown: A Sociological Discussion of Online Learning. Educational Technology & Society, 9 (4), 166-172.
Chai Ching Sing
Learning Sciences and Technologies Academic Group, Nanyang Technological University, 1, Nanyang Walk, Singapore 637616, cschai@nie.edu.sg
Myint Swe Khine
Learning Sciences and Technologies Academic Group, Nanyang Technological University, 1, Nanyang Walk, Singapore 637616, mskhine@nie.edu.sg
ABSTRACT: This paper presents findings from the pattern of participation and discourse analysis of the online interaction among in-service teachers in the teacher training institute in Singapore. It was found that the teachers formed a knowledge-building community and jointly discussed issues related to integrating information technology into the classroom. There was evidence that teachers formed a socially cohesive community and their participations were active. However it was found that in-depth and sustainable online interaction were lacking. The authors suggest searching for ways to promote deep and sustainable online interaction, especially in terms of getting participants to detect the gap in ideas and challenging assumptions.
Keywords: Knowledge building community, Computer-supported collaborative learning, Online interaction
Sing, C. C., & Khine, M. S. (2006). An Analysis of Interaction and Participation Patterns in Online Community. Educational Technology & Society, 9 (1), 250-261.
Sung Youl Park
Department of Educational Technology, Konkuk University, Seoul, South Korea // Tel: +82-2-450-3767 // Fax: +82-2-458-6776 // psyhjyl@konkuk.ac.kr
ABSTRACT: Many universities implement e-learning for various reasons. It is obvious that the number of e-learning opportunities provided by higher educational institutes continues to grow in Korea. Yet little research has been done to verify the process of how university students adopt and use e-learning. A sample of 628 university students took part in the research. The structural equation modeling (SEM) technique was employed with the LISREL program to explain the adoption process. The general structural model, which included e-learning self-efficacy, subjective norm, system accessibility, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use e-learning, was developed based on the technology acceptance model (TAM). The result proved TAM to be a good theoretical tool to understand users’ acceptance of e-learning. E-learning self-efficacy was the most important construct, followed by subjective norm in explicating the causal process in the model.
Keywords: e-Learning, Technology acceptance model, Structural equation modeling, Self-efficacy
Park, S. Y. (2009). An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning. Educational Technology & Society, 12 (3), 150–162.
Jie Chi Yang
Graduate Institute of Network Learning Technology, National Central University, No.300, Jungda Rd., Jhongli City 320, Taiwan // Tel: +886 3 4227151 ext.35414, Fax: +886 3 4275336 // yang@cl.ncu.edu.tw
Yi Ting Huang
Graduate Institute of Network Learning Technology, National Central University, No.300, Jungda Rd., Jhongli City 320, Taiwan // Tel: +886 3 4227151 ext.35414, Fax: +886 3 4275336 // coral@cl.ncu.edu.tw
Chi Cheng Tsai
Graduate Institute of Network Learning Technology, National Central University, No.300, Jungda Rd., Jhongli City 320, Taiwan // Tel: +886 3 4227151 ext.35414, Fax: +886 3 4275336 // ken@cl.ncu.edu.tw
Ching I Chung
Graduate Institute of Network Learning Technology, National Central University, No.300, Jungda Rd., Jhongli City 320, Taiwan // Tel: +886 3 4227151 ext.35414, Fax: +886 3 4275336 // cecilia@cl.ncu.edu.tw
Yu Chieh Wu
Department of Computer Science and Information Engineering, National Central University, No.300, Jungda Rd., Jhongli City 320, Taiwan // Tel: +886 3 4227151 ext.35414, Fax: +886 3 4275336 // bcbb@db.csie.ncu.edu.tw
ABSTRACT: In recent years, using video as a learning resource has received a lot of attention and has been successfully applied to many learning activities. In comparison with text-based learning, video learning integrates more multimedia resources, which usually motivate learners more than texts. However, one of the major limitations of video learning is that both instructors and learners must select suitable videos from huge volume of data. The situation is worsened by the fact that video content is usually displayed linearly. In order to solve this problem, we propose a multimedia content summarization and adaptable recommendation framework which is able to extract summaries from raw videos and recommend them to learners automatically. By following the characteristics of multimedia, the generated summary contains both important abstracts and corresponding images, and can be accessed online. Only suitable videos are selected for recommendation based on user profiles. The proposed system is evaluated and compared to text-based learning in terms of ARCS model. The results demonstrate that the proposed video summarization and recommendation framework was not only positive with regard to motivating learners, but also enhanced the video learning experience significantly. Positive results are also found in relation to system usage and satisfaction.
Keywords: Video summarization, Video recommendation, Learning material recommendation, Multimedia, Video learning, ARCS model
Yang, J. C., Huang, Y. T., Tsai, C. C., Chung, C. I., & Wu, Y. C. (2009). An Automatic Multimedia Content Summarization System for Video Recommendation. Educational Technology & Society, 12 (1), 49–61.
Yueh-Min Huang
Department of Engineering Science, National Cheng Kung University, No.1, University Road, Tainan City, Taiwan, R.O.C. // Tel: +886-6-2757575 ext. 63336 // Fax: +886-6-2766549 // huang@mail.ncku.edu.tw
Yu-Lin Jeng
Department of Engineering Science, National Cheng Kung University, No.1, University Road, Tainan City, Taiwan, R.O.C. // Tel: +886-6-2757575 ext. 63336 // Fax: +886-6-2766549 // jeng@easylearn.org
Tien-Chi Huang
Department of Engineering Science, National Cheng Kung University, No.1, University Road, Tainan City, Taiwan, R.O.C. // Tel: +886-6-2757575 ext. 63336 // Fax: +886-6-2766549 // kylin@easylearn.org
ABSTRACT: With the gradual adoption of “Web 2.0” technologies, one of key Web 2.0 technologies, blog, has become a popular and wide-accepted Web application. Although mobile device users can access the Web whenever or wherever the need arises, there is not an easy way to publish their thoughts and experiences via blog articles. In this study, we offer a solution by designing a mobile blogging system which enables mobile bloggers to publish their comments in authentic context anytime and anywhere. We show that with the help of the mobile blogging system, we can establish a collaborative learning model for students in virtual classrooms. The results revealed from the learning outcome are positive and encouraging regarding the effectiveness of the supported collaborative learning model. In the conclusions, we discuss the findings and applications of the proposed system in collaborative learning.
Keywords: Collaborative learning, W/H device, Blog, Information retrieval
Huang, Y.-M., Jeng, Y.-L., & Huang, T.-C. (2009). An Educational Mobile Blogging System for Supporting Collaborative Learning. Educational Technology & Society, 12 (2), 163–175.
Gwo-Jen Hwang
Department of Information and Learning Technology, National University of Tainan, Taiwan // gjhwang@mail.nutn.edu.tw
Peng-Yeng Yin
Department of Information Management, National Chi Nan University, Taiwan
Chi-Wei Hwang
Department of Information Management, National Chi Nan University, Taiwan
Chin-Chung Tsai
Graduate School of Technological and Vocational Education, National Taiwan University of Science and Technology, Taiwan
ABSTRACT: Cooperative learning is known to be an effective educational strategy in enhancing the learning performance of students. The goal of a cooperative learning group is to maximize all members’ learning efficacy. This is accomplished via promoting each other’s success, through assisting, sharing, mentoring, explaining, and encouragement. To achieve the goal of cooperative learning, it is very important to organize well-structured cooperative learning groups. In this study, an enhanced genetic algorithm is proposed to organize cooperative learning groups to meet multiple grouping criteria. To show the usefulness of the algorithm, this study presents a case that, for a given course, the teacher sets the criteria of grouping that each concept of a certain course topic is precisely understood by at least one of the peer students in each group, and the average learning achievement of each group is approximately identical. Based on our enhanced genetic algorithm, an assistant system for organizing cooperative learning groups has been developed. Experimental results have shown that the enhanced approach is able to efficiently organize cooperative learning groups that more fit the instructional objectives set by the instructor.
Keywords: Web-based learning, cooperative learning, meta-heuristic algorithm, genetic algorithm
Hwang, G.-J., Yin, P.-Y., Hwang, C.-W., & Tsai, C.-C. (2008). An Enhanced Genetic Approach to Composing Cooperative Learning Groups for Multiple Grouping Criteria. Educational Technology & Society, 11 (1), 148-167.
Ming-Puu Chen
Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taiwan // mpchen@ntnu.edu.tw
ABSTRACT: The purpose of this study was to examine the appropriateness of a nationwide quality assurance framework for e-learning from participants’ perspectives. Two types of quality evaluation programs were examined in this study, including the e-Learning Service Certification program (eLSC) and the e-Learning Courseware Certification program (eLCC). Gap analysis and the innovation attributes were employed to examine participants’ perception gaps and attitudes toward the quality framework. The analysis showed that the quality framework obtained adequate validity and reliability. Gap analysis revealed that both the eLSC and eLCC participants perceived the quality of their e-learning overly. The attitude analysis revealed that a) for eLSC, the positive and increased observability was inferred to enhance participants’ adoption of eLSC, b) for eLCC, the positive attributes of observability, relative advantage and compatibility were inferred to facilitate and sustain the adoption of eLCC, c) the decreased attributes of trialability/complexity and relative advantage of eLCC indicated the necessity for further improvement. Crystal-clear descriptions and examples of quality criteria are suggested to make the quality assurance framework more amiable and easy of access to e-learning developers and organizations.
Keywords: E-learning, Quality assurance, Courseware, Innovation diffusion
Chen, M. P. (2009). An Evaluation of the ELNP e-Learning Quality Assurance Program: Perspectives of Gap Analysis and Innovation Diffusion. Educational Technology & Society, 12 (1), 18–33.
Lasisi Ajayi
Language/Literacy Education, San Diego State University, 720 Heber Avenue, Calexico, CA 92231, USA // +1 760 768–5504 // lajayi@mail.sdsu.edu
ABSTRACT: Pre-service teachers’ perceptions of their own learning are important to the ways they integrate technology into their practices. Therefore, the purpose of this study was to examine the pre-service teachers’ perspectives of asynchronous discussion board (ADB) as a tool of learning to teach. ADB was integrated into two literacy courses for 33 pre-service teachers over 16 weeks. Data were collected through oral interviews, written reflections, and participants’ postings on the discussion board. The data were analyzed using Chi’s (1997) framework of verbal analysis method. The findings indicated that the participants perceived ADB as an important tool of learning to teach because it promoted situated learning, facilitated a social construction of knowledge, and afforded customized learning experiences.
Keywords: Asynchronous discussion board, Distributed knowledge, Educational technology, Social learning, and Sociocultural theory
Ajayi, L. (2009). An Exploration of Pre-Service Teachers’ Perceptions of Learning to Teach while Using Asynchronous Discussion Board. Educational Technology & Society, 12 (2), 86–100.
Dick Ng’ambi
Centre for Educational Technology, University of Cape Town, South Africa, dngambi@ched.uct.ac.za
Kevin Johnston
Information Systems Department, University of Cape Town, South Africa, kjohnsto@commerce.uct.ac.za
ABSTRACT: South African Universities are tasked with increasing student throughput by offering additional academic support. A second task is to teach students to challenge and question. One way of attempting to achieve these tasks is by using Information and Communication Technology (ICT). The focus of this paper is to examine the effect of using an ICT tool to both increase academic support to students, and to teach critical thinking skills. A field study comparing a Project Management course at the University of Cape Town over two successive years was conducted. In the second year an ICT mediated constructivist approach (DFAQ web site) in which students acquired project management skills was used to increase support and teach critical thinking skills. Structuration theory, in particular the notion of practical and discursive consciousness, was used to inform our understanding of the role of questioning on teaching project management. The conclusion is that a constructive approach, mediated by an anonymous web-based consultative environment, the Dynamic Frequently Asked Questions (DFAQ) improved support to students and had an effect on student learning of project management and students acquired some questioning skills as evidenced in the examination performance. The efficacy of the approach was evaluated both through an interpretive study of DFAQ artefacts and the performance in the examination. The paper examines relevant literature, details the research objectives, describes a field survey, and the results.
Keywords: Constructivist approach, Critical thinking, Thinking Skills, Academic support, Consultative environment, ICT-mediation
Ng’ambi, D., & Johnston, K. (2006). An ICT-mediated Constructivist Approach for increasing academic support and teaching critical thinking skills. Educational Technology & Society, 9 (3), 244-253.
Murat Kahveci
Center for Elementary Mathematics, and Science Education (CEMSE), University of Chicago, USA // Tel: +1 773 702-2694 // Fax: +1 773 702-4312 // mkahveci@uchicago.edu
ABSTRACT: Although there is no agreement as to what instructional interactivity and interaction mean in educational literature, researchers agree that both terms are vital for teaching and learning one way or another. This paper presents the item-development stages and validity and reliability analyses of the Interactivity Survey (IS), which attempts to uncover the perceptions of professors working at departments of education from universities around the world. To provide evidence of reliability of the instrument, a pilot study was carried out with a sample size of 262 universities. All of the statistical test results and the final version of the instrument were provided. Thus, this paper is both a theoretical paper that conceptually synthesizes the literature on instructional interactivity and a technical paper that considers the information from an instrument-development point of view.
Keywords: Instructional interactivity, Survey development, Instrument validity, Reliability, Learning
Kahveci, M. (2007). An Instrument Development: Interactivity Survey (IS). Educational Technology & Society, 10 (3), 163-174.
Eva Heinrich
School of Engineering and Advanced Technology // Massey University, Palmerston North, New Zealand // E.Heinrich@massey.ac.nz
John Milne
Centre for Academic Development and e-Learning // Massey University, Palmerston North, New Zealand // J.D.Milne@massey.ac.nz
Maurice Moore
Appreciative Developments, Wellington, New Zealand // maurice@mjm.co.nz
ABSTRACT: This article reports on a comprehensive study, investigating the use of e-tools for formative assignment assessment. The study conducted a large-scale literature review and interviews with 90 academics at five New Zealand tertiary institutions. The focus of the study was on formative assessment provided in assignments, an area in which educational theories on importance for learning and on best practice are well established. Yet, research shows that these theories have failed to influence tertiary practice sufficiently to ensure the best possible outcomes for student learning. The interview data collected were analysed according to motivation, needs and benefits as perceived by lecturers and educational principles as derived from the literature. Both the literature and the interview analysis showed a strong positive impact from using e-tools for the management and marking of assignments. Widely available e-learning and general purpose computer tools can be used effectively to support lecturers in dealing with assignments. Specialised assignment tools provide opportunities for even greater gains. The use of e-tools means time savings for the lecturers and enables quality gains in the assignment process. E-tools have the potential to assist with uptake of the well-established educational theories. This article summarises important aspects of the literature review and the interview analysis conducted as part of the study. It provides recommendations in the form of suggestions on which tools are suitable for specific steps in the assignment process and alerts the reader to the website where there are user profiles supported by case studies and an action plan. All these recommendations are targeted at encouraging and enabling lecturers to employ e-tools for the management and marking of assignments.
Keywords: Assignments, Assessment, E-learning tools
Heinrich, E., Milne, J., & Moore, M. (2009). An Investigation into E-Tool Use for Formative Assignment Assessment - Status and Recommendations. Educational Technology & Society, 12 (4), 176–192.
Jonathan W.P. Goh
National Institute of Education, Nanyang Technological University, Singapore // jonathan.goh@nie.edu.sg
Chin Joo Quek
Nanyang Polytechnic, Singapore
Ong Kim Lee
National Institute of Education, Nanyang Technological University, Singapore
ABSTRACT: In the 1980s we witnessed the dawning of the Information Age. Today, the use of information technology has become an integral part of our lives. Education is no exception. With the introduction of Web 2.0 tools such as weblogs, students are presented a new platform for interaction and exchanging ideas. A review of the literature however reveals few empirical studies examining the relationship of the use of weblogs and student learning. Furthermore, despite the growing interest in research on blogging, researchers continue to overlook cultural variations when enumerating students’ learning benefits through blogging. As such, the purpose of this study is to investigate the factors that are of specific benefits of weblogs in student learning in an East Asian context. To determine this, principal component factor analysis was performed using standardized residuals rather than the non-linear raw scores. The findings revealed four factors, namely, efficiency, deliberation, de-personalization, and collaboration that explained students’ perceptions of the learning benefits of blogging. (159 words)
Keywords: Rasch analysis, factor analysis, weblogs, blogging and student learning
Goh, J.W.P., Quek, C. J., & Lee, O. K. (2010). An Investigation of Students' Perceptions of Learning Benefits of Weblogs in an East Asian Context: A Rasch Analysis. Educational Technology & Society, 13 (2), 90–101.
Shian-Shyong Tseng
Department of Computer Science, National Chiao Tung University, Taiwan // sstseng@cs.nctu.edu.tw
Jun-Ming Su
Department of Computer Science, National Chiao Tung University, Taiwan // jmsu@cs.nctu.edu.tw
Gwo-Jen Hwang
Department of Information and Learning Technology, National University of Tainan, Taiwan // gjhwang@mail.nutn.edu.tw // Fax: +886-6-3017001
Gwo-Haur Hwang
Information Management Department, Ling Tung University, Taiwan // ghhwang@mail.ltu.edu.tw
Chin-Chung Tsai
Graduate School of Technological and Vocational Education, National Taiwan University of Science and Technology, Taiwan // cctsai@mail.ntust.edu.tw
Chang-Jiun Tsai
Coretech Corporation, Taiwan // cjtsai@cs.nctu.edu.tw
ABSTRACT: The popularity of web-based learning systems has encouraged researchers to pay attention to several new issues. One of the most important issues is the development of new techniques to provide personalized teaching materials. Although several frameworks or methods have been proposed, it remains a challenging issue to design an easy-to-realize framework for developing adaptive learning systems that benefit student learning performance. In this paper, we propose a modular framework that can segment and transform teaching materials into modular learning objects based on the SCORM standard such that subject contents can be composed dynamically according to the profile and portfolio of individual students. An adaptive learning system has been developed based on this innovative approach. Based on the experimental results of a college computer course, we conclude that the proposed framework can be used to develop adaptive learning systems that benefit the students’ learning achievements.
Keywords: Adaptive learning system, Personalized learning course, SCORM, Learning object
Tseng, S.-S., Su, J.-M., Hwang, G.-J., Hwang, G.-H., Tsai, C.-C., & Tsai, C.-J. (2008). An Object-Oriented Course Framework for Developing Adaptive Learning Systems. Educational Technology & Society, 11 (2), 171-191.
Nian-Shing Chen
Department of Information Management, National Sun Yat-sen University, Taiwan // nschen@mis.nsysu.edu.tw
Leong Ko
School of Languages and Comparative Cultural Studies, The University of Queensland, Australia // l.ko@uq.edu.au
ABSTRACT: This article is based on an experiment designed to conduct an interpreting test for multiple candidates online, using web-based synchronous cyber classrooms. The test model was based on the accreditation test for Professional Interpreters produced by the National Accreditation Authority of Translators and Interpreters (NAATI) in Australia. Specifically, the test involved interpreting-specific components such as dialogue interpreting, sight translation, and consecutive interpreting, as well as non-interpreting-specific components such as questions on ethical issues. The test was conducted live synchronously and concurrently with multiple candidates – i.e., all candidates were tested in their own locations at the same time. The result of the experiment indicates the potential and feasibility of conducting interpreting tests online using the specific technology of synchronous cyber classrooms. However, there are also a number of constraints when compared to conventional face-to-face tests. There is a need for further studies on how to effectively apply this kind of technology to conduct interpreting tests for multiple candidates online in synchronous mode and without the constraints identified in this research.
Keywords: Synchronous test, Synchronous cyber classroom, Cyber Face-to-Face, Self-controlled test, Examiner-controlled test
Chen, N.-S., & Ko, L. (2010). An Online Synchronous Test for Professional Interpreters. Educational Technology & Society, 13 (2), 153–165.
Gilbert Paquette
LICEF Research Center, Télé-université, Montreal, Canada // Tel: (514) 840-2747 ext. 2818 gilbert.paquette@teluq.uqam.ca // www.licef.teluq.uquebec.ca/gp
ABSTRACT: The importance given to competency management is well justified. Acquiring new competencies is the central goal of any education or knowledge management process. Thus, it must be embedded in any software framework as an instructional engineering tool, to inform the runtime environment of the knowledge that is processed by actors, and their situation toward achieving competency-acquisition objectives. We present here some of our results in the last 10 years that have led to an ontology for designing competency-based learning and knowledge management applications. Based on this ontology, we present a software framework for ontology-driven e-learning systems.
Keywords: Ontology-driven e-learning system, Competency acquisition
Paquette, G. (2007). An Ontology and a Software Framework for Competency Modeling and Management. Educational Technology & Society, 10 (3), 1-21.
Colin Knight
Laboratory for Ontological Research, School of Interactive Arts and Technology, Simon Fraser University Surrey, 2400 Central City, 10153 King George Hwy, Surrey, BC V3T 2W1, Canada, cjk2@sfu.ca
Dragan Gašević
Laboratory for Ontological Research, School of Interactive Arts and Technology, Simon Fraser University Surrey, 2400 Central City, 10153 King George Hwy, Surrey, BC V3T 2W1, Canada, dgasevic@sfu.ca
Griff Richards
Laboratory for Ontological Research, School of Interactive Arts and Technology, Simon Fraser University Surrey, 2400 Central City, 10153 King George Hwy, Surrey, BC V3T 2W1, Canada, griff@sfu.ca
ABSTRACT: The paper describes an ontology-based framework for bridging learning design and learning object content. In present solutions, researchers have proposed conceptual models and developed tools for both of those subjects, but without detailed discussions of how they can be used together. In this paper we advocate the use of ontologies to explicitly specify all learning designs, learning objects, and the relations between them, and show how this use of ontologies can result in more effective (semi-)automatic tools and services that increase the level of reusability. We first define a three-part conceptual model that introduces an intermediate level between learning design and learning objects called the learning object context. We then use ontologies to facilitate the representation of these concepts: LOCO is a new ontology based on IMS-LD, ALOCoM is an existing ontology for learning objects, and LOCO-Cite is a new ontology for the learning object contextual model. We conclude by showing the applicability of the proposed framework in a use case study.
Keywords: Learning design, Learning objects, Ontologies, Reusability, Learning content
Knight, C., Gašević, D., & Richards, G. (2006). An Ontology-Based Framework for Bridging Learning Design and Learning Content. Educational Technology & Society, 9 (1), 23-37.
Vu Minh Chieu
University of Michigan, School of Education, Ann Arbor, MI, USA // vmchieu@umich.edu
ABSTRACT: Constructivism is a learning theory that states that people learn by actively constructing their own knowledge, based on prior knowledge. A significant number of ICT-based constructivist learning systems have been proposed in recent years. According to our analysis, those systems exhibit only a few constructivist principles, and a critical problem related to the design and use of this kind of systems has been the lack of a practical means to facilitate the instructional design process. Our research aims to help designing truly constructivist learning environments. Our approach is based on a set of operational criteria for certain aspects of constructivism: We use these criteria as a useful pedagogical framework to provide easy-to-use tools and operational guidelines for teachers to build ICT-based constructivist learning environments. One facet often mentioned as being strongly relevant to constructivism is cognitive flexibility. This paper presents COFALE—a new, domain-independent, and open-source e-learning platform that could be used to devise learning conditions fostering cognitive flexibility—and an example of its use: the design of a course on recursion in computing science.
Keywords: E-learning, Constructivism, Instructional design, Operational criteria, Open-source platform
Chieu, V. M. (2007). An Operational Approach for Building Learning Environments Supporting Cognitive Flexibility. Educational Technology & Society, 10 (3), 32-46.
Petri Nokelainen
Research Centre for Vocational Education, University of Tampere, FIN-13101 Hämeenlinna, Finland, http://www.uta.fi/u/petri.nokelainen, Tel: +358 40 557 4994, Fax: +358 3 6145 6111, petri.nokelainen@uta.fi
ABSTRACT: This paper presents the pedagogical usability criteria for evaluating the digital learning material. Pedagogical aspects of designing or using digital learning material are much less frequently studied than technical ones. Further, there are relatively few inventories measuring subjective end-user satisfaction with the pedagogical aspects of digital learning material and not a single inventory has undergone a rigorous process of empirical psychometric testing. They include the following components: 1. Learner control, 2. Learner activity, 3. Cooperative/Collaborative learning, 4. Goal orientation, 5. Applicability, 6. Added value, 7. Motivation, 8. Valuation of previous knowledge, 9. Flexibility and 10. Feedback. The pedagogical usability criteria have been operationalized into an on-line Likert -scale self-rating Pedagogically Meaningful Learning Questionnaire (PMLQ) that has 56 items. In the PMLQ, separate items have been developed to measure the usability of the learning management system (LMS) and the learning material (LM). When evaluating the usability of a LMS, it is possible in the pedagogical context to evaluate the kind of learning material it enables the users to produce. Evaluation of the usability of a LM is based on a fact that the learning content is based on a certain learning goal or goals. The criteria of pedagogical usability presented here have undergone two-step psychometric testing process using empirical samples of 5th and 6th grade elementary school students (n = 66 and n = 74). Students evaluated one LMS and four LM’s with PMLQ. Results supported the existence of theoretical dimensions of the criteria. The PMLQ was able to capture differences in the pedagogical usability profiles of the learning modules. Generalizability of the pedagogical usability criteria to other domains is limited by the small sample size, the small age range of respondents’ and the small number of learning material evaluated. However, empirical studies that aim at evaluating a more representative set of learning material in different domains targeted for both adolescent and adult learners are currently conducted.
Keywords: Pedagogical issues, Usability, Evaluation methodologies, Evaluation of CAL systems, Authoring tools and methods
Nokelainen, P. (2006). An empirical assessment of pedagogical usability criteria for digital learning material with elementary school students. Educational Technology & Society, 9 (2), 178-197.
Deniz Deryakulu
Department of Computer and Instructional Technologies Education, Ankara University, Turkey // Tel: +90 (312) 363 3350 Ext: 3203 // Fax: +90 (312) 363 6145 // deryakul@education.ankara.edu.tr
Sinan Olkun
Department of Elementary Education, Ankara University, Turkey // Tel: +90 (312) 363 3350 Ext: 5111 // Fax: +90 (312) 363 6145 // sinanolkun@gmail.com
ABSTRACT: This study, using content analysis technique, examined the types of job-related problems that the Turkish computer teachers experienced and the types of social support provided by reciprocal discussions in an online forum. Results indicated that role conflict, inadequate teacher induction policies, lack of required technological infrastructure and technical support, and the status of computer subject in school curriculum were the most frequently mentioned problems. In addition, 87.9% of the messages were identified as providing emotional support, while 3.1% messages were identified as providing instrumental support. It is concluded that content analysis technique provides an invaluable tool to understand the nature of communication and social interaction patterns among users in online environments. CMC in education should not only be considered to be a tool for content delivery and instructional interaction, but also a feedback mechanism and a platform for professional support, as well as an informal learning environment.
Keywords: Teacher stress, Social support, Online discussion forums, Computer-mediated communication
Deryakulu, D., & Olkun, S. (2007). Analysis of Computer Teachers’ Online Discussion Forum Messages about their Occupational Problems. Educational Technology & Society, 10 (4), 131-142.
Richard Hartshorne
Department of Educational Leadership, University of North Carolina at Charlotte, USA // rhartsho@uncc.edu
Adam Friedman
Department of Educational Leadership, University of North Carolina at Charlotte, USA // afriedma@uncc.edu
Bob Algozzine
Department of Educational Leadership, University of North Carolina at Charlotte, USA // rfalgozz@uncc.edu
Daljit Kaur
Department of Educational Leadership, University of North Carolina at Charlotte, USA // dkaur@uncc.edu
ABSTRACT: While researchers have studied the use and value of educational software for many years, study of school Web sites and/or their effectiveness is limited. In this investigation, we identified goals and functions of school Web sites and used the foundations of effective Web site design to develop an evaluation checklist. We then applied these criteria to a random sample of Web sites to identify the extent to which the key features were evident in them. The majority of the elementary school Web sites surveyed provided evidence of basic design principles; however, scores were not as good for structure, design, general components, and general ratings. Based on our findings, we derived and present a set of guidelines for developing and improving elementary school Web sites. We also suggest that future research efforts should examine contextual factors influencing the effectiveness of elementary school Web sites and how various stakeholders use elementary school Web sites.
Keywords: School web sites, Web presence, Elementary schools, Internet
Hartshorne, R., Friedman, A., Algozzine, B., & Kaur, D. (2008). Analysis of Elementary School Web Sites. Educational Technology & Society, 11 (1), 291-303.
Chen-Chung Liu
Graduate Institute of Network Learning Technology, National Central University Taiwan //Tel: +886-4-227151-35412 //ccliu@cl.ncu.edu.tw
Chen-Wei Chung
Department of Computer Science and Engineering, National Central University Taiwan //Tel: +886-4-227151-57880 // jerryjong@gmail.com
Nian-Shing Chen
Department of Information Management, National Sun Yat-sen University, Taiwan //Tel: +886-7-5252510 // nschen@faculty.nsysu.edu.tw
Baw-Jhiune Liu
Department of Computer Science and Engineering, Yuan-Ze University, Taiwan // Tel: +886-4-638800-2366 // bjliu@saturn@yzu.edu.tw
ABSTRACT: Collaborative learning is extensively applied in classroom activities, but the screens on handheld devices are designed for individual-user mobile applications and may constrain interaction among group learners. The small screen size may lead to fragmented and tête-à-tête communication patterns and frequently obstruct the externalization of the learning process. This study compares two learning scenarios, one using only handheld devices and the other integrating handheld devices with LCD shared displays, in order to explore whether shared displays in classrooms can augment handheld devices to facilitate articulation and communication among participants. This study involved 15 graduate students enrolled in a Statistics and Data Mining course. Data were collected on the course over a period of eight weeks. Students were required to solve problems collaboratively and content analysis was performed on student dialogue and nonverbal interactions in the two different learning scenarios. In the environment with shared displays, each discussion thread attracted more students and demonstrated more shared visual focus than in the one-to-one setting by a significant margin. Students, when studying in an environment with shared displays, exhibited more lively interaction with each other, including frequent hand-pointing behavior. Furthermore, students proposed more arguments and positions in the Shared-Display environment than in the environment without shared displays. Therefore, shared displays can not only improve articulation processes, but can also promote student engagement by establishing a social workspace for learning with handheld devices.
Keywords: Interaction analysis, handheld devices, CSCL, shared display, groupware design
Liu, C.-C., Chung, C.W., Chen, N.-S., & Liu, B.-J. (2009). Analysis of Peer Interaction in Learning Activities with Personal Handhelds and Shared Displays. Educational Technology & Society, 12 (3), 127–142.
Huei-Tse Hou
Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei, Taiwan // Tel: +886223517160 // Fax: +886223512772 // ho@ice.ntnu.edu.tw
Kuo-En Chang
Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei, Taiwan // Tel: +886223622841 // Fax: +886223512772 // kchang@ice.ntnu.edu.tw
Yao-Ting Sung
Department of Educational Psychology and Counseling // National Taiwan Normal University, Taipei, Taiwan // Tel: +886223952445 // Fax: +886223413865 // sungtc@ntnu.edu.tw
ABSTRACT: This research explores the process of asynchronous problem-solving-based discussion activities and aims to understand limitations likely to arise during learners’ problem-solving discussions. The research has combined lag-sequential analysis and quantitative content analysis, and expects to use such analyzing methods to further understand the sequential pattern of students’ problem-solving discussion behaviors and knowledge-construction levels. In order to avoid influence caused by teachers’ subjective guiding methods and ensure objective observations, we observed learners’ online problem-solving discussions without intervention or guidance from the teachers. From the sequential pattern derived, we have not only induced a pattern of students’ discussion behavior but also discovered that, compared to discussion activity based on a single topic appointed by the teacher, the problem-solving online discussion activity is more helpful for students’ knowledge construction. In addition, this research also revealed certain limitations toward the content and behavior of students’ discussion without teachers’ guidance. Based on the results, this paper proposes a strategy in which teachers can intervene and guide, which is expected to enhance the depth of students’ discussion and knowledge construction when a teacher is applying a problem-based learning activity.
Keywords: Problem solving, Asynchronous discussion, Knowledge construction, Problem-based learning, Sequential analysis
Hou, H.-T., Chang, K.-E., & Sung, Y.-T. (2008). Analysis of Problem-Solving-Based Online Asynchronous Discussion Pattern. Educational Technology & Society, 11 (1), 17-28.
Yu-Chu Yeh
Institute of Teacher Education; Research Center for Mind, Brain & Learning; Center for Creativity and Innovation Studies; National Chengchi University, Taipei 116, Taiwan // ycyeh@nccu.edu.tw
ABSTRACT: Online learning communities are an important means of sharing and creating knowledge. Online behaviors and online roles can reveal how online learning communities function. However, no study has elucidated the relationships among online behaviors, online roles, and online learning communities. In this study, 32 preservice teachers participated in an 18-week instruction program. Analyses of online group discussions revealed the following: (a) of thirteen identified online behaviors, the most common were constructing a positive atmosphere, providing opinions for group assignments, and providing reminders of assignment-related work; (b) of eight online roles identified within a group, the most common roles were information providers, opinion providers, and troublemakers; (c) four online learning communities based on “collaboration” and “participation” were identified. The evolution of these online learning communities indicates the interrelationships among online behaviors, roles, and learning communities.
Keywords: Behavior, Learning community, Preservice teacher, Online discussion, Roles
Yeh, Y.-C. (2010). Analyzing Online Behaviors, Roles, and Learning Communities via Online Discussions. Educational Technology & Society, 13 (1), 140–151.
Marcelo Milrad
Center for Learning and Knowledge Technologies (CeLeKT), Växjö University, Sweden // marcelo.milrad@msi.vxu.se
Daniel Spikol
Center for Learning and Knowledge Technologies (CeLeKT), Växjö University, Sweden // daniel.spikol@msi.vxu.se
ABSTRACT: In this paper we report the results of our on-going activities regarding the use of smart phones and mobile services in university classrooms. The purpose of these trials was to explore and identify which content and services could be delivered to the smart phones in order to support learning and communication in the context of university studies. The activities were conducted within the MUSIS (Multicasting Services and Information in Sweden) project where more than 60 students from different courses at Växjö University (VXU) and Blekinge Institute of Technology (BTH) participated during the course of their studies. Generally, the services integrated transparently into students’ previous experience with mobile phones. Students generally perceived the services as useful to learning; interestingly, attitudes were more positive if the instructor adapted pedagogical style and instructional material to take advantage of the distinctive capabilities of multicasting. To illustrate, we describe a number of educational mobile services we have designed and implemented at VXU and BTH. We conclude with a discussion and recommendations for increasing the potential for successful implementation of multicasting mobile services in higher education, including the importance of usability, institutional support, and tailored educational content.
Keywords: Ubiquitous Learning, Educational Mobile Services, Smart Phones
Milrad, M., & Spikol, D. (2007). Anytime, Anywhere Learning Supported by Smart Phones: Experiences and Results from the MUSIS Project. Educational Technology & Society, 10 (4), 62-70.
Lih-Shyang Chen
Department of Electrical Engineering, National Cheng Kung University, Taiwan // TEL: +886 6 2757575 // chens@mail.ncku.edu.tw
Yuh-Ming Cheng
Department of Computer Science and Information Engineering, Shu Te University, Taiwan // TEL: +886 7 6158000 // cymer@mail.stu.edu.tw
Sheng-Feng Weng
Department of Electrical Engineering, National Cheng Kung University, Taiwan // TEL: +886 6 2757575 // afeng@mirac.ee.ncku.edu.tw
Yong-Guo Chen
Department of Electrical Engineering, National Cheng Kung University, Taiwan // TEL: +886 6 2757575 // tyk@thmu.edu.tw
Chyi-Her Lin
Dean of Medical School, National Cheng Kung University hospital, Taiwan // TEL: +886 6 2353535 // neonate@mail.ncku.edu.tw
ABSTRACT: The prevalence of Internet applications nowadays has led many medical schools and centers to incorporate computerized Problem-Based Learning (PBL) methods into their training curricula. However, many of these PBL systems do not truly reflect the situations which practitioners may actually encounter in a real medical environment, and hence their effectiveness as learning tools is somewhat limited. Therefore, the present study analyzes the organization of a computerized PBL teaching case, and considers how a clinical teaching case can best be presented to the user. Specifically, this study attempts to develop a web-based PBL system which emulates the real clinical situation, in which a practitioner will ascertain the true nature of a patient’s condition over a period of time, by introducing the concept of a “time sequence” within each teaching case. The proposed system has been installed in the medical center of National Cheng Kung University in Taiwan for testing purposes. The feedback received confirms the effectiveness of the training system in allowing users to apply their basic medical knowledge to real clinical cases, and in identifying their areas of misconception in the course of a medical diagnosis.
Keywords: E-Learning in medical education, Problem-Based Learning, Computer education, Educational technology
Chen, L.-S., Cheng, Y.-M., Weng, S.-F., Chen, Y.-G., & Lin, C.-H. (2009). Applications of a Time Sequence Mechanism In the simulation Cases of a web-based Medical Problem-Based Learning System. Educational Technology & Society, 12 (1), 149–161.
Tsang-Hsiung Lee
Department of Information Management, National Chengchi University, Taiwan // Tel: +886-2-2939-3091 ext. 81243 // Fax: +886-2-2234-8444 // design2learn@gmail.com
Pei-Di Shen
Department of Information Management, Ming Chuan University, Taiwan // Tel: +886-2-2882-4564 ext. 2212 // Fax: +886-2-2881-0521 // pdshen@mcu.edu.tw
Chia-Wen Tsai
Department of Information Management, Yuanpei University, Taiwan // Tel: +886-2-8631-7134 // Fax: +886-2-2880-9764 // cwtsai@mail.ypu.edu.tw
ABSTRACT: This article describes the design and delivery of a compulsory course in packaged software at vocational schools in Taiwan. A course website was devised and deployed to supplement learning activities in the traditional classroom. A series of quasi-experiments was conducted with innovative instructional designs, that is, web-enabled problem-based learning (PBL), self-regulated learning (SRL), and their combinations. The impacts of these web-enabled pedagogies on students, instructors, and course design were evaluated. The effects of web-enabled pedagogies were mostly positive, thus reinforcing the instructor’s confidence for further application to the rest of his courses. The authors further discuss the implications for schools, scholars, and teachers who plan to implement, or are already engaged in, e-learning.
Keywords: Web-enabled PBL, Web-enabled SRL, E-learning, Computing education
Lee, T.-H., Shen, P.-D., & Tsai, C.-W. (2008). Applying Web-Enabled Problem-Based Learning and Self-Regulated Learning to Add Value to Computing Education in Taiwan’s Vocational Schools. Educational Technology & Society, 11 (3), 13-25.
Laura Alonso Díaz
Department of Education Sciences, University of Extremadura, Av. Universidad s/n, 10071, Cáceres, Spain // laulonso@unex.es
Florentino Blázquez Entonado
Department of Education Sciences, University of Extremadura, Av. Universidad s/n, 10071, Cáceres, Spain // blazento@unex.es
ABSTRACT: The main purpose of this study is not to compare online and traditional face-to-face instruction merely to prove which one is better, but rather it aims to highlight some of the possible risks and strengths which may help to improve the role of teachers in both methods. The scene consisted of various thematic blocks from a training programme, with teachers who taught two different groups of students, one of them face-to-face and the other online. The study was designed using a quantitative and qualitative methodological combination, and focuses on the dimensions of “theoretical content”, “practical content”, “tutor/student interaction” and “design” of the training activity. As a general conclusion, no important differences were observed in the functions of the teacher in the two teaching methods, face-to-face and online; any differences that might exist were usually a consequence of teacher involvement and of the commitment of the institution in programming the learning process.
Keywords: E-learning, Face-to-face learning, Computer-mediated communication, Online teacher, Traditional teacher
Alonso Díaz, L., & Blázquez Entonado, F. (2009). Are the Functions of Teachers in e-Learning and Face-to-Face Learning Environments Really Different?. Educational Technology & Society, 12 (4), 331–343.
Hui-Yu Wang
Department of Education, National Chengchi University, Taiwan // 94152514@@nccu.edu.tw
Shyi-Ming Chen
Department of Computer Science and Information Engineering, National Taiwan University of Science and Technology, Taiwan // Tel: +886-2-27376417 // smchen@mail.ntust.edu.tw
ABSTRACT: In this paper, we present two new methods for evaluating students’ answerscripts based on the similarity measure between vague sets. The vague marks awarded to the answers in the students’ answerscripts are represented by vague sets, where each element ui in the universe of discourse U belonging to a vague set is represented by a vague value. The grade of membership of ui in the vague set à is bounded by a subinterval [tÃ(ui), 1 – fà (ui)] of [0, 1]. It indicates that the exact grade of membership ìÃ(ui) of ui belonging the vague set à is bounded by tÃ(ui) ≤ ìÃ(ui) ≤ 1 – fÃ(ui), where tÃ(ui) is a lower bound of the grade of membership of ui derived from the evidence for ui, fÃ(ui) is a lower bound of the negation of ui derived from the evidence against ui, tÃ(ui) + fÃ(ui) ≤ 1, and ui U. An index of optimism ë determined by the evaluator is used to indicate the degree of optimism of the evaluator, where ë [0, 1]. Because the proposed methods use vague sets to evaluate students’ answerscripts rather than fuzzy sets, they can evaluate students’ answerscripts in a more flexible and more intelligent manner. Especially, they are particularly useful when the assessment involves subjective evaluation. The proposed methods can evaluate students’ answerscripts more stable than Biswas’s methods (1995).
Keywords: Similarity functions, Students’ answerscripts, Vague grade sheets, Vague membership values, Vague sets, Index of optimism
Wang, H.-Y., & Chen, S. M. (2007). Artificial Intelligence Approach to Evaluate Students’ Answerscripts Based on the Similarity Measure between Vague Sets. Educational Technology & Society, 10 (4), 224-241.
Mark G. Urtel
Indiana University Purdue University Indianapolis, USA // Tel: +1 317 278-2015 // Fax: +1 317 278-2041 // murtel1@iupui.edu
ABSTRACT: The goal of this study was to explore whether differences in student academic indicators exist between taking a course face-to-face (F2F) and taking a course via distance education (DE). Three hundred and eighty five students were enrolled in a course offered, both, as F2F (n = 116) and as DE (n = 269). Course content, instructor, textbook adopted, and assessment methods were consistent between the two course delivery formats. Final grades, DFW rates, and end of term course and instructor evaluations were used as the outcome indicators. In addition, student demographic information was factored into data analyses. Results indicated that there was a statistically significant difference in final grade, DFW rates, and end of term course evaluation response rates between the course offerings. Further analysis suggested that freshman grade performance was significantly different between course offerings. Implications and policy suggestions regarding distance education will be discussed.
Keywords: Distance education, Freshmen performance, DFW rates, Academic indicators
Urtel, M. G. (2008). Assessing academic performance between traditional and distance education course formats. Educational Technology & Society, 11 (1), 322-330.
Martin A. Andresen
School of Criminology, Simon Fraser University, 8888 University Drive, Burnaby, BC V5A 1S6 Canada // Tel: 778 782 7628 // Fax: 778 782 4140 // andresen@sfu.ca
ABSTRACT: Online learning has been burgeoning over the past decade with one of the more popular modes of conducting online learning being the asynchronous online courses. Within the asynchronous online course, the asynchronous discussion forum replaces the face-to-face interaction of the traditional classroom, but is this form of discussion able to enhance the learning process? This paper reviews the literature regarding asynchronous discussion forums finding that that the asynchronous discussion forum is able to generate the critical dimensions of learning found in the traditional classroom, but it has its limitations.
Keywords: Asynchronous discussion forums, On-line learning
Andresen, M. A. (2009). Asynchronous discussion forums: success factors, outcomes, assessments, and limitations. Educational Technology & Society, 12 (1), 249–257.
Nikolaos Vernadakis
Department of Physical Education and Sport Science, Democritus University of Thrace, Greece // nvps@otenet.gr
Maria Giannousi
Department of Physical Education and Sport Science, Democritus University of Thrace, Greece // mgiannou@phyed.duth.gr
Vassiliki Derri
Department of Physical Education and Sport Science, Democritus University of Thrace, Greece // vaderri@phyed.duth.gr
Iraklis Kellis
Department of Physical Education and Sport Science, Democritus University of Thrace, Greece // opkellis@yahoo.com
Efthimis Kioumourtzoglou
Department of Physical Education and Sport Science, Democritus University of Thrace, Greece // kioumour@phyed.duth.gr
ABSTRACT: The purpose of this study was to adapt the questionnaire Multimedia Attitude Survey (MAS; Garcia, 2001) to the Greek population in order to evaluate the educational multimedia application “Leonidas” considering the attitudes of ATHENS 2004 team leaders. In addition, the differences among the sex were also investigated. Participants were 232 team leaders, between the ages from 33-44 years old. One hundred twenty two (52.6%) of the participants were men and one hundred ten were women (47.4%). Data was collected using an on-line survey at the end of this study. Results from the factor analysis yielded eight factors accounting for 89.98% of the variance. Reliability analysis indicated a satisfactory internal consistency estimate of reliability for the attitude questionnaire. Independent-samples t test analysis revealed significant differences between the two sex groups, in the case of one factor: “general experience”. In the factor above the women reported better results. In conclusion the team leaders’ feedback from the questionnaires indicated a general level of satisfaction and contentment with this particular multimedia application. The scale adapted in the present study can be a useful tool for the evaluation of other relative multimedia applications by multimedia developers. Nevertheless, further examination is warranted in order to obtain additional information concerning the difficulties of multimedia experience on employees’ attitudes toward multimedia applications.
Keywords: Multimedia application, Attitude, Olympic Games, Gender, Technology
Vernadakis, N., Giannousi, M., Derri, V., Kellis, I., & Kioumourtzoglou, E. (2010). Athens 2004 Team Leaders' Attitudes toward the Educational Multimedia Application "Leonidas". Educational Technology & Society, 13 (1), 208–219.
Steven R. Conn
Department of Counseling and Student Development, Eastern Illinois University, 600 Lincoln Ave, Charleston, Il 61920, USA // srconn@eiu.edu
Richard L. Roberts
Department of Counseling and Student Development, Eastern Illinois University, 600 Lincoln Ave, Charleston, Il 61920, USA // rlroberts@eiu.edu
Barbara M. Powell
Department of Counseling and Student Development, Eastern Illinois University, 600 Lincoln Ave, Charleston, Il 61920, USA // bmpowell@eiu.edu
ABSTRACT: The authors investigated the relationship between type of group supervision (hybrid model vs. face-to-face) and attitudes toward technology, toward use of technology in professional practice, and toward quality of supervision among a sample of school counseling interns. Participants (N = 76) experienced one of two types of internship supervision: a hybrid model (N= 41) or face-to-face (N= 35). Data analyses indicated that the hybrid model of group supervision was positively related to attitudes toward technology in counselor education, future professional practice, and the overall supervisory experience. Further, differences between the approaches in delivery of supervision showed no effect on perceptions of quality of supervision. Implications for extending the use of technology-mediated supervision to practicing professionals are presented.
Keywords: Hybrid model, Technology, Counseling supervision, School counselors
Conn, S. R., Roberts, R. L., & Powell, B. M. (2009). Attitudes and Satisfaction with a Hybrid Model of Counseling Supervision. Educational Technology & Society, 12 (2), 298–306.
Gwo-Dong Chen
Department of Computer Science and Information Engineering, National Central University, Taiwan // Tel.: 886-3-4227151 Ext. 35327 // Fax: 886-3-4273485 // chen@ csie.ncu.edu.tw
Po-Yao Chao
Department of Computer Science and Information Engineering, National Central University, Taiwan // Tel.: 886-3-4227151 Ext. 35327 // Fax: 886-3-4273485 // poyao@db.csie.ncu.edu.tw
ABSTRACT: Recent advances in ubiquitous computing technologies have brought reality augmentation of traditional objects to context-aware and social supports. Although a significant proportion of students prefer poring over traditional paper textbooks over electronic books, few studies have enhanced reading practice of traditional books with ubiquitous context-aware and collaborative learning supports that provide timely, contextual assistance. This study proposed an innovative approach to develop a paper-based learning support environment in which mobile phones, traditional books and a Web-based discussion forum are integrated together to promote students’ acquisition of knowledge. Students receive contextual messages from an online learning community based on their learning status. The timely recommendatory messages aim to facilitate collaboration among community members and offer guidance in students’ study. The findings and results of an evaluation show that students’ learning tasks and motivation were supported in the paper-based learning environment by community members. Students also generally had positive attitude to the context-aware recommendatory information delivered via mobile text messages. The ubiquity and immediacy of the recommendations may help students reach the right resources at the right time to improve their learning experience.
Keywords: Ubiquitous learning, Context awareness, Online learning community, Traditional books
Chen, G.-D., & Chao, P.-Y. (2008). Augmenting Traditional Books with Context-Aware Learning Supports from Online Learning Communities. Educational Technology & Society, 11 (2), 27-40.
Peter Van Rosmalen
Open University of the Netherlands, P.O. Box 2960, 6401 DL Heerlen, The Netherlands, Peter.VanRosmalen@ou.nl
Hubert Vogten
Open University of the Netherlands, P.O. Box 2960, 6401 DL Heerlen, The Netherlands, Hubert.Vogten@ou.nl
René Van Es
Open University of the Netherlands, P.O. Box 2960, 6401 DL Heerlen, The Netherlands, Rene.VanEs@ou.nl
Harrie Passier
Open University of the Netherlands, P.O. Box 2960, 6401 DL Heerlen, The Netherlands, Harrie.Passier@ou.nl
Patricia Poelmans
Open University of the Netherlands, P.O. Box 2960, 6401 DL Heerlen, The Netherlands, Patricia.Poelmans@ou.nl
Rob Koper
Open University of the Netherlands, P.O. Box 2960, 6401 DL Heerlen, The Netherlands, Rob.Koper@ou.nl
ABSTRACT: The objective of this paper is to introduce a standards-based model for adaptive e-learning and to investigate the conditions and tools required by authors to implement this model. Adaptation in the context of e-learning is about creating a learner experience that purposely adjusts to various conditions over a period of time with the intention of increasing pre-defined success criteria. Adaptation can be based on an initial design, runtime information or, as in the aLFanet system, a combination. Adaptation requires the functionality to be able to interact with and manipulate data on the learning design, the users and the system and its contents. Therefore, adaptation is not an add-on that can just be plugged into a learning environment. Each of the conditions for adaptation have to be represented in a rigorous way. We will introduce a model based on a set of key learning technology standards that enables a structured, integrated view on designing, using and validating adaptation. For the author however, it appeared that the model is demanding both through the requirements imposed by the adaptation and the use of standards. We will discuss their experiences in applying it, analyse the steps already taken to tackle the complexity and come with additional suggestions to move forward to implementations suitable for a wider audience.
Keywords: Adaptive e-learning, Learning technology standards, IMS-LD, Authoring, Life cycle model, Agents
Van Rosmalen, P., Vogten, H., Van Es, R., Passier, H., Poelmans, P., & Koper, R. (2006). Authoring a full life cycle model in standards-based, adaptive e-learning. Educational Technology & Society, 9 (1), 72-83.
Kuo-An Hwang
Department of Computer Science and Information Engineering & Graduate Institute of Networking and Communication Engineering, Chaoyang University of Technology, Taiwan // kahwang@cyut.edu.tw
Chia-Hao Yang
Graduate Institute of Informatics, Doctoral Program, Chaoyang University of Technology, Taiwan // s9433901@cyut.edu.tw
ABSTRACT: Most courses based on distance learning focus on the cognitive domain of learning. Because students are sometimes inattentive or tired, they may neglect the attention goal of learning. This study proposes an auto-detection and reinforcement mechanism for the distance-education system based on the reinforcement teaching strategy. If a student is detected to be inattentive or fatigued, then the alert reinforcement feedback window is given; if the attentive time in learning has been reached, then encouraging reinforcement feedback is given. In distance education, the teacher could maintain the learning quality of students through this mechanism. Results of the simulative test and class experiment indicate that this mechanism detects the behavior of students with high accuracy. In other words, it can accurately identify learners who are inattentive or fatigued. The proposed mechanism can urge the inattentive learners to achieve the Attending Teaching goal, according to a comparison of results before and after the experimental class obtained from questionnaires and interviews. However, we also found that the mechanism could not effectively alleviate mental fatigue resulting from physiological exhaustion. Thus, students who feel fatigued must be required to learn in a better mental state to avoid wasting time and learning without satisfying effects. This work presents a detection reinforcement mechanism and teaching procedure designed from the perspective of an Affective Domain Teaching Objectives. The proposed mechanism can accurately detect inattentiveness in students, thus helping teachers of distance education courses to handle the students’ learning conditions.
Keywords: Distance education, Image processing, Computer-based assessment, Affective domain teaching objectives
Hwang, K.-A., & Yang, C.-H. (2009). Automated Inattention and Fatigue Detection System in Distance Education for Elementary School Students. Educational Technology & Society, 12 (2), 22–35.
Imran A. Zualkernan
American University of Sharjah, Sharjah, U.A.E. '' Tel: 971-50-6260243 // Fax: 971-6-5152979 // izualkernan@aus.edu
Salim Abou El-Naaj
EDS, Dubai, General Motors DWTC, P.O. Box 9233, Dubai, U.A.E. // Tel: 971-50-8115582 // Fax: +971-4-331 4102 // salim.abouelnaaj@gm.com
Maria Papadopoulos
International School of Choueifat, P.O. Box 15679, Dubai, U.A.E. // Tel: 971-4-2220560 // Fax: 971-4-2257955 // maria.mitchae84@gmail.com
Budoor K. Al-Amoudi
Thuraya Satellite Telecommunications Company, P.O. Box 29222, Sharjah, U.A.E. // Tel: 971-6-8080482 // Fax: 971-6-8828484 // b_alamoudi@thuraya.com
Charles E. Matthews
Fifth Generation Systems, Ltd., Markham, Ontario, Canada // Tel: (905) 887-8522 // charles.matthews@acm.org
ABSTRACT: Computer software is pervasive in today’s society. The rate at which new versions of computer software products are released is phenomenal when compared to the release rate of new products in traditional industries such as aircraft building. This rapid rate of change can partially explain why most certifications in the software industry are generic as opposed to those in the aircraft-building industry where engineers and technicians are certified to work on a specific aircraft. For example, a software engineer may be certified on a database management system, but not on a specific implementation based on the database management system. Hence, software engineers are allowed to make critical changes to specific designs for the next release of a software product with little formal assessment of their understanding of the design. This paper presents a system that automatically generates just-in-time online assessments for judging a software engineer’s comprehension of artifacts representing software designs. The assessments thus generated are compliant with the IMS-QTI 2.1 standard. The system is based on the AXIS web-services architecture and provides a priori statistical estimates of effectiveness of each individually generated assessment.
Keywords: Design certification, Assessment generation, QTI, Web services
Zualkernan, I. A., El-Naaj, S. A., Papadopoulos, M., Al-Amoudi, B. K., & Matthews, C. E. (2009). Automatic Generation of Just-in-time Online Assessments from Software Design Models. Educational Technology & Society, 12 (1), 173–192.
Tiffany Barnes
University of North Carolina at Charlotte, Computer Science Department, Charlotte, NC, USA // Tiffany.Barnes@gmail.com
John Stamper
University of North Carolina at Charlotte, Computer Science Department, Charlotte, NC, USA // John@stamper.org
ABSTRACT: In building intelligent tutoring systems, it is critical to be able to understand and diagnose student responses in interactive problem solving. However, building this understanding into a computer-based intelligent tutor is a time-intensive process usually conducted by subject experts. Much of this time is spent in building production rules that model all the ways a student might solve a problem. In our prior work, we proposed a novel application of Markov decision processes (MDPs) to automatically generate hints for an intelligent tutor that learns. We demonstrate the feasibility of this approach by extracting MDPs from four semesters of student solutions in a logic proof tutor, and calculating the probability that we will be able to generate hints for students at any point in a given problem. Our past results indicated that extracted MDPs and our proposed hint-generating functions will be able to provide hints over 80% of the time. Our results also indicated that we can provide valuable tradeoffs between hint specificity and the amount of data used to create an MDP.
Keywords: Educational data mining, Hint generation, Intelligent tutoring, Propositional logic proofs
Barnes, T., & Stamper, J. (2010). Automatic Hint Generation for Logic Proof Tutoring Using Historical Data. Educational Technology & Society, 13 (1), 3–12.
Mohamed Koutheaïr Khribi
Technologies of Information and Communication Lab, Higher School of Sciences and Technologies of Tunis, University of Tunis, Tunisia // mk.khribi@uvt.rnu.tn
Mohamed Jemni
Technologies of Information and Communication Lab, Higher School of Sciences and Technologies of Tunis, University of Tunis, Tunisia // mohamed.jemni@fst.rn.tn
Olfa Nasraoui
Knowledge Discovery & Web Mining Lab, University of Louisville, USA // olfa.nasraoui@louisville.edu
ABSTRACT: In this paper, we describe an automatic personalization approach aiming to provide online automatic recommendations for active learners without requiring their explicit feedback. Recommended learning resources are computed based on the current learner’s recent navigation history, as well as exploiting similarities and dissimilarities among learners’ preferences and educational content. The proposed framework for building automatic recommendations in e-learning platforms is composed of two modules: an off-line module which pre-processes data to build learner and content models, and an online module which uses these models on-the-fly to recognize the students’ needs and goals, and predict a recommendation list. Recommended learning objects are obtained by using a range of recommendation strategies based mainly on content based filtering and collaborative filtering approaches, each applied separately or in combination.
Keywords: E-learning, Automatic Personalization, Recommender Systems, Content based filtering, Collaborative Filtering
Khribi, M. K., Jemni, M., & Nasraoui, O. (2009). Automatic Recommendations for E-Learning Personalization Based on Web Usage Mining Techniques and Information Retrieval. Educational Technology & Society, 12 (4), 30–42.
In-Seok Kim
Department of English Language, Dongduk Women’s University, Seoul, Korea, iskim@dongduk.ac.kr
ABSTRACT: This study examines the reliability of automatic speech recognition (ASR) software used to teach English pronunciation, focusing on one particular piece of software, FluSpeak, as a typical example. Thirty-six Korean English as a Foreign Language (EFL) college students participated in an experiment in which they listened to 15 sentences that appeared in FluSpeak and recorded their voices, repeating sentence by sentence. The ASR software analysis of their production was then compared to pronunciation scores determined by native English speaking (NES) instructors. Although the correlation coefficient for intonation was nearly zero, indicating that ASR technology is still not as accurate as human analysis, the software may be very useful for student practice with aspects of pronunciation. The paper suggests a lesson plan for teaching English pronunciation through ASR software.
Keywords: Automatic speech recognition (ASR), English pronunciation, Intonation, Pedagogical implications, Software, Pronunciation training
Kim, I.-S. (2006). Automatic Speech Recognition: Reliability and Pedagogical Implications for Teaching Pronunciation. Educational Technology & Society, 9 (1), 322-334.
Angelo Di Iorio
Department of Computer Science, Università di Bologna, Via Mura Anteo Zamboni 7, 40126 Bologna BO, Italy, diiorio@cs.unibo.it
Antonio Angelo Feliziani
Department of Computer Science, Università di Bologna, Via Mura Anteo Zamboni 7, 40126 Bologna BO, Italy, afelizia@cs.unibo.it
Silvia Mirri
Department of Computer Science, Università di Bologna, Via Mura Anteo Zamboni 7, 40126 Bologna BO, Italy, mirri@cs.unibo.it
Paola Salomoni
Department of Computer Science, Università di Bologna, Via Mura Anteo Zamboni 7, 40126 Bologna BO, Italy, salomoni@cs.unibo.it
Fabio Vitali
Department of Computer Science, Università di Bologna, Via Mura Anteo Zamboni 7, 40126 Bologna BO, Italy, vitali@cs.unibo.it
ABSTRACT: The “Anywhere, Anytime, Anyway” slogan is frequently associated to e-learning with the aim to emphasize the wide access offered by on-line education. Otherwise, learning materials are currently created to be used with a specific technology or configuration, leaving out from the virtual classroom students who have limited access capabilities and, in particular, students with special needs. On the contrary, accessibility of learning materials is a key issue to ensure a whole inclusion of people with disability in instructional process, and, consequently, to prevent risks of “digital exclusion”. The foremost explanation for the creation of not inclusive materials is the assumption that creating accessible and universal Learning Objects (LO) is a dismaying and lengthy task, partially supported by complicated ad-hoc tools. New simple mechanisms that drive authors in creating accessible LO are needed to enlarge LO audience; they should contemporary support students’ needs (while reading) and reduce authors’ efforts (while writing). In this paper we present a LO creation and management process, based on common personal productivity tools, which guarantees both content accessibility as well as universality and offers a simple and friendly interface to authors.
Keywords: Accessibility, Authoring, Standards compliance, Content creation
Di Iorio, A., Feliziani, A. A., Mirri, S., Salomoni, P., & Vitali, F. (2006). Automatically Producing Accessible Learning Objects. Educational Technology & Society, 9 (4), 3-16.
Gloria Yi-Ming Kao
Department of Computer Science, National Chiao Tung University, Hsinchu, Taiwan 300, R.O.C. // gis92801@cis.nctu.edu.tw
Sunny S. J. Lin
Institute of Education, National Chiao Tung University, Hsinchu, Taiwan 300, R.O.C. // sunnylin@faculty.nctu.edu.tw
Chuen-Tsai Sun
Department of Computer Science, National Chiao Tung University, Hsinchu, Taiwan 300, R.O.C. // ctsun@cis.nctu.edu.tw
ABSTRACT: The authors describe their design for an Internet-based learning environment called BeyondShare in which students are encouraged to gain a deep understanding of the learning material, reflect on the quality of individual constructions through sharing and peer evaluation, and synthesize cross-unit knowledge by integrating self- and peer-produced constructions. A sharing typology may consist of basic sharing, sharing with notification, sharing with feedback, or sharing with interaction. BeyondShare distinguishes itself by combining sharing activities with task structuring and cooperation/competition to achieve active learning. A formal evaluation of BeyondShare was performed with a class of 34 college students who created concept maps for a computer programming language and who were encouraged to become active learners by exchanging roles throughout the experiment. Evaluation results indicate that the students viewed BeyondShare as an easy-to-use environment that motivated them toward comprehensive knowledge integration by sharing construction products with their peers. Potential activities and suggested modifications are discussed.
Keywords: Active learning, Cooperation, Competition, Distributed sharing construction, CSCL environment
Kao, G. Y.-M., Lin, S. S. J., & Sun, C.-T. (2008). Beyond Sharing: Engaging Students in Cooperative and Competitive Active Learning. Educational Technology & Society, 11(3), 82–96.
I-Chun Tsai
School of Information Science and Learning Technologies (SISLT), University of Missouri-Columbia, USA // itch9@mizzou.edu
Bosung Kim
School of Information Science and Learning Technologies (SISLT), University of Missouri-Columbia, USA // bkq22@mizzou.edu
Pei-Ju Liu
School of Information Science and Learning Technologies (SISLT), University of Missouri-Columbia, USA // pl6tf@mizzou.edu
Sean P. Goggins
School of Information Science and Learning Technologies (SISLT), University of Missouri-Columbia, USA // outdoors@acm.org
Christiana Kumalasari
School of Information Science and Learning Technologies (SISLT), University of Missouri-Columbia, USA // ckef7@mizzou.edu
James M. Laffey
School of Information Science and Learning Technologies (SISLT), University of Missouri-Columbia, USA // laffeyj@missouri.edu
ABSTRACT: Based on a framework emphasizing the social nature of learning, this research examines a model of how social constructs affect satisfaction within online learning using path analysis for students in higher education. The social constructs evaluated in this study include sense of community (SOC), social ability (SA), perceived ease of use (PEU) and usefulness (PU) of social awareness tools, and self-reported participation (SRP) in online courses. Students’ social ability is predicted by perceived ease of use of social awareness tools and self-reported participation. Satisfaction with online learning is explained by sense of community, social ability, and self-reported participation. Sense of community is shown to be a mediator of the relationships between social ability and satisfaction (SAS) and between perceived usefulness and satisfaction (PUS). Additionally, students’ social ability, perception of usefulness of social awareness tools, and self-reported participation serve as predictors for students’ sense of community. The findings from the path analysis show the value of simultaneously examining the relationships among the multiple social constructs, rather than simply examining relationships of how one construct may predict another as has been shown in previous studies.
Keywords: Sense of community, Social ability, Technology Acceptance, Participation, Online learning satisfaction, Path analysis
Tsai, I.-C., Kim, B., Liu, P.-J., Goggins, S. P., Kumalasari, C., & Laffey, J. M. (2008). Building a Model Explaining the Social Nature of Online Learning. Educational Technology & Society, 11(3), 198–215.
Davinia Hernández-Leo
University of Valladolid, School of Telecommunications Engineering, Camino del Cementerio s/n, 47011 Valladolid, Spain, Tel: +34 983 423666, Fax: +34 983423667, davher@tel.uva.es
Eloy D. Villasclaras-Fernández
University of Valladolid, School of Telecommunications Engineering, Camino del Cementerio s/n, 47011 Valladolid, Spain, evilfer@ulises.tel.uva.es
Juan I. Asensio-Pérez
University of Valladolid, School of Telecommunications Engineering, Camino del Cementerio s/n, 47011 Valladolid, Spain, juaase@tel.uva.es
Yannis Dimitriadis
University of Valladolid, School of Telecommunications Engineering, Camino del Cementerio s/n, 47011 Valladolid, Spain, yannis@tel.uva.es
Iván M. Jorrín-Abellán
University of Valladolid, Faculty of Education, Paseo de Belén 1, 47011 Valladolid, Spain, Tel: +34 983 423886, Fax: +34 983423464, ivanjo@pdg.uva.es
Inés Ruiz-Requies
University of Valladolid, Faculty of Education, Paseo de Belén 1, 47011 Valladolid, Spain, inesrure@pdg.uva.es
Bartolomé Rubia-Avi
University of Valladolid, Faculty of Education, Paseo de Belén 1, 47011 Valladolid, Spain, brubia@pdg.uva.es
ABSTRACT: This paper introduces Collage, a high-level IMS-LD compliant authoring tool that is specialized for CSCL (Computer-Supported Collaborative Learning). Nowadays CSCL is a key trend in e-learning since it highlights the importance of social interactions as an essential element of learning. CSCL is an interdisciplinary domain, which demands participatory design techniques that allow teachers to get directly involved in design activities. Developing CSCL designs using LD is a difficult task for teachers since LD is a complex technical specification and modelling collaborative characteristics can be tricky. Collage helps teachers in the process of creating their own potentially effective collaborative Learning Designs by reusing and customizing patterns, according to the requirements of a particular learning situation. These patterns, called Collaborative Learning Flow Patterns (CLFPs), represent best practices that are repetitively used by practitioners when structuring the flow of (collaborative) learning activities. An example of an LD that can be created using Collage is illustrated in the paper. Preliminary evaluation results show that teachers with experience in CL but without LD knowledge, can successfully design real collaborative learning experiences using Collage.
Keywords: IMS-LD, CSCL, Learning flow, Patterns, Authoring tool
Hernández-Leo, D, Villasclaras-Fernández, E. D., Asensio-Pérez, J. I, Dimitriadis, Y., Jorrín-Abellán, I. M., Ruiz-Requies, I., & Rubia-Avi, B. (2006). COLLAGE: A collaborative Learning Design editor based on patterns. Educational Technology & Society, 9 (1), 58-71.
Robert Cutshall
College of Business, Texas A&M University – Corpus Christi, TX 78412 USA, Tel: +1 361-825-2665, Fax: +1 361-825-5609, rcutshall@cob.tamucc.edu
Chuleeporn Changchit
College of Business, Texas A&M University – Corpus Christi, TX 78412 USA, Tel: +1 361-825-5832, Fax: +1 361-825-5609, cchangchit@cob.tamucc.edu
Susan Elwood
College of Education, Texas A&M University – Corpus Christi, TX 78412 USA, Tel: +1 361-825-2407, Fax: +1 361-825-6076, elwoods@falcon.tamucc.edu
ABSTRACT: This study examined university students’ perceptions about a required laptop program. For higher education, providing experiences with computer tools tends to be one of the prerequisites to professional success because employers value extensive experience with information technology. Several universities are initiating laptop programs where all students are required to purchase laptop computers. The success of these laptop programs rely heavily on the extent to which the laptop environment is accepted and wholeheartedly implemented by students and faculty. Defining the logistical and technological factors necessary to successfully implement a laptop program becomes a critical issue to the success of the program. By understanding what logistical and technological factors are critical to students, such a program can be made more useful to students as well as more beneficial to universities.
Keywords: Portable computing initiative, Technology in higher education, Critical success factors, Laptop initiative
Cutshall, R., Changchit, C., & Elwood, S. (2006). Campus Laptops: What Logistical and Technological Factors are Perceived Critical? Educational Technology & Society, 9 (3), 112-121.
L’hadi Bouzidi
Department of Mathematics, Exact Science Faculty, A. Mira University, Bejaia, Algeria // lhadi_bouzidi@yahoo.fr
Alain Jaillet
ULP Multimedia, Strasbourg, France // alain.jaillet@ulpmm.u-strasbg.fr
ABSTRACT: The excessive workload generated by the assessment of exam papers in large classes and the need to give feedback in time often constitute a rather heavy burden for teachers. The online peer assessment can contribute to reduce this workload and, possibly, to improve learning quality by assigning the assessment task to students. However, this raises the question of validity. In order to study this question, we carried out an experiment of online peer assessment in which 242 students, enrolled in 3 different courses, took part. The results show that peer assessment is equivalent to the assessment carried out by the professor in the case of exams requesting simple calculations, some mathematical reasoning, short algorithms, and short texts referring to the exact science field (computer science and electrical engineering).
Keywords: Peer Assessment, Self-Assessment, Peer Assessment Validity, Item Analysis
Bouzidi, L., & Jaillet, A. (2009). Can Online Peer Assessment be Trusted?. Educational Technology & Society, 12 (4), 257–268.
Mary Victoria Pragnell
Faculty of Medicine and Surgery, University of Bari - P.za Giulio Cesare, 1 – 70124 Bari – Italy, mpragnellv@libero.it
Teresa Roselli
Department of Computer Science, University of Bari - Via Orabona,4 - 70126 Bari - Italy, Tel: +39 080 5443276, Fax: +39 080 5442424, roselli@di.uniba.it
Veronica Rossano
Department of Computer Science, University of Bari - Via Orabona,4 - 70126 Bari - Italy, Tel: +39 080 5443276, Fax: +39 080 5442424, rossano@di.uniba.it
ABSTRACT: The growing use of the Internet in learning environments has led to new models being created addressing specific learning domains, as well as more general educational goals. In particular, in recent years considerable attention has been paid to collaborative learning supported by technology, because this mode can enhance peer interaction and group work. Among the different active learning strategies, Cooperative Learning has found in the Internet and the World Wide Web the ideal technological support. In this scenario, we have implemented a web-based environment, endeavouring to reproduce within it the traditional teaching methodologies typical of cooperative learning. Herein we describe two experiments aiming to assess the quantity and quality of the interaction promoted by the system and how such factors as gender, background knowledge and role affect communication. We compared the communication and the learning gain achieved in the experimental group that worked with the system, named Geometriamo, with those achieved in the control group working in class with the teacher. The results demonstrate that the use of an environment mediating peer-to-peer collaboration can be highly beneficial, even in primary school age. A high number of messages were exchanged among all pupils and, notably, the highest learning gain was recorded in the less able students in the experimental group.
Keywords: Cooperative learning, Collaborative learning, CSCL, E-learning environment, Educational technology
Pragnell, M. V., Roselli, T. & Rossano, V. (2006). Can a Hypermedia Cooperative e-Learning Environment Stimulate Constructive Collaboration? Educational Technology & Society, 9 (2), 119-132.
Hilary Smith
Department of Informatics, University of Sussex, Brighton, BN1 9QH, United Kingdom // hilarys@sussex.ac.uk
Joshua Underwood
London Knowledge Lab, 23-29 Emerald Street, London, WC1N 3QS, United Kingdom // j.underwood@ioe.ac.uk
Geraldine Fitzpatrick
Department of Informatics, University of Sussex, Brighton, BN1 9QH, United Kingdom // g.a.fitzpatrick@sussex.ac.uk
Rosemary Luckin
London Knowledge Lab, 23-29 Emerald Street, London, WC1N 3QS, United Kingdom // r.luckin@ioe.ac.uk
ABSTRACT: Engaging students in science learning can be challenging, and incorporating new forms of technology into science has been shown to provide creative learning experiences. However most technology enhanced learning and e-Science experiences to date have been designed and run by researchers. There is significant challenge in moving these experiences into the hands of teachers to become an everyday part of learning. One step forward is to understand better the work involved in making these learning experiences work. We present a retrospective analysis of two educational e-Science research projects, each involving access to and analysis of scientific data from remote and handheld sensors; collaboration; and reviewing shared data using advanced software tools. We identify key categories of work from the effort, resources and issues entailed in setting-up and running these experiences. We propose these categories can be used: to help plan other technology enhanced learning experiences, to be further tested and evolved in future research, and as a basis for an overall experience framework to capture the process- and context-related aspects in which these tasks are embedded. Ultimately, the goal is to develop tools and resources that will support categories of significant work, enabling full classroom integration of e-Science learning experiences.
Keywords: Technology integration, Cooperative/ collaborative learning, Identifying categories of work, Learning communities, Framework
Smith, H., Underwood, J., Fitzpatrick, G., & Luckin, R. (2009). Classroom e-Science: Exposing the Work to Make it Work. Educational Technology & Society, 12 (3), 289–308.
Petek Askar
Hacettepe University Dept. of Computer Education and Instructional Technologies // paskar@hacettepe.edu.tr
Arif Altun
Hacettepe University Dept. of Computer Education and Instructional Technologies // altunar@hacettepe.edu.tr
ABSTRACT: A number of studies emphasized the need to capture learners’ interaction patterns in order to personalize their learning process as they study through learning objects. In education context, learning materials are designed based on pre-determined expectations and learners are evaluated to what extent they master these expectations. Representation of these expectations in learning and assessment objects, on the other hand, is a new challenge for e-learner providers. In order to address this challenge, POLEonto (Personlized Ontological Learning Environment) proposes a new method to separate these expectations by determining domain concepts (ConceptNet) and cognitive skills (CogSkillNet) for expectations via creating cognitive skill and concept ontology for K-12 education. In this paper, we report only the development and design processes of CogSkillNet within POLEonto environment; and, we further discuss how CogSkillNet can be modeled in the e-learning domain. We also describe how ontological representations play a role in creating personalized navigational guidance for allowing visualization of cognitive skills and providing useful navigational feedback to learners.
Keywords: Ontology, Ontology Development, Cognitive Skills, Educational Expectations, Instructional Design
Askar, P., & Altun, A. (2009). CogSkillnet: An Ontology-Based Representation of Cognitive Skills. Educational Technology & Society, 12 (2), 240–253.
Jürgen Steimle
Department of Computer Science, Darmstadt University of Technology, Hochschulstr. 10, 64289 Darmstadt, Germany // steimle@tk.informatik.tu-darmstadt.de
Oliver Brdiczka
Palo Alto Research Center (PARC), Palo Alto, CA 94304, USA // oliver@parc.com
Max Mühlhäuser
Department of Computer Science, Darmstadt University of Technology, Hochschulstr. 10, 64289 Darmstadt, Germany // max@tk.informatik.tu-darmstadt.de
ABSTRACT: In a study of notetaking in university courses, we found that the large majority of students prefer paper to computer-based media like Tablet PCs for taking notes and making annotations. Based on this finding, we developed CoScribe, a concept and system which supports students in making collaborative handwritten annotations on printed lecture slides. It includes mechanisms for the paper-based sharing and semantic tagging of annotations and slides. Moreover, we present a novel visualization of shared handwritten annotations providing an integrated access to annotations from all learners. The results of a user study indicate that CoScribe efficiently supports student annotation and can be easily integrated into current annotation practice.
Keywords: Annotation, Digital paper, Digital pen, Anoto, Lecture, Computer-supported Collaborative Learning (CSCL)
Steimle, J., Brdiczka, O., & Mühlhäuser, M. (2009). Collaborative Paper-based Annotation of Lecture Slides. Educational Technology & Society, 12 (4), 125–137.
Saniye Tugba Bulu
Department of Computer Education and Instructional Technology, Middle East Technical University, 06531 Turkey // Tel: +90 312 210 4193 // Fax: +90 312 210 7986 // tugbabulu@neo.tamu.edu
Zahide Yildirim
Department of Computer Education and Instructional Technology, Middle East Technical University, 06531 Turkey // Tel: +90 312 210 3679 // Fax: +90 312 210 7986 // zahidey@metu.edu.tr
ABSTRACT: This study investigates preservice teachers’ trust levels and collaborative communication behaviors namely leadership, feedback, social interaction, enthusiasm, task and technical uncertainties, and task-oriented interactions in online learning environment. A case study design involving qualitative and quantitative data collection and analysis was employed. The sample consisted of 32 (24 female, 8 male) 3rd year foreign language education students who enrolled in the “Instructional Technology and Material Development” course at Middle East Technical University in Ankara, Turkey. The participants were involved in a four-month online project in the ‘Learning to Teach with Technology Studio’ (LTTS) course at Indiana University in the US to create a technology supported project-based learning unit for foreign language learners. At the end of the fourteen-week period, the participants filled out the online Group Trust Questionnaire consisting eight five-point Likert-type items and two open-ended questions. To identify the participants’ online interactions, online discussion archives of the groups were analyzed. The findings showed that the groups with different trust levels showed different communication behaviors throughout the study, and midpoint of the group life was found critical moment for increasing or decreasing pattern of communication behaviors.
Keywords: Group trust, Communication behaviors, Collaborative online teams
Bulu, S. T., & Yildirim, Z. (2008). Communication Behaviors and Trust in Collaborative Online Teams. Educational Technology & Society, 11 (1), 132-147.
Linda Newman
Senior Lecturer (Early Childhood), School of Education, University of Western Sydney // Tel: +61-2-4736 0048 // Fax: +61-2-4736 0400 // Mobile: 0414 376 072 // l.newman@uws.edu.au
John Findlay
Director, Zing Technologies, Australian Technology Park, Sydney, Australia // Tel: 0414 761 246 // Fax +61-2-9209-4661 // jgf98@uow.edu.au
ABSTRACT: The authors report on a project in which a new experiential form of professional learning combined ethical thinking processes with a collaborative meeting technology known as the Zing team learning system (ZTLS). A new software program called Working Wisely was built by the completion of the project. The ZTLS in combination with Working Wisely facilitates communities of practice (Fleer, Edwards, Hammer, Kennedy, Ridgway, Robbins, & Surman, 2006; Wenger, 1998) focused on ethical issues. The participants in the pilot project included 10 staff members of an early childhood education facility (long day care centre) who met for a series of professional development sessions in a learning community that combined industry, university, and commercial stakeholders. By the end of the project, participants were able to move their knowledge from individual tacit knowledge to shared articulated knowledge with an ethical focus. This paper focuses on the facilities that were embedded in the software to develop thinking and discourse processes. The authors faced challenges in translating paper-based thinking processes with numerous steps into simple methods that could be undertaken on an information communication technology (ICT) platform using the ZTLS. These were resolved by the development of miniature and iterative dialectical thinking processes within thinking steps that facilitated discourse. The use of dialectical and ethical discourse in this community of practice led to positive outcomes and has considerable potential in many other areas of academic endeavour. We have called our new type of interaction Ethical Dialectical Discourse.
Keywords: Professional learning, Ethical discourse, Information communication technology, Team learning, Zing
Newman, L., & Findlay, J. (2008). Communities of Ethical Practice: Using New Technologies for Ethical Dialectical Discourse. Educational Technology & Society, 11 (4), 16–28.
Mikko-Jussi Laakso
Department of Information Technology, University of Turku, 22014 Turun Yliopisto, Turku, Finland // milaak@utu.fi // Tel +358 2 333 8672 // Fax +358 2 333 8600
Niko Myller
Department of Computer Science and Statistics, University of Joensuu, P.O. Box 111, FI-80101 Joensuu, Joensuu, Finland // nmyller@cs.joensuu.fi // Tel +358 13 251 7929 // Fax +358 13 251 7955
Ari Korhonen
Department of Computer Science and Engineering, Helsinki University of Technology, P.O. Box 5400, FI-02015 TKK, Espoo, Finland // archie@cs.hut.fi // Tel +358 9 451 3387 // Fax +358 9 451 3293
ABSTRACT: In this paper, two emerging learning and teaching methods have been studied: collaboration in concert with algorithm visualization. When visualizations have been employed in collaborative learning, collaboration introduces new challenges for the visualization tools. In addition, new theories are needed to guide the development and research of the visualization tools for collaborative learning. We present an empirical study, in which learning materials containing visualizations on different Extended Engagement Taxonomy levels were compared, when students were collaboratively learning concepts related to binary heap. In addition, the students’ activities during the controlled experimental study were also recorded utilizing a screen capturing software. Pre- and post-tests were used as the test instruments in the experiment. No statistically significant differences were found in the post-test between the randomized groups. However, screen capturing and voice recording revealed that despite the randomization and instructions given to the students, not all of the students performed on the engagement level, to which they were assigned. By regrouping the students based on the monitored behavior, statistically significant differences were found in the total and pair average of the post-test scores. This confirms some of the hypothesis presented in the (Extended) Engagement Taxonomy.
Keywords: Algorithm visualization, Algorithm simulation, collaborative learning, Engagement taxonomy
Laakso, M.-J., Myller, N., & Korhonen, A. (2009). Comparing Learning Performance of Students Using Algorithm Visualizations Collaboratively on Different Engagement Levels. Educational Technology & Society, 12 (2), 267–282.
Tuomo Kakkonen
Department of Computer Science and Statistics, University of Joensuu, Finland
Niko Myller
Department of Computer Science and Statistics, University of Joensuu, Finland // niko.myller@cs.joensuu.fi // Tel. +358 13 251 7929 // Fax. +358 13 251 7955
Erkki Sutinen
Department of Computer Science and Statistics, University of Joensuu, Finland
Jari Timonen
Department of Computer Science and Statistics, University of Joensuu, Finland
ABSTRACT: Automatic Essay Assessor (AEA) is a system that utilizes information retrieval techniques such as Latent Semantic Analysis (LSA), Probabilistic Latent Semantic Analysis (PLSA), and Latent Dirichlet Allocation (LDA) for automatic essay grading. The system uses learning materials and relatively few teacher-graded essays for calibrating the scoring mechanism before grading. We performed a series of experiments using LSA, PLSA and LDA for document comparisons in AEA. In addition to comparing the methods on a theoretical level, we compared the applicability of LSA, PLSA, and LDA to essay grading with empirical data. The results show that the use of learning materials as training data for the grading model outperforms the k-NN-based grading methods. In addition to this, we found that using LSA yielded slightly more accurate grading than PLSA and LDA. We also found that the division of the learning materials in the training data is crucial. It is better to divide learning materials into sentences than paragraphs.
Keywords: Automatic essay grading, Dimensionality reduction, Latent semantic analysis, Probabilistic latent semantic analysis, Latent Dirichlet allocation
Kakkonen, T., Myller, N., Sutinen, E., & Timonen, J. (2008). Comparison of Dimension Reduction Methods for Automated Essay Grading. Educational Technology & Society, 11(3), 275–288.
Frans J. Prins
Faculty of Social and Behavioural Sciences, Department of Pedagogical and Educational Sciences, Research Centre Learning in Interaction, Utrecht University, The Netherlands // f.j.prins@uu.nl
Rob J. Nadolski
Educational Technology Expertise Centre, Open University of the Netherlands, The Netherlands // rob.nadolski@ou.nl
Adriana J. Berlanga
Educational Technology Expertise Centre, Open University of the Netherlands, The Netherlands // adriana.berlanga@ou.nl
Hendrik Drachsler
Educational Technology Expertise Centre, Open University of the Netherlands, The Netherlands // hendrik.drachsler@ou.nl
Hans G.K. Hummel
Educational Technology Expertise Centre, Open University of the Netherlands, The Netherlands // hans.hummel@ou.nl
Rob Koper
Educational Technology Expertise Centre, Open University of the Netherlands, The Netherlands // rob.koper@ou.nl
ABSTRACT: For competences development of learners and professionals, target competences and corresponding competence development opportunities have to be identified. Personal Recommender Systems (PRS) provide personal recommendations for learners aimed at finding and selecting learning activities that best match their needs. This article argues that a clear-cut description of the concept of ‘competence’ is needed for appropriate system-based personal recommendations. It is proposed to extend current initiatives on standardization of modelling competences with the concept of ‘Learning and performance situation’ (LP-situation) and it is claimed that this extension has added value for personal recommendations for adequate selection of learning activities, for determining proficiency levels of competences, for the design of learning tasks, and for accreditation of prior knowledge. Advantages and disadvantages are discussed.
Keywords: Competence description, learning and performance situations, personal recommender system
Prins, F. J., Nadolski, R. J., Berlanga, A. J., Drachsler, H., Hummel, H. G. K., & Koper R. (2008). Competence Description for Personal Recommendations: The importance of identifying the complexity of learning and performance situations. Educational Technology & Society, 11 (3), 141-152.
Demetrios G. Sampson
Department of Digital Systems, University of Piraeus, Greece & Advanced e-Services for the Knowledge, Society Research Unit, Informatics and Telematics Institute, Centre for Research and Technology Hellas, Greece // sampson@unipi.gr // sampson@iti.gr
ABSTRACT: In the context of the emerging paradigm of Lifelong Learning, competence-based learning is gradually attracting the attention of the Technology-Enhanced Learning community, since it appears to meet the 21st Century learning and training expectations of both individuals and organisations. On the other hand, the paradigm of Learning Objects - as a way to organize, manage, offer and use digital learning resources - retains, to a large extent, its initial anticipations and, supported by Educational Metadata, it is still influencing Technology-Enhanced Learning system design. However, there not exist yet, a commonly accepted proposal for metadata that could describe competence-related characteristics of educational resources that support Lifelong Competence Development Programmes. In this paper we target addressing this issue, that is, we identify and study the main issues related to the competence-relevant characteristics of educational resources, taking into critical consideration the current state-of-the-art information models for competence descriptions (such as IEEE RCD and HR-XML) and we propose an IEEE LOM Competence-based Application Profile that can be used for tagging educational resources in a competence-meaningful manner.
Keywords: Competence Description, Learning Objects, Educational Metadata
Sampson, D. G. (2009). Competence-related Metadata for Educational Resources that Support Lifelong Competence Development Programmes. Educational Technology & Society, 12 (4), 149–159.
Carsten Ullrich
Department of Computer Science and Engineering, Shanghai Jiao Tong University, Shanghai, China // ullrich_c@sjtu.edu.cn
Erica Melis
DFKI GmbH, Saarbrücken, Germany // melis@dfki.de
ABSTRACT: A course(ware) generator (CG) assembles a sequence of educational resources that support a student in achieving his learning goals. CG offers a middle way between pre-authored “one-size-fits-all” courseware and individual look-up of learning objects. Existing course generators however, incorporate only limited CG knowledge. They only handle a single, limited type of course and cannot handle scenarios. In this paper, we present a course generator that implements a previously unrealized amount of pedagogical knowledge. We illustrate the expressivity of this CG knowledge by describing six different scenarios. An additional novel feature is that the courses it generates are structured in sections and subsections which makes orientation and navigation easier for students. We also present the results of Europe-wide formative and summative evaluation. The evaluation investigated the students’ view on CG in general and for each scenario in particular. The data show that the realized adaptivity is appreciated by the learners and that the learner-driven usage of the course generator helps learners to find they own way of learning and makes them feel being respected, treated as adults.
Keywords: Adaptivity, pedagogical knowledge, courseware, learning objects
Ullrich, C., & Melis, E. (2010). Complex Course Generation Adapted to Pedagogical Scenarios and its Evaluation. Educational Technology & Society, 13 (2), 102–115.
Sadegül Akbaba-Altun
College of Education, Başkent University, Bağlıca Kampusü, Eskişehir Yolu 20.Km., 06530 Ankara, Turkey, Tel: +90 312 234 10 10 Ext. 1131, Fax: +90 312 234 1174, akbabas@baskent.edu.tr, akbabasl@hotmail.com
ABSTRACT: Integrating Information and Communication Technologies (ICT) into a centralized education system such as Turkey’s depends on its successful design and application, which is an expensive and complex process. The aim of this study was to identify the issues related to integrating computer technologies into a centralized education system. Data were collected from seventeen school principals, fifteen computer coordinators, and one hundred and fifty one elementary education supervisors. The sources of data included semi-structured interviews and a survey. By using content analysis, the following ICT implementation issues were identified: infrastructure, personnel, curriculum, administration, and supervision. By improving these areas, IT classrooms will be more effective.
Keywords: ICT integration, Principals, Computer coordinators, Supervisors, IT classrooms
Akbaba-Altun, S. (2006). Complexity of Integrating Computer Technologies into Education in Turkey. Educational Technology & Society, 9 (1), 176-187.
Yi-Chan Deng
Department of Computer Science and Information Engineering, National Central University, Taiwan, ycdeng@cl.ncu.edu.tw
Taiyu Lin
Advanced Learning Technologies Research Centre, Massey University, Palmerton North, New Zealand, t.lin@massey.ac.nz
Kinshuk
Advanced Learning Technologies Research Centre, Massey University, Palmerton North, New Zealand, kinshuk@ieee.org
Tak-Wai Chan
Research Center of Science and Technology for Learning, National Central University, Taiwan, chan@cl.ncu.edu.tw
ABSTRACT: One-to-one technology enhanced learning research refers to the design and investigation of learning environments and learning activities where every learner is equipped with at least one portable computing device enabled by wireless capability. G1:1 is an international research community coordinated by a network of laboratories conducting one-to-one technology enhanced learning. The concept of component exchange community emerged as a means of realizing one of the missions of G1:1 - speeding up researches through exchanges of research components. Possible types of research components include software, subject matter content (learning objects), and methodologies. It aims at building a platform for fostering international collaboration, providing a novel way for the research work by an individual or laboratories to be accessed by the wider research community and users, and, in return, increasing research impacts of these researches. Component exchange community motivates maintenance of good quality documentation. This paper describes the concept and its model of component exchange community. Related models are compared and, as an illustration, a scenario of using component exchange community is given.
Keywords: Component exchange, One-to-one learning technology, G1:1, eBay-like model
Deng, Y.-C., Lin, T., Kinshuk, Chan, T.-W. (2006) Component Exchange Community: A model of utilizing research components to foster international collaboration. Educational Technology & Society, 9 (3), 218-231.
Sunha Kim
Instructional Design and Technology, Virginia Tech, Blacksburg, VA, USA // sunkim@vt.edu
Mido Chang
Educational Leadership and Policy Studies, Virginia Tech, Blacksburg, VA, USA // mchang@vt.edu
ABSTRACT: Although computer games as a way to improve students’ learning have received attention by many educational researchers, no consensus has been reached on the effects of computer games on student achievement. Moreover, there is lack of empirical research on differential effects of computer games on diverse learners. In response, this study empirically examined the effects of playing computer games on math achievement of 4th graders, with special focus on gender and language minority groups. The study used the 2005 National Assessment of Educational Progress (NAEP), a nationally representative database of the USA. The study performed regression analyses using more than 170,000 U.S. 4th-grade students by applying a proper weight and considering design effects to have high generalizability. The study specified three models for analyses: ELL Model, Gender Model, and Interaction Model. The results showed that English-speaking students who played computer math games in school every day displayed significantly lower math achievement than those who never played. Contrastingly, positive effects of daily computer use were noted among male students whose first language was other than English. Male language minority students who daily played computer games in math demonstrated higher math performance scores compared with their male English-speaking counterparts who never played.
Keywords: Computer games, math achievement, linguistic minority, gender difference, large-scale data
Kim, S., & Chang, M. (2010). Computer Games for the Math Achievement of Diverse Students. Educational Technology & Society, 13 (3), 224–232.
Yih-Ruey Juang
Department of Information Management, Jinwen University of Science and Technology, Taiwan // Tel: +886-2-82122000 // Fax: +886-2-82122339 // yrjuang@just.edu.tw
Tzu-Chien Liu
Graduate Institute of Learning & Instruction, National Central University, Taiwan // Tel: +886-3-4227151 Ext. 33851 // Fax: +886-3-4273371 // ltc@cc.ncu.edu.tw
Tak-Wai Chan
Graduate Institute of Network Learning Technology, National Central University, Taiwan // Tel: +886-3-4227151 Ext. 35400 // Fax: +886-3-4261931 // chan@cl.ncu.edu.tw
ABSTRACT: Pedagogical content knowledge (PCK) is essential to career development for teachers. Teachers can develop their own PCK by research-based activities such as action research and lesson study, with a particular emphasis on the employment of classroom practice, information technology, and collaborative learning. However, in recent studies, most of the models for enhancing teachers’ PCK focus on individual teachers or teacher groups, and there is less chance of receiving support from the school leadership and institutional resources. This study proposes a development model for PCK known as the 3C-model and implements a support system for it, known as EDUPLAN. The model engages teachers in collaboratively constructing and sharing a knowledge-base of lesson plans with the involvement of different levels of school members for their school’s curriculum. Through the process of school-based curriculum development, the model was found to increase teacher PCK and collaboration. Finally, the supporting system is found to be capable of enhancing performance in lesson plan construction and revision and thus the efficiency of PCK development.
Keywords: Pedagogical content knowledge (PCK), Lesson plan, School-based curriculum development, Teacher professional development
Juang, Y.-R., Liu, T.-C., & Chan, T.-W. (2008). Computer-Supported Teacher Development of Pedagogical Content Knowledge through Developing School-Based Curriculum. Educational Technology & Society, 11 (2), 149-170.
Meurig Beynon
Computer Science, University of Warwick, Coventry CV4 7AL, UK, wmb@dcs.warwick.ac.uk
ABSTRACT: Many have had high expectations for the impact of computer-based technology on educational practice. By and large, these expectations have not been realised. It has become evident that innovative technology alone does not necessarily guarantee progress - nor perhaps even significant change - in educational practice. This has led educational researchers to place greater emphasis on cultural issues that could account for the unexpectedly limited influence of technology-enhanced learning. This perception of the relationship between technology and learning is elaborated in the first section of the paper. It is complemented by a review of an alternative conception of computing, rooted in a methodology for modelling with dependency directed at the development of construals rather than programs, that is far better aligned to the demands of developing environments for learning. The paper concludes with a discussion of the potential implications of this approach.
Keywords: Educational technology, Learning, Constructionism, Dependency, Construal, Modelling, Computing
Beynon, M. (2007). Computing technology for learning - in need of a radical new conception. Educational Technology & Society, 10 (1), 94-106.
Askin Asan
Department of Instructional and Learning Technologies, Sultan Qaboos University, Sultanate of Oman, Tel: +968 954 12802, askin@squ.edu.om
ABSTRACT: The purpose of this research project was to determine the effects of incorporating concept mapping on the achievement of fifth grade students in science class. The study was conducted with twenty-three students at Ata Elementary School, Trabzon, Turkey. The students were tested with teacher-constructed pre- and post tests containing 20 multiple-choice questions. The pupils in the experimental and control groups were exposed to the same teaching techniques covering a unit on heat and temperature. They were given the same pretest after the initial lessons. However, after the pretest, the control group was given a traditional oral review of the material and the experimental group was exposed to the review by the use of Inspiration, which is computer based concept mapping tool. After these reviews, the students on both groups were given the posttest. Test scores were analyzed for any statistically significantly difference in the scores on the test. The results from present study indicate that concept mapping has a noticeable impact on student achievement in science classes.
Keywords: Computer based concept mapping, Concept mapping, Inspiration, Science education
Asan, A. (2007). Concept Mapping in Science Class: A Case Study of fifth grade students. Educational Technology & Society, 10 (1), 186-195.
Ismail Sahin
Department of Computer and Instructional Technologies, College of Education, Selcuk University, Turkey // isahin@selcuk.edu.tr
Mack Shelley
Iowa State University, USA // mshelley@iastate.edu
ABSTRACT: In the current study, the Distance Education Student Satisfaction Model, estimated as a structural equation model, is proposed to understand better what predicts student satisfaction from online learning environments. In the present study, the following variables are employed based on the Technology Acceptance Model (TAM) (Davis, Bagozzi, & Warshaw, 1989) and literature: computer knowledge, flexibility of distance education, usefulness of distance education, and distance education satisfaction. Results suggest that as long as students have the skills to use online tools and perceive that distance education is a useful and flexible way of learning, communicating, and sharing, their enjoyment from online instruction will be promoted. Ultimately, this satisfaction may lead to higher levels of engagement, learning, and success in the distance education setting. Data collected from 195 undergraduate students are analyzed using Statistical Package for the Social Sciences and Analysis of Moment Structures statistical software. Implications of the findings of the present study are crucial for instructors, practitioners, and institutions planning to offer or currently engaged in offering distance education courses.
Keywords: Distance education, Student satisfaction, College of education
Sahin, I., & Shelley, M. (2008). Considering Students’ Perceptions: The Distance Education Student Satisfaction Model. Educational Technology & Society, 11(3), 216–223.
Bobby Bodenheimer
Department of Computer Science and Electrical Engineering, Vanderbilt University, Nashville, USA // Tel: +1 615 322-3555 // Fax: +1 615 343-5459 // bobby.bodenheimer@vanderbilt.edu
Betsy Williams
Department of Computer Science and Electrical Engineering, Vanderbilt University, Nashville, USA // Tel: +1 615 322-3555 // Fax: +1 615 343-5459
Mattie Ruth Kramer
Department of Computer Science and Electrical Engineering, Vanderbilt University, Nashville, USA // Tel: +1 615 322-3555 // Fax: +1 615 343-5459
Karun Viswanath
Department of Computer Science and Electrical Engineering, Vanderbilt University, Nashville, USA // Tel: +1 615 322-3555 // Fax: +1 615 343-5459
Ramya Balachandran
Department of Computer Science and Electrical Engineering, Vanderbilt University, Nashville, USA // Tel: +1 615 322-3555 // Fax: +1 615 343-5459
Kadira Belynne
Department of Computer Science and Electrical Engineering, Vanderbilt University, Nashville, USA // Tel: +1 615 322-3555 // Fax: +1 615 343-5459
Gautam Biswas
Department of Computer Science and Electrical Engineering, Vanderbilt University, Nashville, USA // Tel: +1 615 322-3555 // Fax: +1 615 343-5459
ABSTRACT: This article describes the design decisions, technical approach, and evaluation of the animation and interface components for an agent-based system that allows learners to learn by teaching. Students learn by teaching an animated agent using a visual representation. The agent can answer questions about what she has been taught and take quizzes. The agent’s performance provides students feedback and motivation to learn, and the overall interaction helps students learn for themselves. The teachable agent uses speech and animation to communicate with the student, and sometimes expresses emotion through her spoken dialog and facial expressions. The technical approach is novel in that it provides a system for creating and customizing an animated agent and associated content in a fast and efficient manner that does not require specialized modeling or animation skills. We evaluate both our interface design and the effects of animated agent on students in a U.S. public school aged 9-11. Results show that the both the new interface and the presence of an animated agent promote positive learning experiences.
Keywords: Teachable agent, Learning environment, Pedagogical agent, Animated agent
Bodenheimer, B., Williams, B., Kramer, M. R., Viswanath, K., Balachandran, R., Belynne, K., & Biswas, G. (2009). Construction and Evaluation of Animated Teachable Agents. Educational Technology & Society, 12 (3), 191–205.
Ankush Mittal
Department of Electronics & Computer Engineering, Indian Institute of Technology, Roorkee, India, ankumfec@iitr.ernet.in
Pagalthivarthi V. Krishnan
Department of Applied Mechanics, Indian Institute of Technology, New Delhi, India, kvp@am.iitd.ernet.in
Edward Altman
Institute for Infocomm Research, Heng Mui Keng Terrace, Singapore, ed.altman@acm.org
ABSTRACT: A recent focus in web based learning systems has been the development of reusable learning materials that can be delivered as personalized courses depending of a number of factors such as the user's background, his/her learning preferences, current knowledge based on previous assessments, or previous browsing patterns. The student is often confronted with complex information mining tasks in which the semantics of individual sources require a deeper modelling than is offered by current learning systems. Most authored content exist in the form of videos, audio, slides, text, and simulations. In the absence of suitable annotations, the conversion of such materials for on-line distribution, presentation, and personalization has proven to be difficult. Based on our experiences with Open Courseware (OCW) and Singapore-MIT Alliance (SMA) video database, this paper presents a personalized delivery system that uses a domain ontology and pedagogical models to compose course materials in response to a user’s query. We also present several important E-learning applications emerging from the framework.
Keywords: Semantic analysis, Multimedia features, Video indexing, State diagram, Contextual retrieval, User model
Mittal, A., Krishnan, P. V., & Altman, E. (2006). Content Classification and Context-Based Retrieval System for E-Learning. Educational Technology & Society, 9 (1), 349-358.
Feng-Hsu Wang
Department of Computer Science and Information Engineering, Ming Chuan University, Taiwan // fhwang@mail.mcu.edu.tw
ABSTRACT: The WWW is now in widespread use for delivering on-line learning content in many large-scale education settings. Given such widespread usage, it is feasible to accumulate data concerning the most useful learning experiences of past students and share them with future students. Browsing events that depict how past students utilized the learning content to accomplish higher levels of achievement are especially valuable. This paper presents a new method for identifying potentially effective browsing events based on a contextualized browsing model built through association mining and statistical techniques. The model annotates browsing events with several contextual factors, including educational ones (group relevance and performance relevance) and non-educational ones (support and confidence). Based on this model, a personalized content recommender was implemented in a Web-based learning content management system, called IDEAL, to deliver personalized learning content based on a student's browsing history. An experiment was conducted to compare the user feedback concerning the recommendations provided through different recommendation models. The results show that students with different levels of achievement prefer different types of contextualization information. Finally, another performance experiment demonstrated that the contextualized browsing model is more effective in improving learning performance than the pure association mining model.
Keywords: Web-based learning, Personalized learning, Content annotation, Association mining, Content recommendation
Wang, F.-H. (2008). Content Recommendation Based on Education-Contextualized Browsing Events for Web-based Personalized Learning. Educational Technology & Society, 11 (4), 94–112.
Chih-Yueh Chou
Department of Computer Science and Engineering, Yuan Ze University, ChungLi, Taiwan // Tel: +886-03-463-8800 ext 2362 // Fax: +886-03-463-8850 // cychou@saturn.yzu.edu.tw
Hung-Ta Liang
Department of Computer Science and Engineering, Yuan Ze University, ChungLi, Taiwan // Tel: +886-03-463-8800 ext 2362 // Fax: +886-03-463-8850
ABSTRACT: Self-explaining, which asks students to generate explanations while reading a text, is a self-constructive activity and is helpful for students’ learning. Studies have revealed that prompts by a human tutor promote students’ self-explanations. However, most studies on self-explaining focus on spoken self-explanations. This study investigates the effects of two kinds of content-free computer supports for self-explaining: one is full-text reading and modifiable typing interface and the other is prompting. The results showed that self-explaining in a full-text reading and modifiable typing interface, particularly when prompted, made students perform better in applying target procedural knowledge to similar problems than reading did. The results also showed that typing self-explaining can make similar high-quality self-explanation proportion to spoken self-explaining. In addition, this study investigates the effects of content-free prompts by comparing with no prompts and with content-related prompts. This study uses the computer as a learning companion to provide prompts without understanding the content of students’ self-explanations. The results showed that both content-free and content-related prompts made students generate more self-explanation modifications and perform better in applying target procedural knowledge to similar problems.
Keywords: Computer assisted learning, Self-explaining, Learning companion, Interactive learning environment
Chou, C.-Y., & Liang, H.-T. (2009). Content-Free Computer Supports for Self-Explaining: Modifiable Typing Interface and Prompting. Educational Technology & Society, 12 (1), 121–133.
Stephen J.H. Yang
Department of Computer Science and Information Engineering, National Central University, Taiwan, No.300, Jung-da Rd. JhongLi, Taiwan, 320, Tel: +886-3-4227151-35308, Fax: +886-3-4222681, jhyang@csie.ncu.edu.tw
ABSTRACT: A ubiquitous learning environment provides an interoperable, pervasive, and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning collaborators, learning contents, and learning services. Ubiquitous learning is characterized by providing intuitive ways for identifying right learning collaborators, right learning contents and right learning services in the right place at the right time. Our context aware ubiquitous learning environment consists of three systems, namely peer-to-peer content access and adaptation system, personalized annotation management system, and multimedia real-time group discussion system. Since the effectiveness and efficiency of ubiquitous learning heavily relies on learners’ surrounding context, in this paper, we will address a context model and context acquisition mechanism for collecting contextual information at run time. We have built a context aware ubiquitous learning environment and in this paper we will address how this newly designed environment can fully support the needs of peer-to-peer collaborative learning.
Keywords: Ubiquitous learning, Context aware, Peer-to-peer, Collaborative learning
Yang, S. J. H. (2006). Context Aware Ubiquitous Learning Environments for Peer-to-Peer Collaborative Learning. Educational Technology & Society, 9 (1), 188-201.
Tim de Jong
Educational Technology Expertise Centre, Open University of the Netherlands, The Netherlands // tim.dejong@ou.nl
Marcus Specht
Educational Technology Expertise Centre, Open University of the Netherlands, The Netherlands // marcus.specht@ou.nl
Rob Koper
Educational Technology Expertise Centre, Open University of the Netherlands, The Netherlands // rob.koper@ou.nl
ABSTRACT: In this paper, we analyse how contextualised media can be used to support learning. Additionally, the advantages of contextualised learning and the types of learning that are fit to be supported are discussed. Our focus throughout the paper will be on lifelong learning, and the integration of formal and informal learning therein. However, we think, to this date, most of the research concerning contextualised and mobile learning has been focusing on technological issues. Therefore, as an attempt to shift the discussion to a more educational perspective, a generic technical framework is presented. The technical framework is based on a reference model that came about as the result of a literature analysis in a previous paper. The reference model should provide a foundation that leads to a flexible and generic technical framework that can be used in a range of different learning scenarios. Moreover, a generic technical approach should aim at an easier integration of contextualised learning appliances into current learning.
Keywords: Contextualised learning, Mobile learning, Mobile social software, Technical framework, Ubiquitous computing
de Jong, T., Specht, M, & Koper, R. (2008). Contextualised Media for Learning. Educational Technology & Society, 11 (2), 41-53.
Sotiris Botsios
Department of Electrical & Computer Engineering, School of Engineering, Democritus University of Thrace, Greece // Tel: +30 254 107 9969 // Fax: +30 254 107 9968 // smpotsio@ee.duth.gr
Demetrius Georgiou
Department of Electrical & Computer Engineering, School of Engineering, Democritus University of Thrace, Greece // Tel: +30 254 107 9969 // Fax: +30 254 107 9968 // dgeorg@ee.duth.gr
Nikolaos Safouris
Department of Electrical & Computer Engineering, School of Engineering, Democritus University of Thrace, Greece // Tel: +30 254 107 9969 // Fax: +30 254 107 9968 // nsafouri@ee.duth.gr
ABSTRACT: In order to establish an online diagnostic system for Learning Style Estimation that contributes to the adaptation of learning objects, we propose an easily applicable expert system founded on Bayesian Networks. The proposed system makes use of Learning Style theories and associated diagnostic techniques, simultaneously avoiding certain error sources. It takes under consideration learners’ answers to a specific questionnaire, as well as a classification of learners who have been previously examined. System application based on Kolb’s Learning Style Inventory is also presented, in order to study the changes to the final estimation made by the system. The questionnaire in use is the David Kolb’s Learning Style Inventory revised, an on-line form which avoids logical fault implications. With this aim, a case study has been carried out involving 885 university students, from which conclusions are drawn. As a result of the expert system use, the influence of factors, such as reflection of cross-cultural environment differences and/or of slippery or lucky answers’ influence on learning style estimation is reduced.
Keywords: Learning style estimation, Adaptive educational hypermedia systems, Bayesian networks, Probabilistic expert systems, User modelling
Botsios, S., Georgiou, D., & Safouris, N. (2008). Contributions to Adaptive Educational Hypermedia Systems via on-line Learning Style Estimation. Educational Technology & Society, 11 (2), 322-339.
Nicola Piccinini
Università di Verona, Dipartimento di Informatica, Ca' Vignal 2, Strada Le Grazie 15, I-37134 Verona, Italy, piccinini@sci.univr.it, http://www.sci.univr.it/~piccini
Giuseppe Scollo
Università di Catania, Dipartimento di Matematica e Informatica, Viale Andrea Doria, 6, I-95125 Catania, Italy, scollo@dmi.unict.it, http://www.dmi.unict.it/~scollo
ABSTRACT: Even in self-organized project-based learning, the instructors’ role re-mains critical, especially in the initial orientation provided to the students in order to grasp the educational goals and the various roles they may undertake to achieve them. In this paper we survey a few questions proposed to that purpose in a web-based software engineering course, together with relevant answers, we outline the project set-up methodology aimed at providing students with that initial orientation in the laboratory part of the course, we collect a few empirical data out of the latest seven-year history of the course and, finally, we put the presented work in the context of current approaches to software engineering education and draw brief conclusions.
Keywords: Problem-based learning, Project-based learning, Cooperative web-based learning, Self-organized learning, Meta-cognitive reinforcement
Piccinini, N., & Scollo, G. (2006). Cooperative Project-based Learning in a Web-based Software Engineering Course. Educational Technology & Society, 9 (4), 54-62.
Gwo-Jen Hwang
Department of Information and Learning Technology, National University of Tainan, Taiwan // gjhwang@mail.nutn.edu.tw // Tel: 886-915396558 // Fax: 886-6-3017001
Chin-Chung Tsai
Graduate School of Technological and Vocational Education, National Taiwan University of Science and Technology, Taiwan // cctsai@mail.ntust.edu.tw // Tel: 886-2-27376511 // Fax: 886-2-27303217
Stephen J.H. Yang
Department of Computer Science and Information Engineering, National Central University, Taiwan // jhyang@csie.ncu.edu.tw // Tel: 886-3-4227151-35308 // Fax: 886-3-4222681
ABSTRACT: Recent progress in wireless and sensor technologies has lead to a new development of learning environments, called context-aware ubiquitous learning environment, which is able to sense the situation of learners and provide adaptive supports. Many researchers have been investigating the development of such new learning environments; nevertheless, the criteria of establishing a context-aware ubiquitous learning environment have not yet been clearly defined, not to mention the strategies of conducting effective learning activities. To resolve these problems, this paper presents the basic criteria, strategies, and research issues of context-aware ubiquitous learning, and identifies the necessary check items as well for the development of such learning environment. Illustrative examples of conducting context-aware ubiquitous learning activities and the requirements of setting up such learning environment are also presented at the end of this paper.
Keywords: Ubiquitous learning, context awareness, science education, wireless networks, ubiquitous computing
Hwang, G.-J., Tsai, C.-C., & Yang, S. J. H. (2008). Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning. Educational Technology & Society, 11 (2), 81-91.
Graham McMahon
Office of Teaching and Learning, Curtin University of Technology, Perth Australia // G.McMahon@curtin.edu.au
ABSTRACT: This study examined the relationship between students working in a technology-rich environment and their development of higher order thinking skills. Based on a PhD thesis, which examined a greater range of relationships than can be reported here, this article focuses on developing critical thinking skills within a technology-rich environment. Staff and students from one school participated in the study. Data were collected to determine the degree of correlation between factors of the learning environment and the extent to which critical thinking skills were demonstrated by the students. Statistical correlations allowed relationships between environmental factors and critical thinking to be established. The results indicate that there are statistically significant correlations between studying within a technology-rich learning environment and the development of students’ critical thinking skills. Length of time spent in the environment has a positive, non-linear effect on the development of critical thinking skills. Students with better developed computing skills scored higher on critical thinking activities. This was most significant for students with better computer programming skills and the ability to competently manipulate Boolean logic. The research suggests that to develop students' higher order thinking skills, schools should integrate technology across all of the learning areas. This will allow students to apply technology to the attainment of higher levels of cognition within specific contexts. This will need to be paralleled by providing students the opportunity to develop appropriate computer skills.
Keywords: Critical thinking, Higher order thinking skills (HOTS), Computer technology as a learning tool
McMahon, G. (2009). Critical Thinking and ICT Integration in a Western Australian Secondary School. Educational Technology & Society, 12 (4), 269–281.
Telmo Zarraonandia
Universidad Carlos III de Madrid, Departamento de Informática, Escuela Politécnica Superior, Av. Universidad 30 Leganes, Madrid, España 28911, tzarraon@inf.uc3m.es
Juan Manuel Dodero
Universidad Carlos III de Madrid, Departamento de Informática, Escuela Politécnica Superior, Av. Universidad 30 Leganes, Madrid, España 28911, dodero@inf.uc3m.es
Camino Fernández
Universidad Carlos III de Madrid, Departamento de Informática, Escuela Politécnica Superior, Av. Universidad 30 Leganes, Madrid, España 28911, camino@inf.uc3m.es
ABSTRACT: In this paper, the authors describe a mechanism for the introduction of small variations in the original learning design process defined in a particular Unit of Learning (UoL). The objective is to increase the UoL reusability by offering the designers an alternative to introduce slight variations on the original design instead of creating a new one each time they want to reuse it. No changes or extensions to the Learning Design definition are required to perform these modifications. The use of design patterns to include the adaptations offers the possibility to easily introduce new operations, such as tracing the activity progress, for instance. The structure of a Learning Design player that is able to process the desired adaptation information and to apply it at runtime will be outlined. The player will be part of an architecture for the automatic adaptation of UoLs to their actual context of execution.
Keywords: Learning Design, Unit of Learning, Adaptation, Adaptive Systems, Context
Zarraonandia, T., Dodero, J. M., & Fernández, C. (2006). Crosscutting Runtime Adaptations of LD Execution. Educational Technology & Society, 9 (1), 123-137.
Xiaojing Liu
Kelley Direct Programs, Indiana University Kelley School of Business, USA // xliu@indiana.edu
Shijuan Liu
Department of Modern Languages and Literatures, California State University Los Angeles, USA // shijuanliu@hotmail.com
Seung-hee Lee
Department of Core Studies, Dong-Ah Institute of Media and Arts, Korea // seunglee@dima.ac.kr
Richard J. Magjuka
Kelley Direct Programs, Indiana University Kelley School of Business, USA // rmagjuka@indiana.edu
ABSTRACT: This article reports the findings of a case study that investigated the perceptions of international students regarding the impact of cultural differences on their learning experiences in an online MBA program. The study also revealed that online instructors need to design courses in such a way as to remove potential cultural barriers, including language, communication tool use, plagiarism, time zone differences and a lack of multicultural content, which may affect international students’ learning performances. The study indicates that a culturally inclusive learning environment needs to consider diversity in course design in order to ensure full participation by international students.
Keywords: Cultural differences, Online learning, Instruction design, Case-based learning, Diversity
Liu, X., Liu, S., Lee, S.-h., & Magjuka, R. J. (2010). Cultural Differences in Online Learning: International Student Perceptions. Educational Technology & Society, 13 (3), 177–188.
Jacques Lonchamp
LORIA-Nancy Université, BP239, 54506, Vandœuvre-lès-Nancy Cedex, France // jloncham@loria.fr
ABSTRACT: Computer-based interaction analysis (IA) is an automatic process that aims at understanding a computer-mediated activity. In a CSCL system, computer-based IA can provide information directly to learners for self-assessment and regulation and to tutors for coaching support. This article proposes a customizable computer-based IA approach for a generic synchronous CSCL system, that is, a system that can be customized for different learning tasks and different ways of performing these tasks. In a generic system, IA mechanisms must also be generic. In the proposed system, called Omega+, a specific submodel specifies the properties and rules that customize the IA process for the learning situation defined by three other submodels (process, interaction, and artifact submodels) that all parameterize the generic kernel. The feasibility of such a generic model-based IA approach is assessed, together with the efficiency of some of its underlying mechanisms and its global acceptance by users.
Keywords: CSCL, Computer-based interaction analysis, Customization, Tutoring, Self-regulation
Lonchamp, J. (2010). Customizable Computer-based Interaction Analysis for Coaching and Self-Regulation in Synchronous CSCL Systems. Educational Technology & Society, 13 (2), 193–205.
Andreas Breiter
Institute for Information Management Bremen, Am Fallturm 1, 28359 Bremen, Germany, Tel: +49 421 218 7525, Fax: +49 421 218 4894, abreiter@ifib.de
Daniel Light
EDC/ Center for Children and Technology, 96 Morton St, New York NY 10014, USA, Tel: +1 (718) 237-5116, dlight@edc.org
ABSTRACT: National legislation that increased the role of accountability testing has created pressure to use testing data, along with other data, for instructional decision-making. Connected to this push for data-driven decision-making, is the increased interest in data delivery systems or Management Information Systems (MIS) in education. But, before administrators rush to build data and information systems, we argue for a careful review of existing knowledge about information systems in the education sector in light of what business and organizational research already knows about information systems. We draw on the considerable body of business and organizational research on MIS and a recent educational case study in New York City to introduce a theoretical framework to describe the process from data to decision-making in schools. Our exploration of how schools use information focuses on the potential of new technologies and new ways of analysis to meet the information needs of educators across different levels of the system. We conclude with a discussion about critical factors for the development and implementation of effective information systems for schools: 1) Build from the real needs of classroom and building educators; 2) Recognize teachers’ wealth of tacit knowledge as a starting point; 3) Select appropriate data to include in the information system; 4) Effective testing requires close alignment between standards, teaching and testing; 5) Educators need professional development on instructional decision-making that considers the role of data; 6) Educators need expanded repertoires of instructional strategies; and 7) Further research on effective instructional decision-making and IS support is needed.
Keywords: Standard-Based Testing, Decision Support System, Data-Driven Decision-Making, Management Information Systems, Assessment Information Systems
Breiter, A., & Light, D. (2006). Data for School Improvement: Factors for designing effective information systems to support decision-making in schools. Educational Technology & Society, 9 (3), 206-217.
Nelson Baloian
Department of Computer Science, University of Chile, Chile // nbaloian@dcc.uchile.cl
José A. Pino
Department of Computer Science, University of Chile, Chile // jpino@dcc.uchile.cl
H. Ulrich Hoppe
Dept. of Computer Science and Applied Cognitive Science, University of Duisburg-Essen, Germany // hoppe@collide.info
ABSTRACT: This paper addresses issues of using computer technology to support in-classroom teaching and learning regarding one of the most frequent problems in such scenarios: the students’ attention. First, it presents the distraction and focus of attention problems that arise while using computer technology with off-the-shelf software for supporting different activities which take place in usual lectures. Examples of these activities are presentations of learning material, discussion, individual and collaborative problem solving, and difficulties of switching from one to another. A solution to this problem is an integrated approach with a particular implementation under the notion of “CiC”. The implemented system attempts to reduce the number of interactions needed to switch from one activity to another as well as to reduce the cognitive load for both teacher and students. The usage of both this system and standard software are compared and research results are presented. Results show the CiC is useful to solve the problem.
Keywords: Improving classroom teaching; teaching/learning strategies; architectures for educational technology system; collaborative learning; face-to-face learning
Baloian, N., Pino, J. A., & Hoppe, H. U. (2008). Dealing with the Students' Attention Problem in Computer Supported Face-to-Face Lecturing. Educational Technology & Society, 11 (2), 192-205.
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[[GettingStarted]]
Mohamed Osman M. El-Hussein
Faculty of Informatics and Design, Cape Peninsula University of Technology, Po Box 652, Cape Town, 8000, South Africa // mohammed.cie@gmail.com, osmanm@cput.ac.za
Johannes C. Cronje
Faculty of Informatics and Design, Cape Peninsula University of Technology, Po Box 652, Cape Town, 8000, South Africa // CronjeJ@cput.ac.za
ABSTRACT: The article seeks to clarify the meaning of mobile learning by applying its key concepts to learning experiences in post-school education. In other words, it seeks not to discuss one fixed meaning of mobile learning but to disassemble the basic components and provide an interpretation of the model in the context of higher education. The article argues that in order to comprehensively understand and define mobile learning, we should from the outset separate its key components and arrange them under three different concepts. The first concept relates to the mobility of the technology. The second concept hinges on increased learner mobility. The third concept examines the mobility and dynamism of the learning processes and the flow of information. The article concludes that knowledge in the modern world is transformed by the development of revolutionary technologies in society.
Keywords: Mobile learning, Mobility, Mobile technology, Mobile learner, Design, Instruction, Higher education, E-learning
El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining Mobile Learning in the Higher Education Landscape. Educational Technology & Society, 13 (3), 12–21.
Olivera Marjanovic
University of Sydney, Sydney, NSW 2006, Australia, o.marjanovic@econ.usyd.edu.au
Hala Skaf-Molli
LORIA-INRIA, 615, Rue du Jardin Botanique, Villers-lès-Nancy, 54600, France, skaf@loria.fr
Pascal Molli
LORIA-INRIA, 615, Rue du Jardin Botanique, Villers-lès-Nancy, 54600, France, pascal.molli@loria.fr
Claude Godart
LORIA-INRIA, 615, Rue du Jardin Botanique, Villers-lès-Nancy, 54600, France, godart@loria.fr
ABSTRACT: Collaborative Learning Flow Patterns (CLFPs) have recently emerged as a new method to formulate best practices in structuring the flow of activities within various collaborative learning scenarios. The term “learning flow” is used to describe coordination and sequencing of learning tasks. This paper adopts the existing concept of CLFP and argues that many of these patterns are already using, or could use, collaborative editing activities that need to be process-driven. Consequently, the paper proposes a Process-Driven Collaborative Editing Pattern (PDCEP). The paper also describes how this new pattern relates to the existing examples of CLFPs and IMS-LD best-practices. The proposed pattern incorporates temporal and deontic constraints, used to specify the process of collaborative editing. The approach is demonstrated by an example of the electronic debate learning activity and its corresponding CLFP.
Keywords: Learning Designs, Collaborative Learning Flow Patterns, Coordination, Collaborative editing
Marjanovic, O., Skaf-Molli, H., Molli, P., & Godart, C. (2007). Deriving Process-driven Collaborative Editing Pattern from Collaborative Learning Flow Patterns. Educational Technology & Society, 10 (1), 124-135.
Kami Hanson
Department of Dental Hygiene, Weber State University, USA // khanson4@weber.edu // Tel: +1 801-626-6831 // Fax: +1 801-626-7304
Brett E. Shelton
Department of Instructional Technology, Utah State University, USA // brett.shelton@usu.edu // Tel: +1 435-797-2393 // Fax: +1 435-797-2693
ABSTRACT: There exists an increasingly attractive lure of using virtual reality applications for teaching in all areas of education, but perhaps the largest detriment to its use is the intimidating nature of VR technology for non-technical instructors. What are the challenges to using VR technology for the design and development of VR-based instructional activities, and what are the recommended approaches? This paper addresses the issues regarding identifying the appropriate techniques for integrating VR into traditional instructional design, and the considerations for development for non-technical educators. Recommendations are grounded within our own project involving virtual anesthesia. The discussion considers budgetary limitations, funding, and other factors.
Keywords: Virtual reality, Instructional design, Immersive systems, Instructional development
Hanson, K., & Shelton, B. E. (2008). Design and Development of Virtual Reality: Analysis of Challenges Faced by Educators. Educational Technology & Society, 11 (1), 118-131.
Huan-Yu Lin
Department of Computer Science, National Chiao Tung University, ROC // huan.cis89@nctu.edu.tw
Shian-Shyong Tseng
Department of Computer Science, National Chiao Tung University, ROC // Department of Information Science and Applications, Asia University, ROC // sstseng@cis.nctu.edu.tw
Jui-Feng Weng
Department of Computer Science, National Chiao Tung University, ROC // roy@cis.ncu.edu.tw
Jun-Ming Su
Department of Computer Science, National Chiao Tung University, ROC // jmsu@csie.nctu.edu.tw
ABSTRACT: With the development of e-learning technology, many specifications of instructional design have been proposed to make learning activity sharable and reusable. With the specifications and sufficient learning resources, the researches further focus on how to provide learners more appropriate learning activities to improve their learning performance. In this paper, we aim to propose a model which can explicitly represent the knowledge of the mechanism to adapt both the learning activity navigation and content presentation according to learners’ knowledge of concepts. In our proposed model, each learning unit object contains the learning items and the related concepts, which can be used to perform adaptive content selection, and the sequencing control of these learning unit objects can be explicitly represented as a directed graph to improve the understandability. Based on the learning sequencing graph, an Object Oriented Learning Activity system is implemented and used to design and perform the learning activity of Scaffolding Instruction, named “The evaporation, condensation and boil of water”. The Evaluation results show that teachers can effectively design an adaptive learning activity based on concept and misconception hierarchy and the designed learning activity can really improve learners’ learning efficacy by the OOLA system.
Keywords: E-Learning System, Adaptive Learning Activity, Graphic Model, Object Oriented Concept
Lin, H.-Y., Tseng, S.-S., Weng, J.-F., & Su, J.-M. (2009). Design and Implementation of an Object Oriented Learning Activity System. Educational Technology & Society, 12 (3), 248–265.
Barbara Wasson
InterMedia & Department of Information Science and Media Studies, University of Bergen, Norway // Tel: +47 55584120 // Fax: +47 55584188 // barbara.wasson@uib.no
ABSTRACT: In the Norwegian DoCTA and DoCTA NSS projects we aimed to bring a theoretical perspective to the design of ICT-mediated learning environments that support the sociocultural aspects of human interaction and to evaluate their use. By taking a sociocultural perspective on learning activity focussing on the interpersonal social interaction in collaborative learning settings we contribute to knowledge about the pedagogical design of network based learning scenarios, the technological design of the learning environment to support these learning scenarios, and the organisational design for management of such learning environments. Through various empirical studies we improved our understanding of the pedagogy and technology of networked learners, and increased our understanding of learner activity. This paper reports on the VisArt artefact design scenario and the gen-etikk collaborative knowledge building scenario focusing on their design and use. Both scenarios comprised co-located and distributed students collaborating over the Internet during a 3-4 week period.
Keywords: Collaborative Network Learning; Design and use; Distributed Collaboration; Technology Enhanced Learning
Wasson, B. (2007). Design and Use of Collaborative Network Learning Scenarios: The DoCTA Experience. Educational Technology & Society, 10 (4), 3-16.
Tel Amiel
LANTEC, School of Education, State University of Campinas (UNICAMP), Brazil // tamiel@unicamp.br
Thomas C. Reeves
Dept. of Educational Psychology and Instructional Technology, College of Education, The University of Georgia, USA // treeves@uga.edu
ABSTRACT: The role of educational technologies in improving educational practices and outcomes has been criticized as over-hyped and insignificant. With few exceptions, the state of education has changed less than expected as a result of tools such as computers and the Internet. To a considerable degree, this is due to the minor role educational technology research plays in transforming the use of technological tools in the classroom. This article presents an analysis of technology as a process and as a value-laden system, both of which have substantial consequences to our approach to research. It is argued in the article that design-based research can address some of the deficiencies of other research methods in investigating the role of tools and techniques in the classroom. Through more democratic research practices and recognizing technology as a system beyond its tools, researchers can increase their impact on educational practice.
Keywords: Educational technology, Design-based research, Values, Methodology, Critique
Amiel, T., & Reeves, T. C. (2008). Design-Based Research and Educational Technology: Rethinking Technology and the Research Agenda. Educational Technology & Society, 11 (4), 29–40.
Miyoung Lee
Center for Research of Innovative Technologies for Learning (RITL), Florida State University, USA, myl03@fsu.edu
Amy L. Baylor
Center for Research of Innovative Technologies for Learning (RITL), Florida State University, USA, baylor@coe.fsu.edu
ABSTRACT: This paper provides guidelines for designing metacognitive maps in web-based learning environments. A metacognitive map is a visual interface-based tool that supports metacognition throughout the entire learning process. Inspired by the four key metacognitive skills of planning, monitoring, evaluating, and revising, the metacognitive map is composed of two sub-maps (global and local tracking maps) and a planning space for learning processes/tasks. Metacognitive support is embedded within these visual on-screen maps and planning space.
Keywords: Metacognition, Web-Based Learning, Navigational aids, Visual Maps
Lee, M, & Baylor, A. L (2006). Designing Metacognitive Maps for Web-Based Learning. Educational Technology & Society, 9 (1), 344-348.
Nian-Shing Chen
Department of Information Management, National Sun Yat-sen University, Taiwan // nschen@faculty.nsysu.edu.tw
Kinshuk
School of Computing and Information Systems, Athabasca University, Canada // kinshuk@ieee.org
Chun-Wang Wei
Department of Information Management, National Sun Yat-sen University, Taiwan // cw.wei@msa.hinet.net
Stephen J.H. Yang
Department of Computer Science and Information Engineering, National Central University, Taiwan // jhyang@csie.ncu.edu.tw
ABSTRACT: A number of studies have evidenced that handheld devices are appropriate tools to facilitate face-to-face collaborative learning effectively because of the possibility of ample social interactions. Group Area Network, or GroupNet, proposed in this paper, uses handheld devices to fill the gap between Local Area Network and Body Area Network. GroupNet is an independent network where all members are located at the same place and all handheld devices involved in it are interconnected by peer-to-peer wireless technologies. The GroupNet concept proposed in our study is more focus on how to design a mobile learning management system which can better support mobile learning for a small group of learners with effective social interaction within proximity. This paper describes the architecture of GroupNet and demonstrates its functionality in the specific area of mobile learning. GroupNet uses handheld devices as the main hardware and GroupNet architecture consists of four layers. Various mobile learning scenarios are also described in detail to give guidance to instructors. These scenarios apply GroupNet to collaborative learning activities and situated learning activities. With rapid growth of mobile technology and global business context, many more possible scenarios of using GroupNet are expected to emerge in the future.
Keywords: Group area network, Mobile learning management system, Mobile learning, Ubiquitous learning
Chen, N.-S., Kinshuk, Wei, C.-W., & Yang, S. J. H. (2008). Designing a Self-contained Group Area Network for Ubiquitous Learning. Educational Technology & Society, 11 (2), 16-26.
Nai-Lung Tsao
Graduate Institute of Learning and Instruction, National Central University, Taiwan, No.300, Jung-da Rd. JhongLi, Taiwan // Tel: +886-3-4227151-33851 // Fax: 886-3-4273371 // beaktsao@gmail.com
Chin-Hwa Kuo
Department of Computer Science and Information Engineering, Tamkang University, Taiwan, No.151 Ying-chuan Road, Tamsui, Taiwan // Tel : +886-2-26215656-3304 // chkuo@mail.tku.edu.tw
David Wible
Graduate Institute of Learning and Instruction, National Central University, Taiwan, No.300, Jung-da Rd. JhongLi, Taiwan // Tel: +886-3-4227151-33851 // Fax: 886-3-4273371 // wible45@yahoo.com
Tsung-Fu Hung
Department of Computer Science and Information Engineering, Tamkang University, Taiwan, No.151 Ying-chuan Road, Tamsui, Taiwan // Tel : +886-2-26215656-3304 // kidd@mail.iwillnow.org
ABSTRACT: In this paper, we propose a syntax-based text retrieval system for on-line language learning and use a fast regular expression search engine as its main component. Regular expression searches provide more scalable querying and search results than keyword-based searches. However, without a well-designed index scheme, the execution time of regular expression search would be unacceptable to users. Our methods are based on Cho and Rajagopalan (2002) and we introduce some modifications, such as a presuf index constructing algorithm and a method for deciding minimum filter factor, to meet the requirements of our syntax-based text retrieval system. The experiment results show the index space size is small and the performance of syntax-based sample queries show significant improvements over benchmark results. A user-friendly query generator is designed to support users who have no background knowledge of regular expressions.
Keywords: Regular expression, Syntax-based retrieval, Indexing techniques, Query processing, Language learning
Tsao, N.-L., Kuo, C.-H., Wible, D., & Hung, T.-F. (2009). Designing a Syntax-Based Retrieval System for Supporting Language Learning. Educational Technology & Society, 12 (1), 73–81.
Jon Dron
University of Brighton, UK // Jon.dron@brighton.ac.uk
ABSTRACT: Social software, such as blogs, wikis, tagging systems and collaborative filters, treats the group as a first-class object within the system. Drawing from theories of transactional distance and control, this paper proposes a model of e-learning that extends traditional concepts of learner-teacher-content interactions to include these emergent properties of the group. It suggests that this feature of social software can facilitate an approach to e-learning that is qualitatively different from and capable of significantly augmenting traditional methods, with especial benefits for lifelong learners and those outside institutional boundaries. The paper goes on to explore some of the dangers and issues that need to be addressed in order for this new model to fulfill its promise, and to suggest a framework of principles to be used by designers of educationally-oriented social software.
Keywords: Social software, Transactional distance, Control, Web 2.0, Self-organization
Dron, J. (2007). Designing the Undesignable: Social Software and Control. Educational Technology & Society, 10 (3), 60-71.
Rubén Mitnik
Department of Computer Science, School of Engineering, Pontificia Universidad Católica de Chile, P.O. Box 306 Santiago 22, Chile // Fax: +56-2-6864444 // rmitnik@ing.puc.cl
Miguel Nussbaum
Department of Computer Science, School of Engineering, Pontificia Universidad Católica de Chile, P.O. Box 306 Santiago 22, Chile // Fax: +56-2-6864444 // mn@ing.puc.cl
Matías Recabarren
Department of Computer Science, School of Engineering, Pontificia Universidad Católica de Chile, P.O. Box 306 Santiago 22, Chile // Fax: +56-2-6864444 // mrecabarren@ing.puc.cl
ABSTRACT: Cognition, faculty related to perception, imagination, memory, and problem solving, refers to internal mental processes through which sensorial input is acquired, elaborated, used, and stored. One of its importances relies on the fact that it affects in a direct way the learning potential. It has been shown that, even thou cognitive processes develop side by side with biological maturity, this cognitive development can be enhanced by means of mediated learning as signaled by Feuerstein’s Mediated Learning theory. Based on this theory is that we propose an intervention model that addresses school academic issues using technologically assisted small group collaboration, pursuing a dual academic objective: to thrive students’ cognitive processes while addressing school curriculum topics. The purpose, therefore, is to balance the students’ cognitive differences by means of in-school content-filled classroom activities. Our aim is to make use of peer mediation in a real world setting with a virtual construction of it. In this paper, we describe this novel intervention model along with an in-school usage experience. For this, we present an activity designed for high school students, specifically aimed to assist the learning of kinematics, graph interpretation, and graph plotting. In this activity the students work in groups of three, using a robot and wirelessly interconnected Personal Digital Assistants (PDA). By means of a controlled experiment, we show how technologically-supported peer mediation promotes the students’ enrichment of their cognitive processes in each of the different stages of the mental act (input–elaboration–output), favoring communication skills, insight, and reasoning, while also restraining impulsive conduct and trial-and-error answers.
Keywords: Cognition development, Robotic assisted teaching, Interactive learning environments, Face-to-face computer supported collaborative learning, Intelligent tutoring systems
Mitnik, R., Nussbaum, M., & Recabarren, M. (2009). Developing Cognition with Collaborative Robotic Activities. Educational Technology & Society, 12 (4), 317–330.
Sinéad Boyce
Trinity College Dublin, Department of Biochemistry, Dublin 2, Ireland // sboyce@tcd.ie
Claus Pahl
Dublin City University, School of Computing, Dublin 9, Ireland // cpahl@computing.dcu.ie
ABSTRACT: Ontologies have the potential to play an important role in instructional design and the development of course content. They can be used to represent knowledge about content, supporting instructors in creating content or learners in accessing content in a knowledge-guided way. While ontologies exist for many subject domains, their quality and suitability for the educational context might be unclear. For numerous subjects, ontologies do not exist. We present a method for domain experts rather than ontology engineers to develop ontologies for use in the delivery of courseware content. We will focus in particular on relationship types that allow us to model rich domains adequately.
Keywords: Domain ontology, Ontology development, Knowledge representation and modelling, Course content development
Boyce, S., & Pahl, C. (2007). Developing Domain Ontologies for Course Content. Educational Technology & Society, 10 (3), 275-288.
Tzu-Chien Liu
Graduate Institute of Learning & Instruction and Center for Teacher Education, National Central University, Taiwan // ltc@cc.ncu.edu.tw
ABSTRACT: Understanding and applying statistical concepts is essential in modern life. However, common statistical misconceptions limit the ability of students to understand statistical concepts. Although simulation-based computer assisted learning (CAL) is promising for use in students learning statistics, substantial improvement is still needed. For example, few simulation-based CALs have been developed to address statistical misconceptions, most of the studies about simulation-based CAL for statistics learning lacked theoretical backgrounds, and design principles for enhancing the effectiveness of dynamically linked multiple representations (DLMRs), which is the main mechanism of simulation-based CAL, are needed. Therefore, this work develops a simulation-based CAL prototype, Simulation Assisted Learning Statistics (SALS), to correct misconceptions about the statistical concept of correlation. The proposed SALS has two novel elements. One is the use of the design principles based on cognitive load and the other is application of the learning model based on cognitive conflict theory. Further, a formative evaluation is conducted by using a case study to explore the effects and limitations of SALS. Evaluation results indicate that despite the need for further improvement, SALS is effective for correcting statistical misconceptions. Finally, recommendations for future research are proposed.
Keywords: Simulation-based CAL, Misconception, Cognitive conflict theory, Learning model, Cognitive load, Dynamically linked multiple representations
Liu, T.-C. (2010). Developing Simulation-based Computer Assisted Learning to Correct Students' Statistical Misconceptions based on Cognitive Conflict Theory, using "Correlation" as an Example. Educational Technology & Society, 13 (2), 180–192.
Ying-Tien Wu
Department of Earth Sciences, National Taiwan Normal University, Taipei, Taiwan, yingtien.ie90g@nctu.edu.tw
Chin-Chung Tsai
Graduate School of Tech and Vocational Education, National Taiwan University of Science and Technology, Taipei, Taiwan, Fax: 886-2-27376433 // cctsai@mail.ntust.edu.tw
ABSTRACT: The idea of “information commitments” refers to both learners’ online searching strategies and the evaluative standards that students use to assess the accuracy and usefulness of information in web-based learning environments. Based upon the results of a pioneering and qualitative study on information commitments, this study aimed to develop an Information Commitments Survey (ICS) for assessing the information commitments of 1220 college and graduate students. A series of multivariate multiple regression analyses were also conducted to evaluate the ability of students’ evaluative standards as well as their Internet experiences for predicting their online searching strategies. The results showed that the ICS was deemed to be sufficiently reliable for assessing students’ information commitments. Gender differences regarding the participants’ usage of certain searching strategies were found in this study. Moreover, the students’ grade level as well as their Internet experiences played a significant role in their information commitments. The multivariate multiple regression analyses revealed that both the students’ use of sophisticated evaluative standards and their Internet experiences significantly predicted the use of sophisticated searching strategies, while their use of less advanced evaluative standards significantly predicted the use of less advanced searching strategies.
Keywords: Information commitments; Information searching strategy; Evaluative standards of web information; Web-based learning
Wu, Y.-T. & Tsai, C.-C. (2007). Developing an Information Commitment Survey for assessing students’ web information searching strategies and evaluative standards for web materials. Educational Technology & Society, 10 (2), 120-132.
Chenn-Jung Huang
Institute of Learning Technology, National Hualien University of Education, Hualien, Taiwan // cjhuang@mail.nhlue.edu.tw
Chun-Hua Chen
Institute of Learning Technology, National Hualien University of Education, Hualien, Taiwan
Yun-Cheng Luo
Institute of Learning Technology, National Hualien University of Education, Hualien, Taiwan
Hong-Xin Chen
Institute of Learning Technology, National Hualien University of Education, Hualien, Taiwan
Yi-Ta Chuang
Institute of CSIE, National Chiao Tung University, Hsinchu, Taiwan
ABSTRACT: Recently, a lot of open source e-learning platforms have been offered for free in the Internet. We thus incorporate the intelligent diagnosis and assessment tool into an open software e-learning platform developed for programming language courses, wherein the proposed learning diagnosis assessment tools based on text mining and machine learning techniques are employed to alleviate the loading of the teachers. Experiments were conducted in two introductory-undergraduate programming courses to examine the effectiveness of the proposed diagnosis and assessment tools. The learners’ work including the source code and comments were processed by the proposed text mining and machine learning techniques. This system also provides immediate feedback and high-quality evaluation results to guide the learners with poor performance. Our experimental results reveal that the proposed work can effectively assist the low-ability learners.
Keywords: Text mining, Multimembership Bayesian classifier, Support vector machines, Diagnosis, Assessment, E-learning platform
Huang, C.-J., Chen, C.-H., Luo, Y.-C., Chen, H.-X., & Chuang, Y.-T. (2008). Developing an Intelligent Diagnosis and Assessment E-learning Tool for Introductory Programming. Educational Technology & Society, 11 (4), 139–157.
Ben Chang
Department of E-Learning Design and Management, National Chiayi University, Taiwan // ben@ncyu.edu.tw
Hsue-Yie Wang
Graduate Institute of Network Learning Technology, National Central University, Taiwan // hsuyie@cl.ncu.edu.tw
Tian-Yin Peng
Department of Earth Sciences, National Taiwan Normal University, Taiwan // 696440064@ntnu.edu.tw
Ying-Shao Hsu
Graduate Institute of Science Education & Department of Earth Sciences, National Taiwan Normal University, Taiwan // yshsu@ntnu.edu.tw
ABSTRACT: This project analyzed the effectiveness of a city-wide wireless weather sensor network, the Taipei Weather Science Learning Network (TWIN), in facilitating elementary and junior high students’ study of weather science. The network, composed of sixty school-based weather sensor nodes and a centralized weather data archive server, provides students with current weather data at specific locations in the city. In 2006-2008, annual weather science tournaments were held to encourage students to use this resource, and up to now 171 registered teams, including 447 grade 4-9 students and 220 teachers, have participated in competitions. This study of the tournament data makes clear the over-all efficacy and usability of the network. An analysis of the students’ weather science ability demonstrated that they could perform well in the questioning phase, the planning phase and the analyzing phase but not as well in the interpreting phase of their specific weather-science inquires.
Keywords: Wireless weather sensor network, Weather science learning, Taipei weather science learning network
Chang, B., Wang, H.-Y., Peng, T.-Y., & Hsu, Y.-S. (2010). Development and Evaluation of a City-Wide Wireless Weather Sensor Network. Educational Technology & Society, 13 (3), 270–280.
Yung-Chin Yen
Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei 106, Taiwan // scorpio@ice.ntnu.edu.tw
Rong-Guey Ho
Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei 106, Taiwan // hrg@ntnu.edu.tw
Li-Ju Chen
Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei 106, Taiwan // ljchen@ice.ntnu.edu.tw
Kun-Yi Chou
Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei 106, Taiwan // u88238@ice.ntnu.edu.tw
Yan-Lin Chen
Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei 106, Taiwan // yamol@cc.ntnu.edu.tw
ABSTRACT: The purpose of this study was to examine whether the efficiency, precision, and validity of computerized adaptive testing (CAT) could be improved by assessing confidence differences in knowledge that examinees possessed. We proposed a novel polytomous CAT model called the confidence-weighting computerized adaptive testing (CWCAT), which combined a confidence-weighting scoring scheme with the graded response model (GRM). The CWCAT provided a more interactive testing environment by focusing on the examinees’ confidence in their responses. An experiment was conducted to evaluate the comparison between the CWCAT and conventional CAT in terms of efficiency, precision, and validity. As expected, the polytomous method provided better discrimination among individual differences in the confidence in knowledge and required fewer items per examinee. Results also showed that CWCAT yielded ability estimates that were higher and better correlated to examinees’ performance in English learning. Furthermore, the ability measured by CWCAT was not as likely to be affected by guessing as on conventional CAT, and, therefore, was more consisted with examinees’ true ability.
Keywords: Confidence-weighting, Guessing, Computerized adaptive testing, Graded response model
Yen, Y.-C., Ho, R.-G., Chen, L.-J., Chou, K.-Y., & Chen, Y.-L. (2010). Development and Evaluation of a Confidence-Weighting Computerized Adaptive Testing. Educational Technology & Society, 13 (3), 163–176.
Jie Chi Yang
Graduate Institute of Network Learning Technology, National Central University, Jhongli City 320, Taiwan // yang@cl.ncu.edu.tw
Yi Lung Lin
Graduate Institute of Network Learning Technology, National Central University, Jhongli City 320, Taiwan // nigel@cl.ncu.edu.tw
ABSTRACT: When using mobile devices in support of learning activities, students gain mobility, but problems arise when group members share information. The small size of the mobile device screen becomes problematic when it is being used by two or more students to share and exchange information. This problem affects interactions among group members. To overcome the information sharing problem, the concept of Shared Display Groupware (SDG) has been proposed to support face-to-face collaboration using a shared display. However, little attention had been paid on the integration of the shared display with mobile devices in order to design a learning activity in the mobile learning environment. In this study, a learning activity was designed and a mobile learning environment was developed with the integration of the SDG to permit students to share information from individual and public spaces. During the learning activity, each student performed individual tasks using a PDA. Group tasks, following the individual tasks, were performed using a shared display, thus facilitating the sharing of information and group discussions. Each group was given their own display to share. To evaluate students’ perceptions and learning effectiveness regarding the use of the SDG in supporting mobile learning, an empirical study was conducted. The study included a survey questionnaire as well as a learning achievement test. The participants in the experiment included thirty-four fourth-grade students and followed a one-group pretest-posttest design. The results show that the participants evaluated high scores in every category of the questionnaire. Significant differences were found between pretest and posttest in most aspects of the learning achievement test on the creation of conditions for classifying plants.
Keywords: Shared Display Groupware, Single Display Groupware, Mobile learning, One-to-one technology enhanced learning, Mobile devices, Science learning, Plant classification, Interactive learning environments
Yang, J. C., & Lin, Y. L. (2010). Development and Evaluation of an Interactive Mobile Learning Environment with Shared Display Groupware. Educational Technology & Society, 13 (1), 195–207.
Yasemin Gülbahar
Department of Computer Education and Instructional Technology, Baskent University, Ankara, Turkey 06530 // gulbahar@baskent.edu.tr
R. Orcun Madran
Department of Computer Education and Instructional Technology, Baskent University, Ankara, Turkey 06530 // omadran@baskent.edu.tr
Filiz Kalelioglu
Department of Computer Education and Instructional Technology, Baskent University, Ankara, Turkey 06530 // filizk@baskent.edu.tr
ABSTRACT: This study was conducted to develop a web-based interactive system, Web Macerasi, for teaching-learning and evaluation purposes, and to find out the possible effects of this system. The study has two stages. In the first stage, a WebQuest site was designed as an interactive system in which various Internet and web technologies were used for infusion of technology into teaching and learning process. The Web Macerasi site was used for project work by 92 prospective students who attended different courses in different years. For collecting the students’ perceptions about the implementations of the system, a questionnaire of WebQuest effectiveness and a focus group interview guide were developed. Next, the first phase of the study was concluded, and the WebQuest system was updated based on the data gathered from students. In the second phase, 27 students from a different course used the system, and their perceptions were collected through the questionnaire and analyzed. It was found that the students favored the technology-supported media, were more willing to collaborate, found the feedback very useful, and agreed on the positive contribution of planned works. Consequently, the Web Macerasi site was found to be successful and to have been used effectively in terms of its aims. Further studies should be carried out for diffusion of this technology into the teaching-learning processes.
Keywords: Technology integration, Media in education
Gülbahar, Y., Madran, R. O., & Kalelioglu, F. (2010). Development and Evaluation of an Interactive WebQuest Environment: “Web Macerasi”. Educational Technology & Society, 13 (3), 139–150.
Yu-Fen Yang
Graduate school of applied foreign languages, National Yunlin University of Science & Technology, Douliu, Yunlin, Taiwan, R. O. C. // Tel:+ 886-5-534-2601 Ext. 3136 // Fax: +886-5-531-2058 // yangy@yuntech.edu.tw
Ya-Chen Hung
Graduate school of applied foreign languages, National Yunlin University of Science & Technology, Douliu, Yunlin, Taiwan, R. O. C. // Tel:+ 886-5-534-2601 Ext. 3136 // Fax: +886-5-531-2058
ABSTRACT: The purpose of this study is to examine readers’ comprehension as they develop their mental representation of reference in four sequential online texts. A total of 92 college students from three reading classes were recruited to complete the following steps in each text: (1) identify references, (2) draw the relationships between references, and (3) answer reading comprehension test items. Results of this study showed that the correlation between referential resolution and reading comprehension tests ranged from .68 to .90 in four online texts. This indicated that when readers’ scores in referential resolution increased, their scores in reading comprehension tests were also raised. Among three groups of readers, the more-proficient readers were able to integrate the references in different parts of the text as a coherent network from text 1 to 4. In contrast, average and less-proficient readers initially did not integrate any reference when reading the first text. They eventually clustered different references and referred them to a correct subject in the final text. The keys to the development of college readers’ mental representation of reference lay in whether they were actively engaged in comprehension monitoring and frequently asked for feedback tool as a scaffold.
Keywords: Reading strategy; Feedback tool; Trace result; Comprehension monitoring; Reading comprehension
Yang, Y.-F., & Hung, Y.-C. (2009). Developmental Progression of Referential Resolution in Comprehending Online Texts. Educational Technology & Society, 12 (2), 283–297.
Jia-Sheng Heh
Dept. of Information and Computer Engineering, Chung-Yuan Christian University, Taiwan // Tel: +886-3-2654725 // Fax: +886-3-2654799 // jsheh@ice.cycu.edu.tw
Shao-Chun Li
Dept. of Computer Science and Information Engineering, MingDao University, Taiwan // Tel: +886-4-8876660 ext. 8133 // Fax: +886-4-8782134 // learry@gmail.com
Alex Chang
Dept. of Electronic Engineering, Chung-Yuan Christian University, Taiwan // Tel: +886-3-2654735 // Fax: +886-3-2654799 // aslada@mcsl.ice.cycu.edu.tw
Maiga Chang
School of Computing & Information Systems, Athabasca University, Canada // Tel: +1-866-9168646 // maiga@ms2.hinet.net
Tzu-Chien Liu
Graduate Institute of Learning and Instruction, National Central University, Taiwan// Tel: +886-3-4227151 ext. 33851 // Fax: +886-3-4273371 // ltc@cc.ncu.edu.tw
ABSTRACT: Students in network-based learning environments may have their own learning paths based on either their learning results or status. The learning system can choose suitable learning materials for individual students depending on students’ learning results. There is a lot of research about learning diagnosis in distance education, and the main objective is to improve students’ learning effects. This research proposes a full-loop learning architecture based on a knowledge map and provides feedback about teaching materials suitable for students. First of all, the learning system diagnoses and identifies the misconceptions of students by using a knowledge map; second, it selects suitable learning materials according to misconceptions and arranges a learning path for individual students to do remedial learning. This research uses precision, recall, and F-measure to measure the feedback effects. The results of the experiment show that the learning materials and learning paths suggested by the system are good. The contributions of this research are as follows: improving the diagnosis method; giving suitable learning materials and learning paths for remedy learning; and, moreover, improving the learning effects of students.
Keywords: E-Learning, Knowledge map, Learning diagnosis, Learning feedback
Heh, J.-S., Li, S.-C., Chang, A., Chang, M., & Liu, T.-C. (2008). Diagnosis Mechanism and Feedback System to Accomplish the Full-Loop Learning Architecture. Educational Technology & Society, 11 (1), 29-44.
Tal Soffer
Interdisciplinary Center for Technological Analysis and Forecasting, Tel Aviv University, Israel // tsofer@eng.tau.ac.il
Rafi Nachmias
Science and Technology Education Center (SATEC), Israel // nachmias@post.tau.ac.il
Judith Ram
Virtual TAU, Tel Aviv University, Israel // judithr@post.tau.ac.il
ABSTRACT: This paper describes a study that focused on long-term web-supported learning diffusion among lecturers at Tel Aviv University (TAU), from an organizational point of view. The theoretical models we used to examine this process are Rogers' model for "Diffusion of Innovation" (1995) and Bass's "Diffusion Model" (1969). The study was conducted between the academic years 2000/01 and 2007/08. At that time TAU implemented a project aimed to integrate knowledge technologies in academic instruction. The main results show that the diffusion process among lecturers using web-based instruction was rapid and reached over 77% of the total lecturer population. However, differences in diffusion among lecturers were found in terms of academic units. The diffusion process found behaves similarly to Rogers' Diffusion of Innovation theory and Bass's diffusion model.
Keywords: Web supported learning, Higher education, Diffusion of innovation, Learning management system (LMS)
Soffer, T., Nachmias, R., & Ram, J. (2010). Diffusion of Web Supported Instruction in Higher Education - The Case of Tel-Aviv University. Educational Technology & Society, 13 (3), 212–223.
Yifat Ben-David Kolikant
School of Education, Hebrew University of Jerusalem, Mount Scopus, 91905 Jerusalem, Israel // Tel: 972-2-5882056 // yifatbdk@mscc.huji.ac.il
ABSTRACT: Today’s students were born into a world of digital technology. We investigated the impact of computers and the Internet on the learning preferences of students whose schools do not use this technology in class, specifically, (a) the usability they attributed to the technology for tasks requiring the processing of information; and (b) their attitude towards the technology in relation to their attitude towards the type of learning used in school. Our focus was the history class. To this end, surveys were filled out by three different classes that do not use computers in school: one in a high school that advocates beyond-information activities and two in information-focused public (i.e., state) schools—a high school and a middle school. These attitudes were found to be negatively correlated with the legitimacy ascribed to the form of learning used in school. Specifically, the two public-school classes used digital technology in the belief that they knew better than their teacher how to pursue a school information-focused agenda, whereas the third class legitimized the form of learning used in school. In neither case, however, was there any indication of a fertile human-computer partnership, envisioned as the desired form of learning for the digital age.
Keywords: Forms of learning, Learning resources, Usability, Human-computer intellectual partnership
Ben-David Kolikant, Y. (2009). Digital Students in a Book-Oriented School: Students’ Perceptions of School and the Usability of Digital Technology in Schools. Educational Technology & Society, 12 (2), 131–143.
Catherine S. Fichten
Psychology Department and Adaptech Research Network, Dawson College, Montreal, Canada // catherine.fichten@mcgill.ca
Vittoria Ferraro
Adaptech Research Network, Dawson College, Montreal, Canada // vferraro@dawsoncollege.qc.ca
Jennison V. Asuncion
Adaptech Research Network, Dawson College, Montreal, Canada // asuncion@alcor.concordia.ca
Caroline Chwojka
Adaptech Research Network, Dawson College, Montreal, Canada // caroline_chwojka@hotmail.com
Maria Barile
Adaptech Research Network, Dawson College, Montreal, Canada // mbarile@dawsoncollege.qc.ca
Mai N. Nguyen
Adaptech Research Network, Dawson College, Montreal, Canada // blitzball_game@hotmail.com
Ryan Klomp
299 Somerset St. W. # 308 Ottawa, Canada // ryanklomp@rogers.com
Joan Wolforth
Office for Students with Disabilities, McGill University, Montreal, Canada // joan.wolforth@staff.mcgill.ca
ABSTRACT: This study explored e-learning problems and solutions reported by 223 students with disabilities, 58 campus disability service providers, 28 professors, and 33 e-learning professionals from Canadian colleges and universities. All four groups indicated, via online questionnaires, problems with: accessibility of websites and course/learning management systems (CMS); accessibility of digital audio and video; inflexible time limits built into online exams; PowerPoint/data projection during lectures; course materials in PDF, and lack of needed adaptive technologies. Students also mentioned technical difficulties using e-learning and connecting to websites and CMS, problems downloading and opening files, web pages that would not load, video clips taking too long to download, poor use of e-learning by professors and their own lack of knowledge working with e-learning. Disability service providers, too, mentioned the poor use of e-learning by professors as well as poor accessibility of course notes and materials in many formats. E-learning professionals noted difficulties with inaccessible course notes and materials. Professors identified mainly problems raised by the other groups. Sixty-seven percent of students, 53% of service providers, 36% of e-learning professionals and 35% of professors indicated that at least one of their three e-learning problems remained unresolved. We discuss how the different roles and perspectives of the four participant groups influence their views, and make recommendations addressing identified common e-learning problems.
Keywords: Disability, College students, Professors, E-learning, Accessibility, Problems and solutions
Fichten, C. S., Ferraro, V., Asuncion, J. V., Chwojka, C., Barile, M., Nguyen, M. N., Klomp, R., & Wolforth, J. (2009). Disabilities and e-Learning Problems and Solutions: An Exploratory Study. Educational Technology & Society, 12 (4), 241–256.
Astrid Tomsic and Daniel D. Suthers
Department of Information and Computer Sciences, University of Hawai`i at Manoa, Honolulu, HI 96822, USA, Tel: 1-808-383-0411, atomsic@hawaii.edu, suthers@hawaii.edu
ABSTRACT: This study investigated the social network structure of booking officers at the Honolulu Police Department and how the introduction of an online discussion tool affected knowledge about operation of a booking module. Baseline data provided evidence for collaboration among officers in the same district using e-mail, telephone and face-to-face media but showed minimal collaboration between officers in different districts. On average, knowledge of the booking module was low. After introduction of the online discussion tool the social network structure changed, showing an increase in collaboration between different districts and an increase in knowledge of the booking module, even though frequency of collaboration did not increase significantly. The study suggests that the formation of new collaborative ties is more significant for learning through information sharing in social networks than raw frequency of interaction. This work is framed by theories of knowledge building, social architecture, and communities of practice.
Keywords: Collaborative learning, Knowledge building, Social network analysis, Online discussion
Tomsic, A., & Suthers, D. D. (2006). Discussion Tool Effects on Collaborative Learning and Social Network Structure. Educational Technology & Society, 9 (4), 63-77.
Yasar Guneri Sahin
Yasar University, Department of Computer Engineering, Bornova, Izmir-Turkey, Tel: +90 232 4614111 Ext:305 // yasar.sahin@yasar.edu.tr
Sabah Balta
Yasar University, Department of Tourism and Hotel Management, Bornova, Izmir-Turkey, sabah.balta@yasar.edu.tr
ABSTRACT: This study is a presentation of the usage of distance education technologies in a bid to support face to face education of tourist guide candidates during the training tour. The laws require tourist guide candidates to successfully complete their internship tour and get a certificate. Since the time in this internship period is limited and there are restricting factors such as transportation, accommodation; many of the tourism places couldn’t be included in this internship period. Besides, the lack of experienced and competent guides in the visited places is also another negative factor reducing the quality and efficiency of the training. Technological support of the training of tourist guide candidates would effectively reduce the negativities of traditional education methods. Thus, benefiting from computer technologies and audiovisual systems during the internship of tourist guide candidates would result in an increase in the effectiveness and usefulness of the training tour and would make it possible to visit more places in a shorter period. This study is a presentation on how distance education method could be implemented and an attempt to show the benefits could be obtained from implementation of these methods along with the possible problems that are predicted to arise.
Keywords: Tour guiding, Distance education, Information sharing, Technology aided education
Sahin, Y. G., & Balta, S. (2007). Distance Education Techniques to assist skills of Tourist Guides. Educational Technology & Society, 10 (2), 213-224.
Louise Sauvé
Télé–Université, Québec, Canada // lsauve@teluq.uqam.ca
Lise Renaud
Université du Québec à Montréal, Canada // renaud.lise@uqam.ca
David Kaufman
Simon Fraser University, Burnaby, BC, Canada // Dkaufman@sfu.ca
Jean-Simon Marquis
Télé–Université, Québec, Canada // jsmarquis@savie.qc.ca
ABSTRACT: Based on the hypothesis that inconclusive research results with regard to the impact of games and simulations are linked to the absence of clear concept definitions, research was undertaken to fill this methodological gap by identifying the essential attributes of games and simulations. This paper first introduces the context for our study. This is followed by a description of the analysis grid used to create a database of the literature, and the methodology employed to conduct our systematic review of this literature. The essential attributes of games and simulations are then described and the distinctions between these two concepts are presented.
Keywords: Game, Simulation, Learning, Education
Sauvé, L., Renaud, L., Kaufman, D., & Marquis, J. S. (2007). Distinguishing between games and simulations: A systematic review. Educational Technology & Society, 10 (3), 247-256.
Huseyin Uzunboylu
Department of Instructional Technology, Near East University, Nicosia, North Cyprus // huzunboylu@neu.edu.tr
Nazime Tuncay
Department of Instructional Technology, Near East University, Nicosia, North Cyprus // nazime.tuncay@gmail.com
ABSTRACT: There exists great diversity in the teachers’ digital world. Teachers are being discriminated based on numerous educational gaps. This paper seeks to assess the extent of the digital divide among the North Cyprus vocational teachers along the four axes: age, Internet access, computer access, and performance (computing knowledge/experience). A research was carried out through a questionnaire, which was then analyzed statistically. According to the experts’ views, the questionnaire was divided into three factors: technology-based e-learning applications; web-based e-learning applications, and administrative e-learning applications. There was a significant digital divergence among the teachers surveyed, which may adversely affect their ability to prepare the students to become a part of the knowledge society. To bridge these gaps in the world, action plans should be prepared, collaboratively with the instructional technologist and ICT (Information and Communication Technology) experts. This unique research study is the first to investigate the divergence of the digital world of teachers.
Keywords: Digital world, gaps, teachers, e-learning
Uzunboylu, H., & Tuncay, N. (2010). Divergence of Digital World of Teachers. Educational Technology & Society, 13 (1), 186–194.
Anders Jönsson
Malmö University, SE-205 06 MALMÖ, Sweden // anders.jonsson@mah.se
Nikos Mattheos
Malmö University, SE-205 06 MALMÖ, Sweden // nikolaos.mattheos@mah.se
Gunilla Svingby
Malmö University, SE-205 06 MALMÖ, Sweden // gunilla.svingby@mah.se
Rolf Attström
Malmö University, SE-205 06 MALMÖ, Sweden // rolf.attstrom@mah.se
ABSTRACT: To assess own actions and define individual learning needs is fundamental for professional development. The development of self-assessment skills requires practice and feedback during the course of studies. The “Interactive Examination” is a methodology aiming to assist students developing their self-assessment skills. The present study describes the methodology and presents the results from a multicentre evaluation study at the Faculty of Odontology (OD) and School of Teacher Education (LUT) at Malmö University, Sweden. During the examination, students assessed their own competence and their self-assessments were matched to the judgement of their instructors (OD) or to their examination results (LUT). Students then received a personal task, which they had to respond to in written text. After submitting their response, the students received a document representing the way an “expert” in the field chose to deal with the same task. They then had to prepare a “comparison document”, where they identified differences between their own and the “expert” answer. Results showed that students appreciated the examination in both institutions. There was a somewhat different pattern of self-assessment in the two centres, and the qualitative analysis of students’ comparison documents also revealed some interesting institutional differences.
Keywords: Assessment, Self-assessment, Oral health education, Teacher education
Jönsson, A., Mattheos, N., Svingby, G., & Attström, R. (2007). Dynamic Assessment and the ”Interactive Examination”. Educational Technology & Society, 10 (4), 17-27.
Andreas Holzinger
Institute of Software Technology and Interactive Systems, Vienna University of Technology, Austria, Tel: +43 676 3122 673 // a.holzinger@computer.org
Michael Kickmeier-Rust
Department of Psychology, University of Graz, Austria // Tel: +43 316 380 8549 // michael.kickmeier@uni-graz.at
Dietrich Albert
Department of Psychology, University of Graz, Austria // Tel: +43 316 380 5118 // dietrich.albert@uni-graz.at
ABSTRACT: With the increasing use of dynamic media in multimedia learning material, it is important to consider not only the technological but also the cognitive aspects of its application. A large amount of previous research does not provide preference to either static or dynamic media for educational purposes and a considerable number of studies found positive, negative or even no effects of dynamic media on learning performance. Consequently, it is still necessary to discern which factors contribute to the success or failure of static or dynamic media. The study presented here can be seen as another brick in the wall of understanding students’ learning supported by dynamic media. In this study, aspects of cognitive load and the ability to generate mental representations for the purpose of appropriate animation design and development are considered. The learning performance of static versus dynamic media amongst a total of 129 Computer Science students, including a control group, was investigated. The results showed that learning performance using dynamic media was significantly higher than those of the static textbook lesson when the learning material had a certain level of complexity; the more complex the learning material, the larger the benefit of using animations. The results were examined for possible factors that contributed to the success or failure of dynamic media in education. In conclusion, this study has successfully confirmed the theory that dynamic media can support learning when cognitive load and learners’ mental representations are taken into account during the design and development of learning material containing dynamic media.
Keywords: Static media, Dynamic media, Animations, Learning performance, Cognitive load
Holzinger, A., Kickmeier-Rust, M., & Albert, D. (2008). Dynamic Media in Computer Science Education; Content Complexity and Learning Performance: Is Less More? Educational Technology & Society, 11 (1), 279-290.
Kathryn Chang Barker
FuturEd Consulting Education Futurists Inc., Vancouver, Canada // kbarker@FuturEd.com
ABSTRACT: Emerging concerns about quality of e-learning products and services animated a project in Canada to create quality standards that derived primarily from the needs of consumer, that could be used to guide the development and choice of e-learning at all levels of education and training, and that could be implemented in a simple manner. A set of quality standards were created to reflect best practices in learning technologies, distance learning, and student-centred learning. The standards, first labeled the Canadian Recommended E-Learning Guidelines, are now available in the Creative Commons as the Open eQuality Learning Standards. To implement the standards, two tools were created: a Consumer’s Guide to E-learning and a certification mark — the eQcheck quality mark — to indicate that e-learning courses, modules, and programs, and elements of them, meet those quality standards. The purpose is to provide consumer confidence in the e-learning enterprise and consumer protection for the investments made by individuals, agencies, and entire governments. This approach, a Canadian case study in e-learning quality assurance, differs substantially from other e-learning quality initiatives, making a unique contribution to the e-learning quality assurance dialogue.
Keywords: Quality standard, Consumer-based quality assurance, Quality mark, E-learning quality, Quality certification
Barker, K. C. (2007). E-learning Quality Standards for Consumer Protection and Consumer Confidence: A Canadian Case Study in E-learning Quality Assurance. Educational Technology & Society, 10 (2), 109-119.
Wing Lam
School of Business, Universitas 21 Global, Singapore // Tel: +65 6410 1300 // Fax +65 6410 1358 // wing.lam@u21global.edu.sg
Jeremy B. Williams
School of Business, Universitas 21 Global, Singapore // Tel: +65 6410 1300 // Fax +65 6410 1358 // jeremy.williams@u21global.edu.sg
Alton Y.K. Chua
School of Communication and Information, Nanyang Technological University, Singapore // Tel: +65 6790 5810 // Fax +65 6790 5214 // altonchua@ntu.edu.sg
ABSTRACT: Within an authentic assessment regime, a student is evaluated in terms of their ability to demonstrate application of a body of knowledge to a scenario situated in an actual, or a near replica of a real-world context. At Universitas 21 Global (U21Global), a completely online graduate school backed by 16 universities from around the world, the entire pedagogical model is founded on such an approach. One unique feature of the U21Global model is its interactive examination instrument which harnesses the power of the various information and communication technologies (ICTs). This instrument, referred to as the Open-Book Open-Web (OBOW) exam, presents students with a description of a simulated business problem using multimedia. They are then asked to assume a particular role and make recommendations about how to go about solving the problem. Feedback to date indicates that students are generally very positive about OBOW exams. On the minus side, the construction of OBOW exams presents a number of challenges. Not least of these is the steep learning curve it presents for exam authors unaccustomed to working within this paradigm.
Keywords: Authentic assessment, Examinations, Constructivism, ELearning
Lam, W., Williams, J. B., & Chua, A. Y. K. (2007). E-xams: harnessing the power of ICTs to enhance authenticity. Educational Technology & Society, 10 (3), 209-221.
Liliana Patricia Santacruz-Valencia
Universidad Carlos III de Madrid, Dpto. Ingeniería Telemática, Spain // liliana@it.uc3m.es
Antonio Navarro
Universidad Complutense de Madrid, Dpto. Ingeniería del Software e Inteligencia Artificial, Spain // anavarro@sip.ucm.es
Carlos Delgado Kloos
Universidad Carlos III de Madrid, Dpto. Ingeniería Telemática, Spain // cdk@it.uc3m.es
Ignacio Aedo
Universidad Carlos III de Madrid, Dpto. Informática, Spain // aedo@ia.uc3m.es
ABSTRACT: Nowadays, a wide range of initiatives are focused on providing solutions relating to the integration and reuse of different types of learning objects. This paper deals with the assembly of learning objects, one of the most difficult components for reuse. Our proposal takes into account the requirements and competencies defined for each learning object in order to allow them to be assembled in a coherent way. As a result of this approach, we have developed ELO-Tool, a web application that implements an assembly mechanism based on a semantic comparison of requirements and competencies through the use of ontologies. Moreover, the application generates the appropriate set of meta-data to describe the new learning objects resulting from the assembly process.
Keywords: Learning objects, Assembly, Requirements, Competencies, Ontology
Santacruz-Valencia, L. P., Navarro, A., Delgado Kloos, C., & Aedo, I. (2008). ELO-Tool: Taking Action in the Challenge of Assembling Learning Objects. Educational Technology & Society, 11 (1), 102-117.
Rob Koper
Open University of the Netherlands, Educational Technology Expertise Centre, P.O. Box 2960, 6401 DL, Heerlen, The Netherlands, Tel: +31 45 5762657, rob.koper@ou.nl
ABSTRACT: A 'learning design' is defined as the description of the teaching-learning process that takes place in a unit of learning (eg, a course, a lesson or any other designed learning event). The key principle in learning design is that it represents the learning activities and the support activities that are performed by different persons (learners, teachers) in the context of a unit of learning. The IMS Learning Design specification aims to represent the learning design of units of learning in a semantic, formal and machine interpretable way. Since its release in 2003 various parties have been active to develop tools, to experiment with Learning Design in practice, or to do research on the further advancement of the specification. The aim of this special issue is to provide an overview of current work in the area. This papers introduces Learning Design, analyses the different papers and provides an overview of current research in Learning Design. The major research issues are at the moment: a) the use of ontologies and semantic web principles & tools related to Learning Design; b) the use of learning design patterns; c) the development of learrning design authoring and content management systems, and d) the development of learning design players, including the issues how to use the integrated set of learning design tools in a variety of settings.
Keywords: Learning Design, Instructional Design, IMS Learning Design, Educational Modelling Language
Koper, R. (2006). Current Research in Learning Design. Educational Technology & Society, 9 (1), 13-22.
Sung-Bin Chang
Department of Computer Science and Information Engineering, National Central University, Taiwan // Tel: +886-3-4227151-35404 // Fax: +886-3-4261931 // legend@cl.ncu.edu.tw
Chi-Jen Lin
Department of learning and digital technology, Fo Guang University, Taiwan // Tel: +886-3-9871000-25117 // cjlin@mail.fgu.edu.tw
Emily Ching
Department of Computer Science and Information Engineering, National Central University, Taiwan // Tel: +886-3-4227151-35404 // Fax: +886-3-4261931 // emily@cl.ncu.edu.tw
Hercy N.H. Cheng
Department of Computer Science and Information Engineering, National Central University, Taiwan // Tel: +886-3-4227151-35404 // Fax: +886-3-4261931 // hercy@cl.ncu.edu.tw
Ben Chang
Department of E-Learning Design and Management, National Chiayi University, Taiwan // Tel: +886-5-2263411-1818 // ben@ncyu.edu.tw
Fei-Ching Chen
Graduate Institute of Learning and Instruction, National Central University, Taiwan // Tel: +886-3-4227151-33854 // Fax: +886-3-4273371 // fcc@cc.ncu.edu.tw
Denise Wu
Institute of Cognitive Neuroscience, National Central University, Taiwan // Tel: +886-3-4227151 // Fax: +886-3-4263502 // denisewu@cc.ncu.edu.tw
Tak-Wai Chan
Graduate Institute of Network Learning Technology, National Central University, Taiwan // Tel: +886-3-4227151-35416 // Fax: +886-3-4261931 // chan@cl.ncu.edu.tw
ABSTRACT: The successful adoption of technologies in classrooms, we argue, relies on a greater emphasis on content-related pedagogical models for technology enhanced learning design. We propose the content-first design, an approach to creating content sample in the one-to-one classroom—classrooms with a wireless enabled computing device available for each student. To demonstrate this design approach, we take arithmetic calculation (fractions, multiplications, divisions, etc.) in elementary schools as the subject domain with EduBingo, an educational game system played in one-to-one classrooms. The system allows the teacher to monitor the accuracy and speed of the student answers during a game session, and the students can reflect on their answers after the game. Two trial tests are described, one focusing on the students while the other on the teacher. The first test indicates that the students make progress on arithmetic fluency from one session to another and that the game promotes positive affect; the second illustrates how a teacher felt the game fit into her classroom practices. This paper emphasizes those considerations that are most vital to the content-first design approach proposed herein.
Keywords: Content-first design, Technology enhanced learning, One-to-one classroom, Bingo game, Procedural fluency
Chang, S.-B., Lin, C.-J., Ching, E., Cheng, H. N. H., Chang, B., Chen, F.-C., Wu, D., & Chan, T.-W. (2009). EduBingo: Developing a Content Sample for the One-to-One Classroom by the Content-First Design Approach. Educational Technology & Society, 12 (3), 343–353.
Alan Amory
Department of Mathematics, Science, Technology and Computer Education, University of Johannesburg, Johannesburg 2006, South Africa // aamory@uj.ac.za
ABSTRACT: This article examined, thought a Cultural Historical Activity Theory lens, how immersive- or pervasive environments and pedagogical agents could more easily support social collaboration as foundation of contemporary learning theory. It is argued that the fundamentalism-liberationism contradiction (learn from versus learn with technology) is no longer justifiable as contemporary technology tools (pervasive/immersive environments and agent technology), the understanding of social networks, and recent neuro-science discoveries negate instructional design philosophies and innatist positions. The use of an activity lens allowed for identification of a number of educational technology design principles including explication of ideological positions, designs for contradictions, acceptance of a post-modern position, designs to overcome homophilic associations, and use of complex real-world learning activities.
Keywords: Collaboration, Cultural historical activity theory, Mirror-neurons, Education technology, Ideological contradiction
Amory, A. (2010). Education Technology and Hidden Ideological Contradictions. Educational Technology & Society, 13 (1), 69–79.
David Riley
Centre for Educational Development, Imperial College London, London SW7 2AZ, UK, d.riley@imperial.ac.uk
ABSTRACT: This article identifies three uses of educational technology and evaluates their potential to change curricula and pedagogic strategies. The article is in four parts, with the first outlining a temporal model of change and discussing educators’ expectations of continuities and discontinuities in practice. In order to distinguish minor modifications from culturally significant changes in practice, the second part recaps a variant of Merlin Donald’s cognitive-cultural theory of human evolution. The third part adopts this theoretical perspective and classifies uses of multimedia-hypertext systems, generic software, and computer modelling software, as instances of functional substitution, delegation and innovation. The fourth and final part of the article evaluates the change potential of these types of use, with substitution sustaining existing teaching strategies and curricula, with delegation modifying practice, and with innovation prompting culturally significant change. The article concludes by suggesting that functional substitution and delegation dominate present-day uses of technology and that functional innovation will continue to present both challenges and opportunities to future generations of educators.
Keywords: Curriculum change, Evolution of learning, History of education, Pedagogic innovation
Riley, D. (2007). Educational Technology and Practice: Types and Timescales of Change. Educational Technology & Society, 10 (1), 85-93.
Rocci Luppicini
Communication Department, University of Ottawa, 554 King Edward RM. 310, Ottawa, ON K1N6N5, Canada // Tel: +1 (613)562-5800 ext 2519 // rluppici@uottawa.ca
ABSTRACT: The purpose of this qualitative research study is to gauge the current state of the academic developments in Educational Technology in order to identify pivotal issues and offer suggestions for future planning in Canada. This article explores the professional literature and the views of 25 senior faculty members from the twelve Canadian universities which offer or offered graduate degree programs in Educational Technology (and Distance Education). Findings from the study revealed one main category (challenges) connected to the academic field of Educational Technology in Canada with seven key sub-categories, namely, identity, standardization and professionalization, university politics, external influence, competition, funding, and teaching and learning. A synthesis of information sources is provided to delineate major patterns and generate new theory to help guide strategic program planning and evaluation. Recommendations suggest that greater attention should be invested in partnering and identity branding activities within the field to help leverage program success.
Keywords: Educational Technology, Distance Education, Technology, Higher Education, Curriculum
Luppicini, R. (2008). Educational Technology at a Crossroads: Examining the Development of the Academic Field in Canada. Educational Technology & Society, 11 (4), 281–296.
Tsung-Yen Chuang
Information and Learning Technology, National University of Tainan, 33, Sec. 2, Shu-Lin St. Tainan, Taiwan 700 // chuangyen@mail.nutn.edu.tw // Tel: +886-6-2133111 Ext: 940
Wei-Fan Chen
Information Sciences and Technology, The Pennsylvania State University, 03 Bell Atlantic Center for Technology, Lehman, PA 18627, USA // weifan@psu.edu // Tel: +1-570-675-9142
ABSTRACT: This experimental study investigated whether computer-based video games facilitate children’s cognitive learning. In comparison to traditional computer-assisted instruction (CAI), this study explored the impact of the varied types of instructional delivery strategies on children’s learning achievement. One major research null hypothesis was tested: there are no statistically significant differences in students’ achievement when they receive two different instructional treatments: (1) traditional CAI; and (2) a computer-based video game. One hundred and eight third-graders from a middle/high socio-economic standard school district in Taiwan participated in the study. Results indicate that computer-based video game playing not only improves participants’ fact/recall processes (F = 5.288, p < .05), but also promotes problem-solving skills by recognizing multiple solutions for problems (F = 5.656, p < .05).
Keywords: Game learning, Play theory, Cognitive processes, Educational technology
Chuang, T.-Y., & Chen, W.-F. (2009). Effect of Computer-Based Video Games on Children: An Experimental Study. Educational Technology & Society, 12 (2), 1–10.
Ching-Huei Chen
Graduate Institute of e-Learning, National Changhua University of Education, Changhua City, Taiwan // chhchen@cc.ncue.edu.tw
Bruce Howard
Center for Educational Technologies®, NASA-Sponsored Classroom of the Future, Wheeling Jesuit University, Wheeling WV, USA // howard@cet.edu
ABSTRACT: This study examined the effect of live simulation on students’ science learning and attitude. A total of 311 middle school students participated in the simulation, which allowed them to access and interpret satellite data and images and to design investigations. A pre/post design was employed to compare students’ science learning and attitude before and after the simulation. The findings revealed positive changes in students’ attitudes and perceptions toward scientists, while male students had more positive adoption toward scientific attitudes than females. The study also found that the change in student’s science learning was significantly influenced by the teacher. Hence, teacher classroom preparation for the simulation experience proved vital to students’ attitudes toward science as well as their scientific understanding. Implications for effective use of simulation to increase science-related career awareness and inform effective teaching practice are shared and discussed.
Keywords: Simulation, Science attitude, Videoconferencing, and Teaching practice
Chen, C.-H., & Howard, B. (2010). Effect of Live Simulation on Middle School Students' Attitudes and Learning toward Science. Educational Technology & Society, 13 (1), 133–139.
Teoh Sian Hoon
Information Technology & Quantitative Sciences, Universiti Teknologi MARA, Penang, Malaysia // sianhoon02@yahoo.com
Toh Seong Chong
Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Penang, Malaysia // tohsc@usm.my
Nor Azilah Binti Ngah
Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Penang, Malaysia // azilah@usm.my
ABSTRACT: The main aim of this study is to integrate cooperative learning strategies, mastery learning and interactive multimedia to improve students’ performance in Mathematics, specifically in the topic of matrices. It involved a quasi-experimental design with gain scores and time-on-task as dependent variables. The independent variables were three instructional strategies (CCL, CML and CCML) with academic abilities as the moderator variable. The sample for the study was 262 Form Four Malaysian students. A courseware entitled "Matrices" was developed using Macromedia Authorware as the authoring tool. In this study, the collected data was used to investigate the effects of the three learning strategies on the gain scores and time-on-task. Based on the gain scores and time-on-task, the effectiveness of the three learning strategies was discussed. This study showed that the CCML and CML strategies were superior compared to the CCL strategy; CCML strategy produced the highest gain score. For students with low academic ability, the CML strategy was found to be the most effective strategy. The findings of this study also suggested that high academic ability students would obtain high gain scores regardless of the instructional strategies. In terms of time-on-task, students in CCL and CML strategies demonstrated significant lower time-on-task than CCML strategy.
Keywords: Computer-assisted cooperative learning (CCL), Computer-assisted mastery learning (CML) and Computer-assisted cooperative mastery learning (CCML)
Hoon, T. S., Chong, T. S., & Binti Ngah, N. A. (2010). Effect of an Interactive Courseware in the Learning of Matrices. Educational Technology & Society, 13 (1), 121–132.
Florence Martin
University of North Carolina, Wilmington, NC, USA // florencemartin@gmail.com // Tel: +1 (480) 650-6926
ABSTRACT: Instructional elements remain the foundation of current instructional design practice. Practice is the instructional element provided after learners have been given information required to master an objective and Navigation is the non-instructional element guides the learner on the sequence of instruction. Linear Navigation can be referred to as program control where the learners do not have control over sequence and Non-Linear Navigation can be referred to as Learner control over sequence of instruction. The purpose of this study was to investigate the effect of practice with feedback, navigation type on achievement, attitude, and time when students use a web-based instructional program and the interaction between practice and navigation type. 240 students from a large south western university participated in four different web based environments. Significant differences were found for practice main effect, but not for navigation main effect. There was no interaction between practice and navigation. There were significant differences for attitude items, I learned a lot from this program and the program gave me enough opportunity to practice between the treatments who received practice and those who did not. This study reinforces on the importance of practice and has implications for the design and development of web-based, multimedia instruction.
Keywords: Practice, Navigation, Web-based instruction, Linear and non-linear, Instructional elements
Martin, F. (2008). Effects of Practice in a Linear and Non-linear Web-based Learning Environment. Educational Technology & Society, 11 (4), 81–93.
Daesang Kim
Office of Academic Affairs, Saint Mary-of-the-Woods College, USA // Tel: +1 812 535 5273 // dkim@smwc.edu
David A. Gilman
Department of Curriculum, Instruction, and Media Technology, Indiana State University, USA // Tel: +1 812 237 2925 // dgilman1@isugw.indstate.edu
ABSTRACT: This study is an investigation of the use of multimedia components such as visual text, spoken text, and graphics in a Web-based self-instruction program to increase learners’ English vocabulary learning at Myungin Middle School in Seoul, South Korea. A total of 172 middle school students (14 years of age) in five classes participated in the study. Each individual was required to complete several testing instruments such as a pretest, posttest, retention test, and attitude inventory. Participants learned better when they received “visual text and added graphics” or “visual text, added spoken text, and added graphics” instruction. Although the added multimedia components required learners to spend more time on the instruction, the extra time was not significant. The results lead one to conclude that an effective way to improve learning of English vocabulary is to offer graphics that illustrate what the vocabulary means.
Keywords: Multimedia Learning, Web-based Self-Instruction, Admissible Probability Measurement Procedures, English as a Foreign Language Vocabulary Learning
Kim, D., & Gilman, D. A. (2008). Effects of Text, Audio, and Graphic Aids in Multimedia Instruction for Vocabulary Learning. Educational Technology & Society, 11 (3), 114-126.
Yao-Ting Sung
Department of Educational Psychology and Center for Research on Educational Evaluation and Development, National Taiwan Normal University, Taiwan // sungtc@ntnu.edu.tw
Kuo-En Chang
Graduate Institute of Computer and Information Educational, National Taiwan Normal University, Taiwan // kchang@ice.ntnu.edu.tw
Yi-Hsuan Lee
Department of Educational Psychology, National Taiwan Normal University, Taiwan // nadia0906@yahoo.com
Wen-Cheng Yu
General Education Center, Hsing-Wu College, Taiwan
ABSTRACT: Museums are one of the most important institutions providing students with the opportunity to gain knowledge, experience cultures, and develop different interests in an informal learning setting. As information and communication technology (ICT) has become more popular, many researchers have also become concerned with how to use mobile devices to support the museum’s functions of lifelong learning. Although researchers have proposed several innovative types of mobile-device based electronic guidebooks, the effects of the most used audio-visual guidebooks have been rarely evaluated. This study explored the effect of a mobile electronic guidebook on visiting behaviors in a museum of history. Visitors’ behaviors with two visiting modes (visiting with the electronic guidebook and visiting without supplementary tools) were compared. Forty-two college students were invited to visit the National Museum of History in Taiwan and were randomly assigned to one of the two visit modes. The results showed that the students with the electronic guidebook had a longer holding time with exhibits than the students without supplementary materials. The sequential analysis of visiting behaviors also showed that the students with the electronic guidebook displayed more inquisitive and structural behaviors when interacting with the exhibits.
Keywords: Mobile, Guidebook, Museum, Interaction, Informal learning
Sung, Y.-T., Chang, K.-E., Lee, Y.-H., & Yu, W.-C. (2008). Effects of a Mobile Electronic Guidebook on Visitors’ Attention and Visiting Behaviors. Educational Technology & Society, 11 (2), 67-80.
Abdullah Topcu
Measurement and Evaluation Office Army School of Language, Turkey // Tel: +90 216 518 96 81 // abdullah.topcu@boun.edu.tr
Behiye Ubuz
Faculty of Education, Middle East Technical University, Turkey // Tel: +90 312 210 40 62 // ubuz@metu.edu.tr
ABSTRACT: This present study aimed to investigate the effects of the asynchronous web-based “General Teaching Methods” course conducted based on direct or indirect instructional methods on pre-service teachers’ achievement, metacognition, and attitudes towards web-based course. Two groups, a total of 63 third grade elementary science and mathematics education pre-service teachers, attended to one of the aforementioned web-based courses. The results indicated that the group exposed to the web-based indirect instruction significantly outperformed the group exposed to the web-based direct instruction in the final exam but not in the midterm exam and in the metacognitive questionnaire. On the other hand, the group exposed to the web-based direct instruction had significantly higher attitudes towards web-based course than the one exposed to the web-based indirect instruction.
Keywords: Direct instruction, Indirect instruction, Web-based course, Achievement, Attitude, Metacognition
Topcu, A., & Ubuz, B. (2008). Effects of the Asynchronous Web-Based Course: Preservice Teachers’ Achievement, Metacognition, and Attitudes towards the Course. Educational Technology & Society, 11 (3), 181-197.
Hendrik Drachsler
Centre for Learning Sciences and Technologies (CELSTEC), Open University of the Netherlands, The Netherlands // Tel: + 31 45-576-2218 // hendrik.drachsler@ou.nl
Hans Hummel
Centre for Learning Sciences and Technologies (CELSTEC), Open University of the Netherlands, The Netherlands // Tel: + 31 45-576-2218 // hans.hummel@ou.nl
Bert van den Berg
Centre for Learning Sciences and Technologies (CELSTEC), Open University of the Netherlands, The Netherlands // Tel: + 31 45-576-2218 // bert.vandenberg@ou.nl
Jannes Eshuis
Faculty of Psychology, Open University of the Netherlands, The Netherlands // Tel: + 31 45-576-2218 // jannes.eshuis@ou.nl
Wim Waterink
Faculty of Psychology, Open University of the Netherlands, The Netherlands // Tel: + 31 45-576-2218 // wim.waterink@ou.nl
Rob Nadolski
Centre for Learning Sciences and Technologies (CELSTEC), Open University of the Netherlands, The Netherlands // Tel: + 31 45-576-2218 // rob.nadaloski@ou.nl
Adriana Berlanga
Centre for Learning Sciences and Technologies (CELSTEC), Open University of the Netherlands, The Netherlands // Tel: + 31 45-576-2218 // adriana.berlanga@ou.nl
Nanda Boers
Faculty of Psychology, Open University of the Netherlands, The Netherlands // Tel: + 31 45-576-2218 // nanda.boers@ou.nl
Rob Koper
Centre for Learning Sciences and Technologies (CELSTEC), Open University of the Netherlands, The Netherlands // Tel: + 31 45-576-2218 // rob.koper@ou.nl
ABSTRACT: The need to support users of the Internet with the selection of information is becoming more important. Learners in complex, self-organising Learning Networks have similar problems and need guidance to find and select most suitable learning activities, in order to attain their lifelong learning goals in the most efficient way. Several research questions regarding efficiency and effectiveness deal with adequate navigation support through recommender systems. To answer some of these questions an experiment was set up within an Introduction Psychology course of the Open University of the Netherlands. Around 250 students participated in this study and were monitored over an experimental period of four months. All were provided the same course materials, but only half of them were supported with a personalised recommender system. This study examined the effects of the navigation support on the completion of learning activities (effectiveness), needed time to comply them (efficiency), actual use of and satisfaction with the system, and the variety of learning paths. The recommender system positively influenced all measures, by having significant effects on efficiency, satisfaction and variety.
Keywords: Informal learning, learning networks, recommender systems, collaborative filtering, learner profiling
Drachsler, H., Hummel, H., van den Berg, B., Eshuis, J., Waterink, W., Nadolski, R., Berlanga, A., Boers, N., & Koper, R. (2009). Effects of the ISIS Recommender System for navigation support in self-organised Learning Networks. Educational Technology & Society, 12 (3), 115–126.
Frances Deepwell
Educational Development, Coventry University, Coventry, United Kingdom, f.deepwell@coventry.ac.uk
ABSTRACT: In relation to quality, evaluation is often used synonymously with quality assurance and monitoring processes (Ehlers et al, 2004). However, evaluation has other purposes, such as for development and knowledge (Chelimsky & Shadish, 1997). In this paper, I present a view of evaluation as an instrument of quality enhancement rather than quality assurance, one that can be used creatively and powerfully to strengthen an initiative. The case example is a five-year evaluation study of an institution-wide implementation of e-learning. The evaluation framework developed for this study has been constructed with three purposes in mind: monitoring, development, and knowledge. In this paper, I argue that the participatory nature of the devised evaluation framework has enhanced the quality of the initiative and afforded its embedding within pedagogical, technological, cultural, and organisational domains.
Keywords: Evaluation, Quality enhancement, e-Learning implementation, Organisational change
Deepwell, F. (2007). Embedding Quality in e-Learning Implementation through Evaluation. Educational Technology & Society, 10 (2), 34-43.
Nauman Saeed
Faculty of Information and Communication Technologies, Swinburne University of Technology, Melbourne, Australia // Tel: +61 3 9214 4751 // Fax: +61 3 9819 0823 // nsaeed@swin.edu.au
Yun Yang
Faculty of Information and Communication Technologies, Swinburne University of Technology, Melbourne, Australia // Tel: +61 3 9214 4751 // Fax: +61 3 9819 0823 // yyang@swin.edu.au
Suku Sinnappan
Faculty of Higher Education, Swinburne University of Technology, Melbourne, Australia // Tel: +61 3 9215 7912 // ssinnappan@swin.edu.au
ABSTRACT: The adoption level of emerging web technologies is on the rise in academic settings. However, a major obstacle in the practice of web-based instruction is the limited understanding of learners’ characteristics and perceptions about technology use. Thus there is a need to understand the relationship between students’ learning styles and their preferences for instructional strategies, including the use of emerging web technologies. Since learning styles provide information about individual differences in learning preferences they can suggest how instruction can be best designed to support the learning preferences. In this paper, a research framework has been proposed to incorporate emerging web technologies into higher education based on students’ learning styles and technology preferences and a case study has been carried out to validate the proposed framework. An action research methodology has been adopted to carry out the study, which comprises of conducting a survey about students’ learning styles and technology preferences; incorporating a combination of emerging web technologies based on the survey findings; and analyzing key achievements and shortcomings of the study to redefine research objectives. The study provides support for the proposed framework by highlighting the significant relationships among students’ learning styles and technology preferences and their impact on academic performance.
Keywords: Emerging web technologies, Learning styles, Technology preferences, Higher education
Saeed, N., Yang, Y., & Sinnappan, S. (2009). Emerging Web Technologies in Higher Education: A Case of Incorporating Blogs, Podcasts and Social Bookmarks in a Web Programming Course based on Students' Learning Styles and Technology Preferences. Educational Technology & Society, 12 (4), 98–109.
Mai Neo
Faculty of Creative Multimedia, Multimedia University, Malaysia // Tel/Fax: +6-03-56357817
Tse-Kian Neo
Faculty of Creative Multimedia, Multimedia University, Malaysia // Tel/Fax: +6-03-56357817 // kneo@pc.jaring.my
ABSTRACT: This study was conducted in the Faculty of Creative Multimedia, Multimedia University, Malaysia and investigated students’ perceptions while working on a multimedia project that was embedded within a constructivist-based learning environment. We studied the impact of using multimedia on students who have little experience with working in a problem-solving design environment. Students worked in groups and created an interactive multimedia application with Macromedia Director. They were responsible for all project development decisions during their learning process. A survey questionnaire administered at the end of the project captured their perceptions. The students showed positive attitudes towards the project with respect to their learning motivation and understanding, skills and their teamwork abilities. By incorporating multimedia into a constructivist learning environment, students learned to design multimedia, as well as to experience critical-thinking, creative, presentation and communication skills; enhanced motivation and understanding various levels of the subject domain. These skills would all be useful in their future undertakings. Our findings provide strong support and encouragement for Malaysian educators to incorporate multimedia technology and constructivist learning into the classrooms for the enhancement of teaching and learning.
Keywords: Constructivist learning, Multimedia projects, Student perceptions, Malaysian perspective, Multimedia authoring
Neo, M., & Neo, T.-K. (2009). Engaging students in multimedia-mediated Constructivist learning – Students’ perceptions. Educational Technology & Society, 12 (2), 254–266.
Ya-Wen Liao
Institute of Education, National Chiao Tung University, Taiwan, R.O.C. // linyin1001@yahoo.com.tw
Hsiao-Ching She
Institute of Education, National Chiao Tung University, Taiwan, R.O.C. // hcshe@mail.nctu.edu.tw
ABSTRACT: This study reports the impacts of the Scientific Concept Construction and Reconstruction (SCCR) digital learning system on eighth grade students’ concept construction, conceptual change, and scientific reasoning involving the topic of “atoms”. A two-factorial experimental design was carried out to investigate the effects of the approach of instruction and students’ level of scientific reasoning on their pre-, post-, and retention-Atomic Achievement Test, Atomic Dependent Reasoning Test, and Scientific Reasoning Test. The control group (N=100) received conventional instruction whereas the experimental group (N=111) received an SCCR Web-based course. Results indicate that the experimental group significantly outperformed the conventional group on post- and retention-Atomic Achievement Test and Atomic Dependent Reasoning Test scores, and retention-Scientific Reasoning Test scores. Moreover, students with a higher level of scientific reasoning significantly performed better than students with a lower level of scientific reasoning, regardless of their scores on post- and retention-Atomic Achievement Test and Atomic Dependent Reasoning Test. This study successfully demonstrates that the experimental group students outperformed the conventional group students in the domains of concept construction, conceptual change and scientific reasoning. Moreover, students with a higher level of scientific reasoning were more able to successfully change their alternative conceptions.
Keywords: Conceptual change, scientific reasoning, Web-based learning
Liao, Y.-W., & She, H.-C. (2009). Enhancing Eight Grade Students' Scientific Conceptual Change and Scientific Reasoning through a Web-based Learning Program. Educational Technology & Society, 12 (4), 228–240.
Stephen J. H. Yang
Dept of Computer Sc and Information Engg, National Central University, No.300, Jung-da Rd. JhongLi, Taiwan, 320, Tel.: +886-3-4227151-35308 // Fax: +886-3-4222681, jhyang@csie.ncu.edu.tw
Irene Y. L. Chen
Department of Information Management, Ching Yun University, No.229, Chien-Hsin Rd., Jungli, Taiwan, 320, Tel.: +886-3-4581196 ext 7319 // Fax: +886-3-4683904, irene@cyu.edu.tw
Kinshuk
School of Computing and Information Systems, Athabasca University, Canada, Tel: +1-780-675-6812 // Fax: +1-708-675-6148, kinshuk@ieee.org
Nian-Shing Chen
Dept of Information Management, National Sun Yat-Sen University, No. 70 Lien Hai Rd., Kaohsiung, Taiwan, Tel: +886-7-5252510 // Fax: +886-7-5254799, nschen@cc.nsysu.edu.tw
ABSTRACT: Virtual learning communities encourage members to learn and contribute knowledge. However, knowledge sharing requires mutual-trust collaboration between learners and the contribution of quality knowledge. This task cannot be accomplished by simply storing learning content in repositories. It requires a mechanism to help learners find relevant learning content as well as knowledgeable collaborators to work with. In this paper, we present a peer-to-peer based social network to enhance the quality of e-learning regarding knowledge sharing in virtual learning communities. From a technical viewpoint, we will present advanced semantic search mechanisms for finding quality content and trustworthy collaborators. From the social viewpoint, we will address how to support a trustworthy social network that encourages learners to share. Results of this research demonstrate that applying such mechanisms to knowledge sharing can improve the quality of e-learning in virtual learning communities.
Keywords: Quality of e-learning, quality content, trustworthy, knowledge sharing, virtual learning community
Yang, S. J. H., Chen, I. Y. L., Kinshuk & Chen, N.-S. (2007). Enhancing the Quality of e-Learning in Virtual Learning Communities by Finding Quality Learning Content and Trustworthy Collaborators. Educational Technology & Society, 10 (2), 84-95.
Nikolaos Tselios
Human-Computer Interaction Group, Electrical and Computer Engineering Dept and ICT in Education Group, Dept of Educational Sciences and Early Childhood Education, University of Patras, Greece, nitse@ee.upatras.gr
Adrian Stoica
Human-Computer Interaction Group, Electrical and Computer Engineering Dept, University of Patras, Greece, stoica@ee.upatras.gr
Manolis Maragoudakis
Wireless Communication Laboratory, Electrical and Computer Engineering Dept, University of Patras, Greece, mmarag@wc.ee.upatras.gr
Nikolaos Avouris
Human-Computer Interaction Group, Electrical and Computer Engineering Dept, University of Patras, Greece, avouris@ee.upatras.gr
Vassilis Komis
ICT in Education Group, Dept of Educ Sciences and Early Childhood Education, University of Patras, Greece, komis@upatras.gr
ABSTRACT: During the last years, development of open learning environments that support effectively their users has been a challenge for the research community of educational technologies. The open interactive nature of these environments results in users experiencing difficulties in coping with the plethora of available functions, especially during their initial efforts to use the system. In addition, -from the tutors’ perspective- the problem solving strategies of the students are often particularly difficult to identify. In this paper, we argue that such problems could be tackled using machine learning techniques such as Bayesian Networks. We show how we can take advantage of log files obtained during field studies to build an adaptive help system providing the most useful support to the student, according to the state of interaction. On the other hand, we attempt to support the tutor, by automating the process of diagnosing students’ problem solving strategies using Bayesian Networks. The presented approaches are discussed through examples of two prototypes that have been developed and corresponding evaluation studies. These studies have shown that the proposed approach can effectively support the tasks of students and tutors in such open learning environments.
Keywords: Bayesian Belief Networks, Open problem solving environments, Inference algorithms, On-line adaptation, Adaptive help, Automated problem solving strategy identification
Tselios, N., Stoica, A., Maragoudakis, M., Avouris, N., & Komis, V. (2006). Enhancing user support in open problem solving environments through Bayesian Network inference techniques. Educational Technology & Society, 9 (4), 150-165.
César A. Collazos
IDIS Research Group, Department of Systems, FIET, University of Cauca, Colombia // ccollazo@unicauca.edu.co
Luis A. Guerrero
Department of Computer Science, Universidad de Chile, Chile // luguerre@dcc.uchile.cl
José A. Pino
Department of Computer Science, Universidad de Chile, Chile // jpino@dcc.uchile.cl
Stefano Renzi
IMQ Institute of Quantitative Methods, Bocconi University, Milano, Italy // stefano.renzi@unibocconi.it
Jane Klobas
UWA Business School, University of Western Australia, Australia // jane.klobas@uwa.edu.au
Manuel Ortega
Department of Information Technologies and Systems, University of Castilla, Spain // Manuel.Ortega@uclm.es
Miguel A. Redondo
Department of Information Technologies and Systems, University of Castilla, Spain // Miguel.Redondo@uclm.es
Crescencio Bravo
Department of Information Technologies and Systems, University of Castilla, Spain // Crescencio.Bravo@uclm.es
ABSTRACT: Much of the research on collaborative work focuses on the quality of the group outcome as a measure of success. There is less research on the collaboration process itself, but an understanding of the process should help to improve both the process and the outcomes of collaboration. Understanding and analyzing collaborative learning processes requires a fine-grained analysis of group interaction in the context of learning goals. Taking into account the relationships among tasks, products and collaboration this paper presents a set of measures designed to evaluate the collaborative learning process. We emphasise: direct system-based measures based on data produced by a collaborative learning system during the collaboration process, and suggest that these measures can be enhanced by also considering participants’ perceptions of the process.
Keywords: Evaluating collaborative learning processes, CSCL, Collaboration processes, Group interaction
Collazos, C. A., Guerrero, L. A., Pino, J. A., Renzi, S., Klobas, J., Ortega, M., Redondo, M. A., & Bravo, C. (2007). Evaluating Collaborative Learning Processes using System-based Measurement. Educational Technology & Society, 10 (3), 257-274.
Zoran Jeremic
FON – School of Business Administration, University of Belgrade // jeremycod@yahoo.com
Jelena Jovanovic
FON – School of Business Administration, University of Belgrade // jeljov@gmail.com
Dragan Gasevic
School of Computing and Information Systems, Athabasca University, Canada // dgasevic@acm.org
ABSTRACT: The evaluation of intelligent tutoring systems (ITSs) is an important though often neglected stage of ITS development. There are many evaluation methods available but literature does not provide clear guidelines for the selection of evaluation method(s) to be used in a particular context. This paper describes the evaluation study of DEPTHS, an intelligent tutoring system for learning software design patterns. The study which took place during the spring semester 2006 was aimed at assessing the system’s effectiveness and the accuracy of the applied student model. It also targeted the evaluation of the students’ subjective experiences with the system.
Keywords: Intelligent tutoring systems, design patterns, learning evaluation, student model assessment evaluation, adaptive presentation
Jeremic, Z., Jovanovic, J., & Gasevic, D. (2009). Evaluating an Intelligent Tutoring System for Design Patterns: the DEPTHS Experience. Educational Technology & Society, 12 (2), 111–130.
Elena C. Papanastasiou
University of Nicosia, Cyprus // papanast@msu.edu
Charoula Angeli
Department of Education, University of Cyprus, Nicosia 1678, Cyprus, Tel: +357 227 53 772 // cangeli@ucy.ac.cy
ABSTRACT: There are a number of measurement instruments in the field of education whose aims are to measure various aspects of educational technology. However, the psychometric properties of such instruments are not always determined, and their use is not always appropriate. The aim of this study was to determine the psychometric properties of the survey of factors affecting teachers teaching with technology (SFA-T3) when used with a sample of Greek Cypriot teachers. The results of this study show that the reliability evidence obtained from the responses to the questionnaire was satisfactory. The construct validity evidence was also determined based on a factor analysis that created ten easily interpretable factors. Some gender differences have also appeared in the teachers’ responses on the various factors, which is in accordance with similar literature that exists in other countries as well.
Keywords: Assessment of ICT, SFA-T3 instrument, Psychometric properties
Papanastasiou, E. C., & Angeli, C. (2008). Evaluating the Use of ICT in Education: Psychometric Properties of the Survey of Factors Affecting Teachers Teaching with Technology (SFA-T3). Educational Technology & Society, 11 (1), 69-86.
Thrasyvoulos Tsiatsos
Department of Informatics, Aristotle University of Thessaloniki, GR-54124, Thessaloniki, Greece // tsiatsos@csd.auth.gr
Konstantinidis Andreas
Department of Informatics, Aristotle University of Thessaloniki, GR-54124, Thessaloniki, Greece // akons@csd.auth.gr
Andreas Pomportsis
Department of Informatics, Aristotle University of Thessaloniki, GR-54124, Thessaloniki, Greece // apombo@csd.auth.gr
ABSTRACT: In this paper we will focus on a specific category of Collaborative Virtual Environments that aims to support Collaborative Learning. We call these environments Collaborative Educational Virtual Environments. Our aim is to analyze the evaluation process through the study of relevant bibliography and by doing so reveal the existing research gap which fails to evaluate the twin nature of CEVEs. Our proposed framework aims to evaluate both the pedagogical and educational nature of a CEVE by incorporating two consecutive and recurrent cycles, each consisting of distinct evaluation phases. Furthermore, each phase is designed to address specific evaluation goals. Finally, the paper presents two case studies, applying the proposed theoretical methodology in a pragmatic 3D educational environment.
Keywords: Collaborative virtual environments, Evaluation framework, Educational virtual environments, Usability evaluation
Tsiatsos, T., Andreas, K., & Pomportsis, A. (2010). Evaluation Framework for Collaborative Educational Virtual Environments. Educational Technology & Society, 13 (2), 65–77.
Jon J. Denton
Texas A&M University, College Station, Texas 77843-4232 USA // jdenton@tamu.edu
Trina J. Davis
Texas A&M University, College Station, Texas 77843-4232 USA // trinadavis@tamu.edu
Robert M. Capraro
Texas A&M University, College Station, Texas 77843-4232 USA // rcapraro@coe.tamu.edu
Ben L. Smith
Texas A&M University, College Station, Texas 77843-4232 USA // ben_smith@tamu.edu
Lynn Beason
Texas A&M University, College Station, Texas 77843-4232 USA // lbeason@coe.tamu.edu
B. Diane Graham
Texas A&M University, College Station, Texas 77843-4232 USA // dgraham@tamu.edu
R. Arlen Strader
Texas A&M University, College Station, Texas 77843-4232 USA // strader@tamu.edu
ABSTRACT: The purpose of this research was to determine whether particular biographic and academic characteristics would predict whether an applicant would matriculate into and successfully complete an online secondary teacher certification program. Results of statistical analyses conducted on 170 applicants over the past three years affirm the importance of the applicant’s performance on the state content licensure examination. Other academic variables and biographic variables were found not to influence success in completing this secondary teacher certification program.
Keywords: Online Teacher Certification, Teacher Preparation, Applicant Profiles, Alternative Certification, Pathways to Teaching, Alternate Certification Routes
Denton, J. J., Davis, T. J., Capraro, R. M., Smith, B. L., Beason, L., Graham, B. D., & Strader, R. A. (2009). Examining Applicants for Admission and Completion of an Online Teacher Certification Program. Educational Technology & Society, 12 (1), 214–229.
Yi-Wen Hung
National Taiwan Normal University, Department of Earth Sciences,88 Sec. 4 Ting-Chou Road, Taipei 116, Taiwan // Tel: +886-2-2934-7120 ext 63; Fax: +886-2-2933-3315 // v3256@ms36.hinet.net
Ying-Shao Hsu
National Taiwan Normal University, Department of Earth Sciences,88 Sec. 4 Ting-Chou Road, Taipei 116, Taiwan // Tel: +886-2-2934-7120 ext 63; Fax: +886-2-2933-3315 // yshsu@ntnu.edu.tw
ABSTRACT: The purpose of this study was to analyze the current status of computer-based technology (CBT) use in secondary schools in Taiwan. A questionnaire was developed to investigate teachers’ attitudes toward computers and their application of CBT in instruction. We randomly sampled 100 secondary school science teachers and found that in general they did use CBT for accessing the internet and other teaching-related work. The surveyed teachers had a very positive attitude toward computers, yet we found their attitude was significantly correlated with their age and seniority. The older and more senior teachers generally held a less positive attitude toward computers. As for the application of computer-based technology in classroom instruction, most teachers claimed at least a moderate degree of implementation of CBT in the classroom. In gender difference, male teachers in general used more CBT in their instructional strategies than did female teachers. As far as age was concerned, middle-aged and more experienced teachers tended to integrate more CBT into their instruction than younger and novice teachers, even though the latter group held a more positive attitude toward computers. In correlation analysis we discovered that with male but not with female teachers, there was a direct correlation between degree of positive attitude toward computers and degree of application of CBT in classroom instruction.
Keywords: Computer-based technology (CBT), Computer-based instruction, Attitudes toward computers, Secondary school teachers
Hung, Y.-W., & Hsu, Y.-S.. (2007). Examining Teachers' CBT Use in the Classroom: A Study in Secondary schools in Taiwan. Educational Technology & Society, 10 (3), 233-246.
Irene Y.L. Chen
Department of Information Management, Ching Yun University, Taiwan // irene@cyu.edu.tw
Nian-Shing Chen
Department of Information Management, National Sun Yat-sen University, Taiwan // nschen@faculty.nsysu.edu.tw
Kinshuk
School of Computing and Information Systems, Athabasca University, Canada // kinshuk@ieee.org
ABSTRACT: Increasing organizations and educational institutions have implemented virtual learning communities to encourage knowledge sharing. However, this task can not be accomplished simply by grouping people together and telling them “sharing your knowledge will make you learn better”. This research attempts to examine the factors influencing knowledge sharing from the perspective of human behavior. Theory of Planned Behavior is integrated with social network ties and empirical findings from virtual learning community literature to develop the research model. The current research model comprises eight hypotheses to explore questions of whether social network ties, learners’ attitude toward knowledge sharing, learners’ beliefs of their capabilities in performing online knowledge sharing, and subjective norms relate to knowledge sharing intention, which leads to actual behavior in a virtual learning environment. This study empirically validates the hypothesized relationships using a field survey of college students and MBA students enrolling courses conducted in a virtual learning community. Attitude, subjective norm, Web-specific self-efficacy and social network ties are shown to be good predictors of knowledge sharing intention which, in turn, is significantly associated with knowledge sharing behavior. Knowledge creation self-efficacy does not significantly impact knowledge sharing intention.
Keywords: Virtual learning community, Theory of planned behavior, Social network
Chen, I. Y. L., Chen, N.-S., & Kinshuk (2009). Examining the Factors Influencing Participants’ Knowledge Sharing Behavior in Virtual Learning Communities. Educational Technology & Society, 12 (1), 134–148.
Hyo-Jeong So
National Institute of Education, Nanyang Technological University, Singapore // hyojeong.so@nie.edu.sg
Curtis J. Bonk
College of Education, Indiana University, Bloomington, IN, USA // cjbonk@indiana.edu
ABSTRACT: In this study, a Delphi method was used to identify and predict the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments. The Delphi panel consisted of experts in online learning from different geographic regions of the world. This study discusses findings related to (a) pros and cons of blended learning approaches in CSCL; (b) blended learning for collaboration in various contexts including the narrative accounts of blended learning approaches in CSCL given by the Delphi panelist; and (c) the future of blended learning in CSCL, via three-phases of online survey questions. Implications for design issues and future research into blended learning and CSCL are also included.
Keywords: Blended learning, Computer-supported collaborative learning, e-learning, Delphi study
So, H.-J., & Bonk, C. J. (2010). Examining the Roles of Blended Learning Approaches in Computer-Supported Collaborative Learning (CSCL) Environments: A Delphi Study. Educational Technology & Society, 13 (3), 189–200.
Athanasis Karoulis
Dept. of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece // Tel. 0030/2310/99.19.10 // Fax. 0030/2310/99.84.19 // athanasis@karoulis.gr
Ioannis Stamelos
Dept. of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece // stamelos@csd.auth.gr
Lefteris Angelis
Dept. of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece // lef@csd.auth.gr
ABSTRACT: This paper describes a controlled experiment concerning the use of a learning aid during an open and distance learning (ODL) course. The core issue of investigation is whether this instructional aid can support, guide, and scaffold the distant student in his/her study. For this purpose, a controlled experiment was conducted with the participation of 191 undergraduate students at the department of informatics at a university in Greece. The considered domain was two lessons concerning human–computer interaction (HCI), the first in usability engineering and the second in interface evaluation methodologies. A test session was also conducted to collect data on the assessment of the effectiveness of the proposed tool. Descriptive statistics as well as a variety of statistical methods have been applied to the collected data in order to test the research hypotheses. The results have shown a statistically significant difference in performance for the student group that used the tool. In order to validate these results, a validity evaluation was also considered and presented. Finally, concerns about the application of the tool in a broader context and further research on the area are also presented.
Keywords: Lesson sheets, Open and distance learning, Controlled experiment
Karoulis, A., Stamelos, I., & Angelis, L. (2008). Experimental Evaluation of an Instructional Supporting Tool in Distance Learning. Educational Technology & Society, 11(3), 67–81.
Philippe Fournier-Viger
Department of Computer Sciences, University of Quebec in Montreal, Montreal, Canada // fournier_viger.philippe@courrier.uqam.ca
Usef Faghihi
Department of Computer Sciences, University of Quebec in Montreal, Montreal, Canada // faghihi.usef@courrier.uqam.ca
Roger Nkambou
Department of Computer Sciences, University of Quebec in Montreal, Montreal, Canada // nkambou.roger@uqam.ca
Engelbert Mephu Nguifo
Department of Computer Sciences, Université Blaise-Pascal, Clermont-Ferrand, France mephu@isima.fr
ABSTRACT: We propose to mine temporal patterns in Intelligent Tutoring Systems (ITSs) to uncover useful knowledge that can enhance their ability to provide assistance. To discover patterns, we suggest using a custom, sequential pattern-mining algorithm. Two ways of applying the algorithm to enhance an ITS’s capabilities are addressed. The first is to extract patterns from user solutions to problem-solving exercises for automatically learning a task model that can then be used to provide assistance. The second way is to extract temporal patterns from a tutoring agent’s own behavior when interacting with learner(s). In this case, the tutoring agent reuses patterns that brought states of “self-satisfaction.” Real applications are presented to illustrate the two proposals.
Keywords: Temporal patterns, Sequential pattern mining, Educational data mining, Intelligent tutoring systems
Fournier-Viger, P., Faghihi, U., Nkambou, R., & Mephu Nguifo, E. (2010). Exploiting Sequential Patterns Found in Users' Solutions and Virtual Tutor Behavior to Improve Assistance in ITS. Educational Technology & Society, 13 (1), 13–24.
Chih-Wei Chang
Department of Computer Science & Information Engineering, National Central University, Taiwan // gogo@db.csie.ncu.edu.tw
Jih-Hsien Lee
Department of Computer Science & Information Engineering, National Central University, Taiwan // jhlee@iii.org.tw
Po-Yao Chao
Department of Information Management, Ching Yun University, Taiwan // poyaochao@gmail.com
Chin-Yeh Wang
Department of Computer Science & Information Engineering, National Central University, Taiwan // chinyea@db.csie.ncu.edu.tw
Gwo-Dong Chen
Department of Computer Science & Information Engineering, National Central University, Taiwan // gwodong@gmail.com
ABSTRACT: As robot technologies develop, many researchers have tried to use robots to support education. Studies have shown that robots can help students develop problem-solving abilities and learn computer programming, mathematics, and science. However, few studies discuss the use of robots to facilitate the teaching of second languages. We discuss whether language teaching needs robot support, whether robots present an appropriate medium for language instruction, and what challenges must be overcome. In order to explore the possibility of using robots as an instructional tool for teaching a second language, this paper reviews prior studies concerning educational robots and analyzes the characteristics of robots and instructional media. Furthermore, we report on the design and testing of five instruction scenarios for teaching second language. Based on our empirical experience, we provide suggestions for future research directions in the realm of robots for language education.
Keywords: Educational robots, Language teaching, Robotics, Instructional tool
Chang, C.-W., Lee, J.-H., Chao, P.-Y., Wang, C.-Y., & Chen, G.-D. (2010). Exploring the Possibility of Using Humanoid Robots as Instructional Tools for Teaching a Second Language in Primary School. Educational Technology & Society, 13 (2), 13–24.
Eric Jui-Lin Lu
Department of Management Information Systems, National Chung Hsing University, Taichung, Taiwan // jllu@nchu.edu.tw
Gwoboa Horng
Department of Computer Science and Engineering, National Chung Hsing University, Taichung, Taiwan // gbhorng@cs.nchu.edu.tw
Chia-Ssu Yu
Department of Computer Science and Engineering, National Chung Hsing University, Taichung, Taiwan // s9456010@cs.nchu.edu.tw
Ling-Ying Chou
Department of Applied English, Diwan University, Tainan, Taiwan // annechou@cc.kuas.edu.tw
ABSTRACT: To increase the interoperability and reusability of learning objects, Advanced Distributed Learning Initiative developed a model called Content Aggregation Model (CAM) to describe learning objects and express relationships between learning objects. However, the suggested relations defined in the CAM can only describe structure-oriented relationships and cannot express semantic relationships between learning objects. Although extended relations were proposed in the past, some of the proposed relations are redundant and even inappropriate. In addition, the usefulness of these relations has never been formally studied. To solve the problems, we systematically studied these relations from authors’ perspective and proposed an extension to CAM. The extension was tested by 30 authors using a web-based learning content management system that was developed by us.
Keywords: Learning content management systems, SCORM, Reusability, CAM, Metadata
Lu, E. J.-L., Horng, G., Yu, C.-S., & Chou, L.Y. (2010). Extended Relation Metadata for SCORM-based Learning Content Management Systems. Educational Technology & Society, 13 (1), 220–235.
Xin-hua Zhu
Department of Computer Science, Guangxi Normal University, Guilin 541004, China, Tel: +86-773-5848991, zxh429@263.net
ABSTRACT: The Open Content Object (OCO), which was put forward in the author’s previous paper, is an object that has the function of requesting services and providing services through the messages-passing mechanism, which relies on the Learning Management System (LMS) as the scheduling center of messages. The OCOs can offer a particular and flexible approach to designing the interoperable web-based content aggregation through its containers and organizing the learning sequence through the associational relationships between OCOs. This paper discusses how to extend the Sharable Content Object Reference Model (SCORM) Specification for applying the Open Content Object. The extensions to the SCORM Specification include extending SCORM’s Content Aggregation Model and Run-Time Environment in light of the OCO’s open characteristic. The paper also presents the XML binding and implementation of extending SCORM’s Content Aggregation Model and some simple examples of using this extended reference model. The Open Content Object can be applied to the web-based learning contents through the extended SCORM specification presented by this paper, and it is hoped that the Open Content Object will offer some references for the next generation model of ADL/SCORM’s content object.
Keywords: SCORM Specification, Content components, Content components reference model, Sharable Content Object, Open Content Object
Zhu, X. (2007). Extending the SCORM Specification for references to the Open Content Object. Educational Technology & Society, 10 (1), 248-264.
Jarkko Suhonen
Department of Computer Science, University of Joensuu, Finland, P.O.BOX 111, FI-80101 Joensuu, Finland, jarkko.suhonen@cs.joensuu.fi
Erkki Sutinen
Department of Computer Science, University of Joensuu, Finland, P.O.BOX 111, FI-80101 Joensuu, Finland, erkki.sutinen@cs.joensuu.fi
ABSTRACT: FODEM (FOrmative DEvelopment Method) is a design method for developing digital learning environments for widely dispersed learning communities. These are communities in which the geographical distribution and density of learners is low when compared to the kind of learning communities in which there is a high distribution and density of learners (such as those that exist in urban areas where courses are developed and taken by hundreds or thousands of learners who are simultaneously present in the area). Since only limited resources can be allocated for the design of a digital learning environment for widely dispersed learning communities, it is necessary to use what limited funds are available to obtain valid feedback from stakeholders and to utilize such feedback in an optimal way. In terms of the FODEM model, the design process consists of asynchronous development threads with three interrelated components: (1) needs analysis, (2) implementation, and (3) formative evaluation. In needs analysis, both theory and practice are used to define specifications for the environment. In implementation, fast prototyping in authentic learning settings is emphasized. Finally, formative evaluation is used to evaluate the use of the environment within the thread. FODEM has been applied to develop ViSCoS (Virtual Studies of Computer Science) online studies and LEAP (LEArning Process companion) digital learning too in the rural regions of Finland where the population is geographically widely dispersedly.
Keywords: Design Methods, Digital Learning Environments, Online Learning, Formative Evaluation
Suhonen, J., & Sutinen, E. (2006). FODEM: developing digital learning environments in widely dispersed learning communities. Educational Technology & Society, 9 (3), 43-55.
Ji-Hye Park
Department of Education, Kookmin University, Seoul, Korea // jpark22@kookmin.ac.kr
Hee Jun Choi
Department of Education, Hongik University, Seoul, Korea // heejun.choi@gmail.com
ABSTRACT: The number of adult learners who participate in online learning has rapidly grown in the last two decades due to online learning’s many advantages. In spite of the growth, the high dropout rate in online learning has been of concern to many higher education institutions and organizations. The purpose of this study was to determine whether persistent learners and dropouts are different in individual characteristics (i.e., age, gender, and educational level), external factors (i.e., family and organizational supports), and internal factors (i.e., satisfaction and relevance as sub-dimensions of motivation). Quantitative data were collected from 147 learners who had dropped out of or finished one of the online courses offered from a large Midwestern university. Dropouts and persistent learners showed statistical differences in perceptions of family and organizational support, and satisfaction and relevance. It was also shown that the theoretical framework, which includes family support, organizational support, satisfaction, and relevance in addition to individual characteristics, is able to predict learners’ decision to drop out or persist. Organizational support and relevance were shown to be particularly predictive. The results imply that lower dropout rates can be achieved if online program developers or instructors find ways to enhance the relevance of the course. It also implies that adult learners need to be supported by their organizations in order for them to finish online courses that they register for.
Keywords: Adult dropout/retention/persistence, Online/distance learning, Theoretical framework for online dropout
Park, J.-H., & Choi, H. J. (2009). Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning. Educational Technology & Society, 12 (4), 207–217.
Ying-Shao Hsu
Department of Earth Sciences & Science Education Center, National Taiwan Normal University, Taiwan // yshsu@.ntnu.edu.tw
Hsin-Kai Wu
Graduate Institute of Science Education, National Taiwan Normal University, Taiwan // hkwu@.ntnu.edu.tw
Fu-Kwun Hwang
Department of Physics, National Taiwan Normal University, Taiwan // hwang@phy.ntnu.edu.tw
ABSTRACT: Sandholtz, Ringstaff, & Dwyer (1996) list five stages in the “evolution” of a teacher’s capacity for computer-based instruction—entry, adoption, adaptation, appropriation and invention—which hereafter will be called the teacher’s computer-based instructional evolution. In this study of approximately six hundred junior high school science and mathematics teachers in Taiwan who have integrated computing technology into their instruction, we correlated each teacher’s stage of computer-based instructional evolution with factors, such as attitude toward computer-based instruction, belief in the effectiveness of such instruction, degree of technological practice in the classroom, the teacher’s number of years of teaching experience (or “seniority”), and the teacher’s school’s ability to acquire technical and personnel resources (i.e. computer support and maintenance resources). We found, among other things, that the stage of computer-based instructional evolution and teaching seniority, two largely independent factors, both had a significant impact on the technical and personnel resources available in their schools. Also, we learned that “belief” in the effectiveness of computer-based instruction is the single biggest predictor of a teacher’s successful practice of it in the classroom. Future research therefore needs to focus on how we can shape teachers’ beliefs regarding computer-based learning in order to promote their instructional evolution.
Keywords: Technology adoption, Teachers’ beliefs, Educational technology, In-service teachers
Hsu, Y.-S., Wu, H.-K., & Hwang, F.-K. (2007). Factors Influencing Junior High School Teachers’ Computer-Based Instructional Practices Regarding Their Instructional Evolution Stages. Educational Technology & Society, 10 (4), 118-130.
Ah-Choo Koo
Faculty of Creative Multimedia, Multimedia University, Malaysia // ackoo@mmu.edu.my
ABSTRACT: This paper investigates factors affecting the perceived readiness for online collaborative learning (OCL) of a sample of 86 mathematics teachers from 12 secondary schools. Descriptive analysis, factor analysis, confirmatory factor analysis and structure equation modeling were used to analyze the data. A moderately fit model was generated and able to inform that time constraint and insufficient access to technology such as computer and the Internet were confirmed to be the two impediments to OCL as perceived by the teachers. Besides, a new factor emerged, namely the factor of new learning paradigm, has shown positive impact on the teachers’ perceived readiness for OCL. A majority of them agreed that school principal, training and guidance on OCL play an important role to support the implementation of this novice approach in schools.
Keywords: Secondary school education, Online learning, Computer-mediated communication, Cooperative and collaborative learning
Koo, A. C. (2008). Factors affecting teachers’ perceived readiness for online collaborative learning: A case study in Malaysia. Educational Technology & Society, 11 (1), 266-278.
Yasuhiko Morimoto
Fuji Tokoha University 325 Obuchi, Fuji, Shizuoka 417-0801 Japan, morimoto@mis.nagaokaut.ac.jp
Maomi Ueno
Nagaoka University of Technology 1603-1 Kamitomioka, Nagaoka, Niigata 940-2188 Japan, ueno@kjs.nagaokaut.ac.jp
Isao Kikukawa
Tokyo Polytechnic University 1583 Iiyama, Atsugi, Kanagawa 243-0297 Japan, kikukawa@cc.t-kougei.ac.jp
Setsuo Yokoyama
Tokyo Gakugei University 4-1-1 Nukuikita, Koganei, Tokyo 184-8501 Japan, yokoyama@u-gakugei.ac.jp
Youzou Miyadera
Tokyo Gakugei University 4-1-1 Nukuikita, Koganei, Tokyo 184-8501 Japan, miyadera@u-gakugei.ac.jp
ABSTRACT: Teachers need to assess learner portfolios in the field of education. However, they need support in the process of designing and practicing what kind of portfolios are to be assessed. To solve the problem, a formal method of describing the relations between the lesson forms and portfolios that need to be collected and the relations between practices and these collected portfolios was developed. These relations are indispensable in portfolio assessment. A support system for these based on the formal method was also developed. As the formal method of description can precisely and consistently describe these relations, the system makes it possible to support the assessment of portfolios in the design and practice phases.
Keywords: Portfolio assessment, Formal description, Support system, Assessment tool, Educational evaluation
Morimoto, Y., Ueno, M., Kikukawa, I., Yokoyama, S. & Miyadera, Y. (2006). Formal Method of Description Supporting Portfolio Assessment. Educational Technology & Society, 9 (3), 88-99.
Pi-Hsia Hung
Graduate Institute of Measurement and Statistics, National University of Tainan, Taiwan // hungps@mail.nutn.edu.tw
Yu-Fen Lin
Graduate Institute of Measurement and Statistics, National University of Tainan, Taiwan // M09611003@stumail.nutn.edu.tw
Gwo-Jen Hwang
Department of Information and Learning Technology, National University of Tainan, Taiwan // gjhwang@mail.nutn.edu.tw
ABSTRACT: Ubiquitous computing and mobile technologies provide a new perspective for designing innovative outdoor learning experiences. The purpose of this study is to propose a formative assessment design for integrating PDAs into ecology observations. Three learning activities were conducted in this study. An action research approach was applied to continually revise the worksheet designs. Twenty-seven 5th and 6th graders’ observation skills using PDAs, and their extended inquiry performance using e-diaries were assessed. An e-library, and online scoring and feedback systems were developed accordingly. The results suggest that the embedded formative assessment designs were effective for guiding and supporting the students’ learning progress. The activity worksheets successfully helped the students focus their outdoor learning attention on the target tasks. The e-library provided reliable resources to clarify their observed descriptions, while the automatic scoring and feedback systems were especially helpful in sustaining the students’ persistent effort. Most students demonstrated substantial improvements in their observation skills, and extended their inquiry abilities. The well designed online formative assessment embedded in the activity worksheet is very promising for PDA integrated learning.
Keywords: Personal digital assistant, mobile learning, formative assessment, cognitive load, ecology observation
Hung, P.-H., Lin, Y.-F., & Hwang, G.-J. (2010). Formative Assessment Design for PDA Integrated Ecology Observation. Educational Technology & Society, 13 (3), 33–42.
Lars Svensson
Forum for Work-Integrated Learning, University West, Sweden // lars.svensson@hv.se // Tel: +46 733 975133
Christian Östlund
Laboratory for Interaction Technology, University West, Sweden // christian.ostlund@hv.se // Tel: +46 520 223567
ABSTRACT: Distance Educational Practice is today supported by a range of information systems (IS) design theories. Still, there are surprisingly few strong pedagogical ideas and constructs that are communicated across distance educational institutions. Instead it is often the technology, the software and the medium that is at the centre of attention as we frequently discuss notions such as learning management systems, courseware, chat room, streaming media and blogs. This paper argues that design concepts should be used to bridge the gap between design theories and distance educational practice. It is also argued that genre theory could be instrumental in framing the characteristics of such techno-pedagogical genres in a way that constitutes a powerful level of communicating and disseminating new ideas within and across educational communities.
Keywords: Genre, IS design theory, Design concept, Techno-Pedagogical Genre
Svensson, L., & Östlund, C. (2007). Framing Work-Integrated e-Learning with Techno-Pedagogical Genres. Educational Technology & Society, 10 (4), 39-48.
Graham Alsop
Faculty of Computing, Information Systems and Mathematics, Kingston University, Surrey, KT1 2EE, UK, g.alsop@kingston.ac.uk
Chris Tompsett
Learning Technology Research Group, Kingston University, Kingston-upon-Thames, Surrey, KT1 2EE, UK, c.p.tompsett@gmail.com
ABSTRACT: For many researchers and developers in information and communication technology in education (ICTE), the transfer of knowledge from research into educational practice is slow and limited. For most researchers concerned with changing practice, the failure to make a significant impact is attributed to those who practice in education, whilst those in practice see technical research as irrelevant to education. This paper argues that a comparison between research in healthcare and research in education, at one stage disparaged, is informative. Research in healthcare is expected to pass through a number of distinct stages, from small-scale, laboratory-controlled experiments to large-scale trials. Research cannot be integrated within healthcare delivery until these stages are complete. This paper uses this model to argue that intermediate stages between research in ICTE and changes in educational practice are currently omitted or ignored. A ‘road-map’ is provided to characterize the distinct research questions that should be expected at each stage. Without completion of all of these stages, those in educational practice might argue, justifiably, that there is no warrant to change how education is delivered.
Keywords: Evidence-based practice, Quality of evidence, Effectiveness, Technical innovation, Education-care
Alsop, G., & Tompsett, C. (2007). From Effect to Effectiveness: the Missing Research Questions. Educational Technology & Society, 10 (1), 28-39.
Heinz Susaeta
Departamento de Ciencia de la Computación, Escuela de Ingeniería, Pontificia Universidad Católica de Chile, Santiago, Chile
Felipe Jimenez
Departamento de Ciencia de la Computación, Escuela de Ingeniería, Pontificia Universidad Católica de Chile, Santiago, Chile
Miguel Nussbaum
Departamento de Ciencia de la Computación, Escuela de Ingeniería, Pontificia Universidad Católica de Chile, Santiago, Chile // mn@ing.puc.cl
Ignacio Gajardo
Departamento de Ciencia de la Computación, Escuela de Ingeniería, Pontificia Universidad Católica de Chile, Santiago, Chile
Juan José Andreu
Departamento de Ciencia de la Computación, Escuela de Ingeniería, Pontificia Universidad Católica de Chile, Santiago, Chile
Marco Villalta
Departamento de Ciencia de la Computación, Escuela de Ingeniería, Pontificia Universidad Católica de Chile, Santiago, Chile
ABSTRACT: The popularity of massively multiplayer online role-playing games (MMORPGs) has grown enormously, with communities of players reaching into the millions. Their fantasy narratives present multiple challenges created by the virtual environment and/or other players. The games’ potential for education stems from the fact that players are immersed in a virtual world where they have the opportunity to manipulate and explore, thus motivating the construction of knowledge. The interaction and collaboration between participants allows students to exchange information, test their understanding and reflect on what they have learned. Given the promising results of using MMORPG technologies for educational purposes, this paper translates the multiplayer role playing game (MRPG) aspect, the essential concept behind MMORPGs, into the classroom context. We present the abstraction behind a Classroom Multiplayer Presential Role Playing Game (CMPRPG) and the development of a CMPRPG for teaching ecology. The game has a quest structure in which each result highlights a key teaching objective. It is implemented at a high level, with interaction between reusable game elements defined using triggers. It is observed that the implemented CMPRPG has appropriate usability levels, benefits the learning and application of the concepts of ecology and, in the interactive dimensions, it encourages participation and collaborative narrative structures among participants.
Keywords: Learning, classroom, multiplayer game, MMOG, virtual worlds
Susaeta, H., Jimenez, F., Nussbaum, M., Gajardo, I., Andreu, J. J., & Villalta, M. (2010). From MMORPG to a Classroom Multiplayer Presential Role Playing Game. Educational Technology & Society, 13 (3), 257–269.
José Luis Sierra
Dpto. Sistemas Informáticos y Programación. Fac. Informática. Universidad Complutense, Madrid, Spain, jlsierra@sip.ucm.es
Alfredo Fernández-Valmayor
Dpto. Sistemas Informáticos y Programación. Fac. Informática. Universidad Complutense, Madrid, Spain, alfredo@sip.ucm.es
Mercedes Guinea
Dpto. Historia de América II. Universidad Complutense de Madrid. 28040, Madrid, Spain, guinea@ghis.ucm.es
Héctor Hernanz
Telefónica I+D S.A. C/ Emilio Vargas 6. 28043, Madrid, Spain, hhb@tid.es
ABSTRACT: Typically, most research and academic institutions own and archive a great amount of objects and research related resources that have been produced, used and maintained over long periods of time by different types of domain experts (e.g. lecturers and researchers). Although the potential educational value of these resources is very high, this potential may largely be underused due to severe accessibility and manipulability constraints. The virtualization of these resources, i.e. their representation as reusable digital learning objects that can be integrated in an e-learning environment, would allow the full exploitation of all their educational potential. In this paper we describe the process model that we have followed during the virtualization of the objects and research resources owned by two academic museums at the Complutense University of Madrid (Spain). In the context of this model we also summarize the main aspects of these experiences in virtualization.
Keywords: Repositories of learning objects, Authoring of domain–specific learning objects, Virtual museums, Virtual campus
Sierra, J. L., Fernández-Valmayor, A., Guinea, M., & Hernanz, H. (2006). From Research Resources to Learning Objects: Process Model and Virtualization Experiences. Educational Technology & Society, 9 (3), 56-68.
Hsinyi Peng
Institute of Education and Center for Teacher Education, National Chiao Tung University, Taiwan // hpeng@mail.nctu.edu.tw // Tel: 886-3-5731641 // Fax: 886-3-5738083
Chien Chou
Institute of Education and Center for Teacher Education, National Chiao Tung University, Taiwan // cchou@mail.nctu.edu.tw // Tel: 886-3-5731808 // Fax: 886-3-5738083
Chun-Yu Chang
Institute of Education, National Chiao Tung University, Taiwan // cychang.ie95g@nctu.edu.tw // Telephone: +886-3-5712121-58060 // Fax: +886-3-5738083
ABSTRACT: Computing devices and applications are now used beyond the desktop, in diverse environments, and this trend toward ubiquitous computing is evolving. In this study, we re-visit the interactivity concept and its applications for interactive function design in a ubiquitous-learning system (ULS). Further, we compare interactivity dimensions and corresponding interactive functions of web-based learning systems with ULS, and we offer a technical framework for a successful incorporation of interactive functions into ULS. To enhance the ease-of-use and the overall effectiveness of this framework, each of the four panels of experts assessed its own interactive-function term: learning needs, instructional necessity, mobile-interface design, or programming difficulty. Last, this study presents the best practices of a learner-centered ULS and discusses the panel experts’ reviews of interactive functions in such a learning environment, along with suggestions for future research.
Keywords: Ubiquitous computing, Ubiquitous learning, Context aware, Interactivity
Peng, H., Chou, C., & Chang, C.-Y. (2008). From Virtual Environments to Physical Environments: Exploring Interactivity in Ubiquitous-learning Systems. Educational Technology & Society, 11 (2), 54-66.
Su Luan Wong
Faculty of Educational Studies, Universiti Putra Malaysia, 43400 Serdang, Selangor, Malaysia, wsuluan@gmail.com
Atan Hanafi
School of Distance Education, Universiti Sains Malaysia, 11800 Penang, Malaysia, ahanafi@usm.my
ABSTRACT: This article presents a quantitative study on gender differences in attitudes toward the usage of Information Technology (IT) related tools and applications. The study was conducted at Universiti Putra Malaysia, Malaysia, with 73 female and 29 male student teachers involved as participants. They were each presented with a questionnaire to relate their attitudes toward IT before and after undergoing a discrete IT course for the duration of one semester (14 weeks). The attitudes of the respondents were measured in terms of three dimensions, namely, usefulness, confidence and aversion. There were no significant differences between female and male student teachers when the pre- and post-test mean scores were compared. Both genders exhibited the same levels of attitudes before and after undergoing the comprehensive IT course. This suggests that the exposure to IT did not contribute to any significant gender disparity. The paired sample t-test results showed improved attitudes toward IT usage in both females and males after the exposure to IT. The biggest improvement for both females and males was in the aversion dimension which showed that their initial strong dislike toward IT was greatly reduced at the end of the course. In terms of confidence, female participants exhibited an enhanced confidence level after the course as opposed to the male participants. The results support the view that computer experience is gender-based as the increase in IT confidence over time assumed different patterns for females and males.
Keywords: Gender differences, IT attitudes, Student teachers
Wong, S. L., & Hanafi, A. (2007). Gender Differences in Attitudes towards Information Technology among Malaysian Student Teachers: A Case Study at Universiti Putra Malaysia. Educational Technology & Society, 10 (2), 158-169.
Erman Yukselturk
Department of Computer Education and Instructional Technology, Middle East Technical University, 06531, Ankara, Turkey // ermany@metu.edu.tr
Safure Bulut
Department of Secondary Science and Mathematics Education, Middle East Technical University, 06531, Ankara, Turkey // sbulut@metu.edu.tr
ABSTRACT: This study analyzed gender differences in self-regulated learning components, motivational beliefs and achievement in self-regulated online learning environment. Sample of the study consisted of 145 participants from an online programming course which is based on synchronous and asynchronous communication methods over the Internet. Motivated Strategies for Learning Questionnaire (MSLQ) was used to assess students’ motivation and use of learning strategies. Linear stepwise regression method and multivariate analysis of variance were used to analyze the data. The results of the study indicated that test anxiety explained a significant amount of variance in female students’ achievement and two variables (self-efficacy for learning and performance, and task value) explained a significant amount of variance in male students’ achievement. It was also found that there were not statistically significant mean differences among motivational beliefs, self-regulated learning variables and achievement in programming with respect to gender.
Keywords: Gender, online learner, motivational beliefs, self-regulated learning strategies
Yukselturk, E., & Bulut, S. (2009). Gender Differences in Self-Regulated Online Learning Environment. Educational Technology & Society, 12 (3), 12–22.
Hermanus B. Moolman
International Healthcare Distributors (IHD), Johannesburg, South Africa // hermanm@ihd.com
Seugnet Blignaut
North West University, Potchefstroom, South Africa // seugnet.blignaut@nwu.ac.za
ABSTRACT: Modern organizations use technology to expand across traditional business zones and boundaries to survive the global commercial village. While IT systems allow organizations to maintain a competitive edge, South African unskilled labour performing warehouse operations are frequently retrained to keep abreast with Information Technology. Organizations require training solutions less costly than standard classroom training, and many companies look towards e-learning as an alternative training solution. We questioned whether warehouse workers representative of many developing African communities demonstrate the cultural habits, skills, aptitude and motivation for complex learning strategies such as e-learning. While exploring the e-readiness of warehouse workers, we compared Reeves’ e-readiness indexes to the rise and fall of a barometer. During a three-phased qualitative study, twenty e-readiness conceptual codes emerged. We found that warehouse workers that regularly encounter computer technology do not suffer technophobia. Encounters with computers positively affect their training preferences and heighten their receptiveness for e-learning. The culture organization holds the key to the e-readiness of the warehouse workers via access, finances and time allocated for training. The viability of e-learning depends on the organization’s e-maturity and guidance to transform the warehouse workers into self-driven trainees.
Keywords: e-Learning, e-Readiness, e-Maturity, Warehouse workers, Digital divide, Technophobia
Moolman, H. B., & Blignaut, S. (2008). Get set! e-Ready, … e-Learn! The e-Readiness of Warehouse Workers. Educational Technology & Society, 11 (1), 168-182.
Pedro Hernández-Ramos
Dept of Education & Center for Science, Tech, and Society, Santa Clara University, CA 95053 USA, Tel: +1 408 554-4131, Fax: +1 408 554-2392, phernandezramos@scu.edu
ABSTRACT: This article presents a review of the 25 finalists (Laureates) in the Education category of the Technology Benefiting Humanity Awards, which started in 2001. Most of the applicants can be considered social entrepreneurs working to improve educational systems and the learning opportunities and experiences of their intended beneficiaries. While the benefits to humanity derived from educational technology are often taken for granted, the work of these 25 Laureates, working in countries around the world, provides an opportunity to critically examine how such benefits are actually obtained. Based on this analytical review, suggestions for further research and development in educational technology are presented.
Keywords: Social entrepreneurs, Educational technology, Development, Awards
Hernández-Ramos, P. (2006). How Does Educational Technology Benefit Humanity? Five Years of Evidence. Educational Technology & Society, 9 (4), 205-214.
Christian Harteis
University of Regensburg, Institute for Educational Science, D-93040 Regensburg, Germany // christian.harteis@paedagogik.uni-r.de
Hans Gruber
University of Regensburg, Institute for Educational Science, D-93040 Regensburg, Germany // hans.gruber@paedagogik.uni-r.de
Herbert Hertramph
University of Ulm, Dept. Media Education, Albert-Einstein-Allee 47, D-89069 Ulm Germany // Herbert.hertramph@uni-ulm.de
ABSTRACT: Epistemic beliefs comprise the individual understanding of the nature of knowledge and the creation of knowledge. Hence, they impact the perception of learning opportunities and professional learning activities. Many enterprises apply computer technology in order to support staff development through e-learning activities. However, a closer look at the practices of e-learning reveals that only rarely the potential of educational technology for professional learning is fully utilised. Frequently it is neglected that employees’ subjectivity - in particular their epistemic beliefs - determines their ways of using educational technology for self-directed learning activities. This contribution reports an empirical study of 256 employees of varying hierarchical status and working in companies of different sizes. The investigation aimed at analysing how epistemic beliefs influence e-learning in daily working-life. The findings indicate that epistemic beliefs impact the quality rather than the amount of professional e-learning. The conclusions offer new impulses for the study of knowledge management.
Keywords: E-learning, Epistemic beliefs, Knowledge, Professional learning
Harteis, C., Gruber, H., & Hertramph, H. (2010). How Epistemic Beliefs Influence e-Learning in Daily Work-life. Educational Technology & Society, 13 (3), 201–211.
Eunjoo Oh
Kyungil University, Hayang Eup Ku Buhoril, Kyungsan, Korea // Tel: +82-53-850-7578 // eoh1@paran.com
Suhong Park
Pusan National University, Keunjung Ku Jangjeon Dong Pusan, Korea // Tel: + 82-51-510-1240 // suhongpark@pusan.ac.kr
ABSTRACT: The purposes of this study are to examine faculty involvement in blended instruction and their attitudes towards the instructional method. The study also explored how universities support faculty in their current practices on blended instruction and the challenges in supporting faculty. The target population of this study was Institute of Higher Education (IHE) coordinators and faculty members of 151 extensive doctoral research universities classified by the Carnegie Foundations. Two online survey instruments, one for the coordinators and the other for faculty were administered to the target population. Of the 151 targeted population, 34 IHE representatives and 133 faculty members from 33 universities responded to the survey questionnaires. The study found that the most commonly selected blended method (64.4%) was face-to-face instruction with supplementary online instructional materials. In addition, faculty (95.9%) actively participated in designing, developing, and/ or maintaining their instructional materials. Most had positive attitudes towards blended instruction as they believed it played a role in improving the quality of their instruction. In addition, participating universities reported providing faculty with the necessary help such as an online help desk, workshops, instructional designers, and technology specialists in support of goals to increase the number of online or blended instruction. However, faculty workload (70.6%) and lack of faculty motivation and enthusiasm (61.8%) were the biggest challenges in pursuing the institutional goals. Based on the findings, suggestions are made to promote blended instruction.
Keywords: Blended instruction, online instruction, Classroom instruction, Face-to-face instruction, Faculty involvement, Faculty motivation, University support, hybrid instruction
Oh, E., & Park, S. (2009). How are universities involved in blended instruction? Educational Technology & Society, 12 (3), 327–342.
José M. Méndez
Facultad de Educación, Universidad de Extremadura, Campus universitario, 06071 Badajoz, Spain
Manuel Montanero
Facultad de Educación, Universidad de Extremadura, Campus universitario, 06071 Badajoz, Spain // mmontane@unex.es // Tel:+34-651188477
ABSTRACT: This paper investigates the uses of various kinds of hypermedia format for history learning, which specifically emphasizes on the role of causal reasoning about history accounts. Three different groups in the last school year of Secondary Education (aged 16) studied the same materials about the Discovery of America in three different formats: (a) linear text in paper, (b) conventional hypertext with a content structure in network, and (c) hypergraphic with an explicitly causal structure and guiding questions inserted in the causal connections. The results in this last group were better in almost every causal reasoning task, but no statistically significant differences were obtained. The design of graphic information and specific interrogations for causal reasoning in a hypergraphic format could exert some positive effects. However, this type of resources is not enough to succeed in implying students with little previous knowledge in self-explanation and review processes of their causal models about history accounts.
Keywords: Computer assisted learning, Cognition and technology, Hypergraphic, Causal reasoning, History education, Secondary education
Méndez, J. M., & Montanero, M. (2008). Hypergraphics for history teaching - Barriers for causal reasoning about history accounts. Educational Technology & Society, 11 (4), 128–138.
Dave S. Knowlton
Department of Educational Leadership; Southern Illinois University Edwardsville, USA // Tel: +1 618.650.3948 // Fax: +1 618.650.3808 // dknowlt@siue.edu
ABSTRACT: Design Based Research (DBR) is a new and still-emerging approach to research about design, learning, and allied areas. This article reports one designer’s experiences within a DBR project. Whereas most reports of DBR focus on the outcomes of the design itself, the current paper offers a hermeneutical perspective by focusing on the personal narrative of the designer. Using Edelson’s (2002) categories of learning as a basis for the discussion, the author reports the development of his own domain theories, design frameworks, and design methodology. Implications for other designers who would consider using personal narrative and hermeneutics are offered.
Keywords: Design-based research, Rapid prototyping, Personal narrative, Computer-mediated bulletin boards, Theory development
Knowlton, D. S. (2007). I Design; Therefore I Research: Revealing DBR through Personal Narrative. Educational Technology & Society, 10 (4), 209-223.
Cheryl Perkins
Office of Surgical Education, Faculty of Medicine, Memorial University of Newfoundland, Health Sciences Centre, St. John's, NL, Canada A1B 2V6, Canada, Tel: +1 709-777-6874, Fax: +1 709-777-8128, cperkins@mun.ca
Elizabeth Murphy
Faculty of Education, Memorial University, St. John's, Newfoundland, Canada A1B 3X8, Tel: +1 709 737-7634, Fax: +1 709 737-2345, emurphy@mun.ca
ABSTRACT: This paper reports on an exploratory case study involving the development of a model for identifying and measuring individual engagement in critical thinking in an online asynchronous discussion (OAD). The model is first developed through a review of the literature on the construct and subsequently applied to the content analysis of the transcripts of eight student participants in an online discussion. The model, which included four critical thinking processes, their descriptions and indicators, proved effective for the identification and measurement of individuals’ critical thinking in OADs. Suggestions for further research include additional testing of the model using other raters in other OADs.
Keywords: Content analysis, Critical thinking, Online asynchronous discussion, Distance learning
Perkins, C., & Murphy, E. (2006). Identifying and measuring individual engagement in critical thinking in online discussions: An exploratory case study. Educational Technology & Society, 9 (1), 298-307.
Mansoor Al-A'ali
Department of Computer Science, College of Information Technology, University of Bahrain, Kingdom of Bahrain, malaali@itc.uob.bh // mansoor.alaali@gmail.com
ABSTRACT: Computer adaptive testing is the study of scoring tests and questions based on assumptions concerning the mathematical relationship between examinees’ ability and the examinees’ responses. Adaptive student tests, which are based on item response theory (IRT), have many advantages over conventional tests. We use the least square method, a well-known statistical method, to reach an estimation of the IRT questions’ parameters. Our major goal is to minimize the number of questions in the adaptive test in order to reach the final level of the students’ ability by modifying the equation of estimation of the student ability level. This work is a follow-up on Al-A'ali (2007). We consider new factors, namely, initial student ability, subject difficulty, number of exercises covered by the teacher, and number of lessons covered by the teacher. We compared our conventional exam results with the calculated adaptive results and used them to determine IRT parameters. We developed the IRT formula of estimating student ability level and had positive results in minimizing the number of questions in the adaptive tests. Our method can be applied to any subject and to school and college levels alike.
Keywords: IRT, Item response theory, Testing methods, Adaptive testing, Student assessment
Al-A'ali, M. (2007). Implementation of an Improved Adaptive Testing Theory. Educational Technology & Society, 10 (4), 80-94.
Charlie C. Chen
Department of Computer Information Systems, Appalachian State University, USA // Tel: +1-828-262-6504 // chench@appstate.edu
Jiinpo Wu
Department of Information and Management, Tamkang University, Taiwan // Tel: +886-2621-5656 -2996 // jpwu@mail.tku.edu.tw
Samuel C. Yang
(Corresponding author), Department of Information Systems and Decision Sciences, California State University, Fullerton, USA // Tel: +1-714-278-3177 // syang@fullerton.edu
Hsin-Yi Tsou
Genesys Logic, Shindian City, Taipei, Taiwan // Tel: +886-2-8913-1888 // Christine.Tsou@genesyslogic.com.tw
ABSTRACT: Virtual teams enabled by information and communications technologies (ICT) are increasingly being adopted not only by for-profit organizations but also by education institutions as well. This study investigates what contributes to the success of virtual learning teams. Specifically, we examine the issue of leadership in virtual learning teams. The study first reviews the current literature on teams, leadership, and trust then proposes a framework of team effectiveness of virtual learning teams. A field study is conducted to investigate the influence of several independent variables including diversified leadership roles, leadership effectiveness, team trust, and propensity to trust. It is found that diversified leadership roles influences both leadership effectiveness and team trust; both leadership effectiveness and propensity to trust influence team trust, and team trust in turn directly impacts team effectiveness. In addition, team trust mediates the relationship between leadership effectiveness and team effectiveness. Some practical implications of the results are discussed as well.
Keywords: Virtual team, Leadership, E-learning, Collaborative learning, Leadership roles, Computer-supported cooperative learning
Chen, C. C., Wu, J., Yang, S. C., & Tsou, H.-Y. (2008). Importance of Diversified Leadership Roles in Improving Team Effectiveness in a Virtual Collaboration Learning Environment. Educational Technology & Society, 11 (1), 304-321.
Seongchul Yun
Department of Instructional System Technology, Korea National University of Education, Korea // Tel: +82-43-230-3431 // seongchul.yun@gmail.com
Paul Chamness Miller
Division of Teacher Education, University of Cincinnati, USA // Tel: +1 513-556-0794 // paul.miller@uc.edu
Youngkyun Baek
Department of Instructional System Technology, Korea National University of Education, Korea // Tel: +82-43-230-3431 // youngkyun.baek@gmail.com
Jaeyeob Jung
Department of Instructional System Technology, Korea National University of Education, Korea // Tel: +82-43-230-3431 // jaeyeob.jung@gmail.com
Myunghwan Ko
Kumsan High School, Korea // Tel: +82-41-753-9211 // blueidea@chol.com
ABSTRACT: The purpose of this study is to investigate the effectiveness of response modes by item and feedback type in a web-based language learning program. The subjects of this study, 122 Korean tenth graders learning English as a foreign language, were placed into groups of four and were given a web-based language learning program consisting of two different varieties of item type (multiple choice and constructed response) and two forms of feedback (explicit and implicit). The results of this study suggest that the constructed response mode has a greater effect than the multiple-choice mode on the recall and the transfer of the students’ learning. Second, the explicit response mode has a greater effect than the implicit response mode on the recall and the transfer of the students’ learning. Third, there is an interactional effect between the item response mode and the feedback response mode in web-based language learning.
Keywords: Web-based language learning, Recall, Transfer, Vocabulary acquisition
Yun, S., Miller, P. C., Baek, Y., Jung, J., & Ko, M. (2008). Improving Recall and Transfer Skills Through Vocabulary Building in Web-Based Second Language Learning: An Examination by Item and Feedback Type. Educational Technology & Society, 11 (4), 158–172.
Tim Linsey
ADC (Educational Technology), London, UK // Tel: +44 20 8547 7779 // t.linsey@kingston.ac.uk
Christopher Tompsett
Learning Technology Research Centre, Kingston University, London, UK // Tel: +44 20 8547 7520 // c.tompsett@kingston.ac.uk
ABSTRACT: It seems a foregone conclusion that repositories for reusable learning objects (RLOs), based on common standards and supported by suitable search facilities, will foster a global economic market in the production of RLOs. Actual reuse will support producers of high-quality RLOs, and other producers will be unable to compete, i.e. competition within the market will implicitly define the qualities that are needed. This paper challenges the suggestion that this will occur. If the marked is defined as cost versus value, then the set of qualities that distinguishes RLOs from other educational software prohibits the development scalable search engines to search the repositories. At a more sophisticated level of market analysis, it is the needs of the producers, rather than the purchasers, that will define quality in the market. Any attempt to limit this imbalance will, paradoxically, require acceptance of alternative constraints that many may find hard to accept.
Keywords: Reusable learning object, Reconfigurability, Course design, Complexity, Learning Object Economy, Repositories
Linsey, T., & Tompsett, C. (2007). In an Economy for Reusable Learning Objects, Who Pulls the Strings? Educational Technology & Society, 10 (4), 197-208.
Ossi Nykänen
Senior Researcher, Tampere University of Technology, Digital Media Institute, Hypermedia Laboratory, P.O.Box 553, FI-33101 Tampere, Finland, Tel: +358 3 3115 3544, ossi.nykanen@tut.fi
ABSTRACT: We report an approach for implementing predictive fuzzy systems that manage capturing both the imprecision of the empirically induced classifications and the imprecision of the intuitive linguistic expressions via the extensive use of fuzzy sets. From end-users' point of view, the approach enables encapsulating the technical details of the underlying information system in terms of an intuitive linguistic interface. We describe a novel technical syntax of fuzzy descriptions and expressions, and outline the related systems of fuzzy linguistic queries and rules. To illustrate the method, we describe it in terms of a concrete educational user modelling application. We report experiments with two data sets, describing the records of the students attending to a university mathematics course in 2003 and 2004. In brief, we aim identifying the failing students of the year 2004, and develop a procedure for empirically inducing and assigning each student a fuzzy property "poor", which helps capturing the students needing extra assistance. In the educational context, the approach enables the construction of applications exploiting simple and intuitive student models, that to certain extent are self-evident.
Keywords: Fuzzy systems, Student modelling, Linguistic interfaces, Fuzzy queries and rules
Nykänen, O. (2006). Inducing Fuzzy Models for Student Classification. Educational Technology & Society, 9 (2), 223-234.
Hye-Jung Lee
Center for Teaching and Learning, Seoul National University, Korea // Tel: +82 2 880 4023 // hyejung@snu.ac.kr
Ilju Rha
Department of Education, College of Education, Seoul National University, Korea // Tel: +82 2 880 7642 // iljurha@snu.ac.kr
ABSTRACT: This study examines the influence of instructional design and management style on student achievement and satisfaction in a web-based distance learning environment. From the literature review, two major instructional design and management styles in web-based distance education were conceptualized as structure and interpersonal interaction. To investigate the differences on learning output variables, two web-based instructional programs were developed as college level courses. One course was developed and implemented mainly with a resource-based highly structured self-learning mode with little interpersonal interaction, and the other course was developed and conducted mainly with interpersonal interaction without well-structured materials. Sixty seven and fifty six juniors were enrolled in each course at a cyber university for one semester. Questionnaires, achievement scores, satisfaction levels, and interview data were collected and analyzed. Findings indicated that self-learning with well-structured materials was not inferior to highly interactive instruction without well-structured materials in receptive learning achievement. This implicates that well-structured material can possibly replace a teacher’s one to one interaction in receptive learning as early distance educators expected. However, students in the interactive course without well-structured materials, rather than in the well-structured course with little interaction, showed higher achievement in critical thinking learning. In terms of satisfaction, students in the structured course were more satisfied with structure, and students in the interactive course were more satisfied with interpersonal interaction. Implications of these findings and recommendations for further study are suggested.
Keywords: Structure, Interaction, Distance learning, Instructional design, Instructional management, Web-based learning
Lee, H.-J., & Rha, I. (2009). Influence of Structure and Interaction on Student Achievement and Satisfaction in Web-Based Distance Learning. Educational Technology & Society, 12 (4), 372–382.
Kathy K. Franklin
Department of Educational Leadership and Policy Analysis, East Tennessee State University, Johnson City, TN 37614, USA, Tel: +1 423-439-7621, franklik@etsu.edu
Jan K. Hart
University of Arkansas Medical School, Little Rock, Arkansas, USA, HartJaniceK@uams.edu
ABSTRACT: The purpose of this study was to examine academic department chair perceptions about the future influence of web-based distance education on departmental operations and their changing role as academic leader. Using a rating, modified-policy Delphi method, the researcher worked with 22 department chairs employed at public, urban universities in the United States to develop 76 factor statements about the opportunities, pressures, changing relationships, and role of the chair. In a three-step process, the chairs reduced the 76 factors into 29 predictive statements. Furthermore, the researcher merged the predictions into six themes covering topics such as the importance of external agencies to the successful implementation of web-based education and concerns about future funding. Based on the findings, the researcher argued that the most efficient strategies to promote web-based distance education are through the efforts of the department chair due to the closer proximity of the department to external markets.
Keywords: Distance education, Web-based instruction, Delphi Study, Higher Education, Department Chair
Franklin, K. K., & Hart, J. K. (2006). Influence of Web-based Distance Education on the Academic Department Chair Role. Educational Technology & Society, 9 (1), 213-228.
Zoheir Ezziane
College of Information Technology, University of Dubai, P.O. Box 14143 Dubai UAE // zezziane@ud.ac.ae
ABSTRACT: This paper aims to discuss the role and impact that information technology (IT) has on the future and existing style of learning and teaching. It highlights the importance of acquiring computer skills and being literate in IT. The focus is put on certain areas related to IT and education which include pedagogy and training to build IT literacy among both educators and learners. Particularly, it covers the current trends in IT development and how it has started to change and will further influence the way learning and teaching will take place in the future. This paper also discusses various theoretical frameworks and methodologies designed to cope with progress in IT. In summary, this paper delivers a message that IT literacy is the key to today’s empowerment and that education is the best foundation for it.
Keywords: IT literacy, Computer literacy, Teaching and learning, Workforce development
Ezziane, Z. (2007). Information Technology Literacy: Implications on Teaching and Learning. Educational Technology & Society, 10 (3), 175-191.
Elizabeth Broos
Faculty of Education: University of Pretoria, South Africa // ellybroos@yahoo.co.uk
Johannes C Cronjé
Faculty of Informatics and Design, Cape Peninsula University of Technology, South Africa // cronjej@cput.ac.za // Tel +27825585311 // Fax +27214603553
ABSTRACT: Dealing effectively with information and communication technology in the information society is a complex task and the human dimension is often under-estimated. This paper tries to give a voice to some managers about their experiences with information, communication and technology in their working environment, which involves participating in a learning organisation, knowledge management and communities of practice, competency management, ICT-Security awareness management as well as and innovation and change management. Managers of a large governmental organisation in the Netherlands were polled in a questionnaire requesting their responses in using ICT as well as involvement in the above categories. The responses of 246 of them were analysed. It was found that they knew full well that their strongest need was for a conceptual understanding of the implications of ICT in their changed work environment. This need overarched the elementary end-user training needs of what buttons to press to achieve what end. The research findings emphasize that as education is increasingly need-driven instead of content-driven it is necessary to reconsider the curricula of higher educational institutes especially with regards to management training. Furthermore, this research highlights a need for on the job training and performance support for middle managers.
Keywords: ICT skills, Digital work environment, Information society, Learning organisation, E-leader
Broos, E., & Cronjé, J. C. (2009). Information society needs of managers in a large governmental organisation. Educational Technology & Society, 12 (1), 285–297.
Mable B. Kinzie
Curry School of Education, University of Virginia, Charlottesville, VA 22904-4265 USA, Tel: +1 434-924-0835, Fax: +1 434-924-1384, kinzie@virgina.edu
Stephen D. Whitaker
Curry School of Education, University of Virginia, Charlottesville, VA 22904-4265 USA, whitaker@virginia.edu
Kathy Neesen
Curry School of Education, University of Virginia, Charlottesville, VA 22904-4265 USA, kn3t@virginia.edu
Michael Kelley
Curry School of Education, University of Virginia, Charlottesville, VA 22904-4265 USA, michaelkelley@virginia.edu
Michael Matera
Curry School of Education, University of Virginia, Charlottesville, VA 22904-4265 USA, mam4m@virginia.edu
Robert C. Pianta
Curry School of Education, University of Virginia, Charlottesville, VA 22904-4265 USA, pianta@virginia.edu
ABSTRACT: Research suggests the importance of professional development for teachers of at-risk children, and while educational technologies can be harnessed to help support teaching practice in innovative ways, such programs are often limited in scale. My Teaching Partner (MTP) was designed to deliver a targeted program of professional development for teaching quality, integrated with early childhood curricula, to large numbers of teachers. It has been used by 235 teachers of at-risk preschool children across the commonwealth of Virginia. MTP links curricula with layers of web-based support, including an on-line consultant--a teaching expert who regularly observes, de-briefs, and extends teachers’ educational practice. The research-based curricula support the needs of at-risk Pre-K students in language, literacy, and social relationships; numerous video clips demonstrate effective teaching practice. In this paper, we describe the user-centered design process used and the support services and curricula delivered. The dynamic nature of the website is emphasized, including development practices which enable non-developers to easily contribute and maintain website contents. We discuss the strengths and weaknesses of this approach, and describe the field trial now underway, which includes examination of child outcomes, teaching quality, and teacher reflectivity. Evaluation data from the project are also summarized.
Keywords: Teacher professional development, Dynamic web design, Early childhood education, At-risk children
Kinzie, M. B., Whitaker, S. D., Neesen, K., Kelley, M., Matera, M., & Pianta, R. C. (2006). Innovative Web-based Professional Development for Teachers of At-Risk Preschool Children. Educational Technology & Society, 9 (4), 194-204.
Emily M.L. Wong
Department of Education Studies, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong // emilyw@hkbu.edu.hk
Sandy S.C. Li
Department of Education Studies, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong
Tat-heung Choi
Department of Education Studies, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong
Tsz-ngong Lee
Department of Education Studies, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong
ABSTRACT: This paper draws on the literature of transformational leadership and learning organisation with a concern to foster innovative changes in classroom practices. Based on the understanding that effective use of ICT has to be construed in the pedagogical and organisational context, this study focuses on the impact of the relevant contextual factors on teaching and learning, and how these factors interact with each other, in particular the relationship between technological innovations and pedagogical innovations. By adopting a qualitative case study approach to examining the impetus for change, four different types of ICT implementation strategies have emerged from a sample of eight schools in Hong Kong and Singapore, the technologically driven type, the pedagogically driven type, the balanced type, and the uncoupled type. Those schools which have realized changes in classroom practices are characterised by ICT-pedagogical innovations. To make this happen, pedagogical innovations must be rooted in teachers’ experiences of moving away from a teacher-centred approach to one that is more student-centred. Leadership and the climate for collaboration and experimentation are fundamental to the integration of technology into pedagogical innovations. However, other factors such as region, school level, and type of school do not seem to account for the differences.
Keywords: Leadership, ICT implementation strategies, Technological and pedagogical changes, Innovative classroom practices
Wong, E. M. L., Li, S. S. C., Choi, T.-H., & Lee, T. N. (2008). Insights into Innovative Classroom Practices with ICT: Identifying the Impetus for Change. Educational Technology & Society, 11 (1), 248-265.
Eloy D. Villasclaras-Fernández
GSIC-EMIC Group, University of Valadolid, Spain // evilfer@ulises.tel.uva.es
Julio A. Hernández-Gonzalo
GSIC-EMIC Group, University of Valadolid, Spain // jhergon@ulises.tel.uva.es
Davinia Hernández-Leo
University Pompeu Fabra, Spain // davinia.hernandez@upf.edu
Juan I. Asensio-Pérez
GSIC-EMIC Group, University of Valadolid, Spain // juaase@tel.uva.es
Yannis Dimitriadis
GSIC-EMIC Group, University of Valadolid, Spain // yannis@tel.uva.es
Alejandra Martínez-Monés
GSIC-EMIC Group, University of Valadolid, Spain // amartine@infor.uva.es
ABSTRACT: Current research work in e-learning and more specifically in the field of CSCL (Computer Supported Collaborative Learning) deals with design of collaborative activities, according to computer-interpretable specifications, such as IMS Learning Design, and their posterior enactment using LMSs (Learning Management Systems). A script that describes such collaborative activities is typically designed beforehand in order to structure collaboration, and defines the features that determine the behavior of the LMS, for instance, the sequence of activities or the groups/role distribution. In CSCL settings, group management and composition are especially relevant and affect the chances of achieving the expected learning outcomes. This paper presents a software tool, named InstanceCollage, which aims at facilitating the configuration and population of groups for IMS-LD scripts created with the authoring tool Collage, and discusses the implications of the IMS-LD specification with respect to this task. InstanceCollage is designed to process collaboration scripts based on CLFPs (Collaborative Learning Flow Patterns). Using this type of patterns, InstanceCollage focuses on the importance of understanding the function of groups within the learning strategy of the script. This paper describes the approach taken in InstanceCollage to facilitate this understanding for non-expert users. Additionally, two case studies are presented, which represent complex authentic collaborative learning scenarios, as a proof of concept of the functionality of this tool. The case studies are also used to illustrate the requirements of group configuration tools and to show that InstanceCollage complies to such requirements.
Keywords: CSCL script, IMS Learning Design, group formation, Collaborative Learning Flow Patterns
Villasclaras-Fernández, E. D., Hernández-Gonzalo, J. A., Hernández-Leo, D., Asensio-Pérez, J. I., Dimitriadis, Y., Martínez-Monés, A. (2009). InstanceCollage: a tool for the particularization of collaborative IMS-LD scripts. Educational Technology & Society, 12 (3), 56–70.
Sue L. Donoghue
17A Island View, Midvale Village, 21 Middle Lane, Discovery Bay, Lantau Island, Hong Kong, Tel/Fax: +852 28161607, beldon@netvigator.com
ABSTRACT: Hong Kong’s tertiary education environment has changed dramatically in recent years with universities now facing specific educational challenges in the areas of critical thinking, ‘life-long learning’ and English language. The question exists as to what pedagogic developments will best allow the universities to address these challenges. In this paper, the appropriateness of online pedagogy as one response to these challenges is assessed through use of illustrative case-examples and post-course surveys. The potential of The University of Hong Kong (HKU) to implement this pedagogy is examined through a systematic consideration of the requirements for embedding online learning, specifically student and institutional knowledge, culture, and resources. The case examples provide empirical evidence to suggest that online environments are useful in addressing these challenges, largely as a consequence of afforded flexibility in teaching and learning, support of more student-centered learning approaches, and a high degree of student engagement. Opportunity for international collaborative teaching, with associated benefits in curriculum extension, cost-spreading and benchmarking, is also demonstrated. Within HKU, student factors appear to pose no major constraint to such development, but there exist significant inconsistencies in terms of institutional culture, pedagogic knowledge and non-hardware resources. The author concludes that small-scale online developments are viable and the cost of establishing and maintaining these need not be prohibitive. While online learning holds promise for HKU, the University will require internal institutional change to fully realize this potential.
Keywords: Online learning, E-learning, Pedagogy, Strategic planning, Higher education, The University of Hong Kong
Donoghue, S. L. (2006). Institutional Potential for Online Learning: A Hong Kong Case Study. Educational Technology & Society, 9 (4), 78-94.
Megan Hastie
Brisbane School of Distance Education, Australia // Tel: +07 3214 8265 // mhast5@eq.edu.au
Nian-Shing Chen
Department of Information Management, National Sun Yat-sen University, Taiwan // nschen@cc.nsysu.edu.tw
Yen-Hung Kuo
Department of Information Management, National Sun Yat-sen University, Taiwan // d934020001@student.nsysu.edu.tw
ABSTRACT: This paper investigates the correlation between the quality of instructional design and learning outcomes for early childhood students in the online synchronous cyber classroom. Today’s generation of e-learners has access to highly engaging and well-designed multi-media synchronous classrooms. However little data exists on what constitutes ‘good practice’ in instructional design for online synchronous cyber lessons. The synchronous cyber classroom outperforms all other modes of instruction in enabling students to simultaneously integrate visual, auditory and kinaesthetic processes. The online synchronous cyber classroom provides learners with more authentic and engaging learning activities enabling higher levels of learning compared to purely asynchronous modes of self-paced learning. During 2001-2007 a group of students aged 5 to 8 years collaborated with their teacher at Brisbane School of Distance Education, Australia in a trial of online synchronous learning. The trial identified ‘best practice’ in the instructional design of synchronous lessons delivered through the Collaborative Cyber Community (3C) learning platform at the National Sun Yat-sen University, Taiwan. A guideline for ‘best practice’ in the instructional design of online synchronous cyber lessons for early childhood students has been developed and discussed.
Keywords: Instructional design, Online synchronous learning, Cyber classroom, Early childhood students
Hastie, M., Chen, N.-S., & Kuo, Y.-H. (2007). Instructional Design for Best Practice in the Synchronous Cyber Classroom. Educational Technology & Society, 10 (4), 281-294.
Susanne Neumann
University of Vienna, Center for Teaching and Learning, Vienna, Austria // susanne.neumann-heyer@univie.ac.at
Rob Koper
Open University of the Netherlands, CELSTEC, Heerlen, The Netherlands // rob.koper@ou.nl
ABSTRACT: Following publications emphasizing the need of a taxonomy for instructional methods, this article presents a literature review on classifications for learning and teaching in order to identify possible classifications for instructional methods. Data was collected for 37 classifications capturing the origins, theoretical underpinnings, purposes and uses, as well as degrees of documentation of these classifications. Using cluster analysis, the classifications were first grouped into three clusters according to their characteristics. A discriminant analysis identified three foci: narrow focus, holistic focus and versatile focus. Second, classifications were estimated whether they fulfill taxonomy validation criteria, which are used to judge classifications’ internal consistency, meaningfulness to users, ease of navigation, and comprehensible content division. Only a small number of the reviewed classifications fulfilled more than one of the criteria, with the most criteria fulfilled being three. The article concludes that a classification of instructional methods is still needed as the reviewed classifications do not provide sufficient quality, purpose-related setup, or user orientation. Future classification efforts should involve the users in the development to ensure appropriate language and task orientation of the classification. An approach for performing user-driven development is outlined, and applications in a higher education setting and instructional design software are demonstrated.
Keywords: Classification, Taxonomy, Education, Instructional Method, Teaching Method
Neumann, S., & Koper, R. (2010). Instructional Method Classifications Lack User Language and Orientation. Educational Technology & Society, 13 (2), 78–89.
Javier Torrente
Dpto. Ingeniería del Software e Inteligencia Artificial, Facultad de Informática, Universidad Complutense de Madrid, Spain // jtorrente@fdi.ucm.es
Pablo Moreno-Ger
Dpto. Ingeniería del Software e Inteligencia Artificial, Facultad de Informática, Universidad Complutense de Madrid, Spain // pablom@fdi.ucm.es
Iván Martínez-Ortiz
Dpto. Ingeniería del Software e Inteligencia Artificial, Facultad de Informática, Universidad Complutense de Madrid, Spain // imartinez@fdi.ucm.es
Baltasar Fernandez-Manjon
Dpto. Ingeniería del Software e Inteligencia Artificial, Facultad de Informática, Universidad Complutense de Madrid, Spain // balta@fdi.ucm.es
ABSTRACT: Game-based learning is becoming popular in the academic discussion of Learning Technologies. However, even though the educational potential of games has been thoroughly discussed in the literature, the integration of the games into educational processes and how to efficiently deliver the games to the students are still open questions. This paper addresses the aspects of integration and automatic deployment of educational games in Learning Management Systems. This integration simplifies the introduction of games in educational settings, leveraging the pre-existing technological infrastructure. Our approach is based on the automatic packaging and exportation of games as self-contained Learning Objects that can be easily distributed through any LMS compliant with the current interoperability standards. We thus inherit the advantages of the Learning Object model in terms of interoperability and, when supported by the LMS, in terms of student tracking and assessment.
Keywords: Educational games, Learning Objects model, Learning Objects meta-data, Learning Management System interoperability
Torrente, J., Moreno-Ger, P., Martínez-Ortiz, I., & Fernandez-Manjon, B. (2009). Integration and Deployment of Educational Games in e-Learning Environments: The Learning Object Model Meets Educational Gaming. Educational Technology & Society, 12 (4), 359–371.
Hui-Chin Yeh
Graduate school of applied foreign languages, National Yunlin University of Science & Technology, Douliu, Yunlin, Taiwan, R. O. C. // hyeh@yuntech.edu.tw
Yu-Fen Yang
Graduate school of applied foreign languages, National Yunlin University of Science & Technology, Douliu, Yunlin, Taiwan, R. O. C. // yangy@yuntech.edu.tw
Wing-Kwong Wong
Department of Electronic Engineering, National Yunlin University of Science & Technology, Douliu, Yunlin, Taiwan, R. O. C. // wongwk@yntech.edu.tw
ABSTRACT: This study aims at arousing college students’ metacognition in detecting lexical cohesion during online text construction as WordNet served as a lexical resource. A total of 83 students were requested to construct texts through sequences of actions identified as interaction chains in this study. Interaction chains are grouped and categorized as a meaningful entity in order to investigate the students’ thinking process and behavior in general and to understand the interaction between the computer and the students in particular. From the interaction chains, it was found that some students revised incorrect sentences to correct ones. In making correct revision, they needed to assess incoming information, interpret and organize textual information, engage in thinking what they know, monitor their own meaning construction process, and take remedial actions to reach comprehension. The rate of correct sentence selection increased from 34.04% to 55.02% in three sequential text construction tasks. The recognition of lexical cohesion was found to be a determining factor for successful construction of a text.
Keywords: Interaction patterns; Lexical cohesion, Reading comprehension, Metacognition, Text construction
Yeh, H.-C., Yang, Y.-F., & Wong, W.-K. (2010). Interaction Chain Patterns of Online Text Construction with Lexical Cohesion. Educational Technology & Society, 13 (1), 55–68.
Genevieve Marie Johnson
Department of Psychology, Grant MacEwan College, Edmonton, Canada T5J 4S2 // gen.johnson@shaw.ca
ABSTRACT: Johnson and Puplampu recently proposed the ecological techno-subsystem, a refinement to Bronfenbrenner’s theoretical organization of environmental influences on child development. The ecological techno-subsystem includes child interaction with both living (e.g., peers) and nonliving (e.g., hardware) elements of communication, information, and recreation technologies in immediate or direct environments. The theoretical techno-subsystem requires empirical validation. Parents of 128 children in first through sixth grade consented to cognitive developmental assessment of their children and completed questionnaires on children’s use of the Internet at home and family socioeconomic characteristics. In general, indices of home Internet use accounted for more of the variance in children’s cognitive development than did indices of socioeconomic status. The ecological techno-subsystem furthers our understanding of environmental influences on child development by emphasizing the impact of digital technologies on cognitive growth during childhood.
Keywords: Ecological techno-subsystem, Child development, Child cognition, Ecological theory
Johnson, G. M. (2010). Internet Use and Child Development: Validation of the Ecological Techno-Subsystem. Educational Technology & Society, 13 (1), 176–185.
Jyh-Chong Liang
Department of Early Childhood Care and Education, Chin Min Institute of Technology, Taiwan // aljc@ms.chinmin.edu.tw
Chin-Chung Tsai
Graduate School of Technological and Vocational Education, National Taiwan University of Science and Technology, Taipei 106, Taiwan // Fax: 886-2-27376433 // cctsai@mail.nctu.edu.tw // cctsai@mail.ntust.edu.tw
ABSTRACT: This study was conducted to explore the relationship between Internet self-efficacy and preferences toward constructivist Internet-based learning environments. The sample included 365 college students in Taiwan who all majored in early childhood care and pre-school education. Some of them were preservice pre-school teachers (n=185), and the rest of them were inservice pre-school teachers who pursued a degree for childhood care (n=180). Through analyzing student questionnaire responses, the findings revealed that general Internet self-efficacy might foster the preferences of constructivist Internet-based learning environments. In other words, when widely implementing constructivist Internet-based learning environments, a prerequisite may be the condition that the learners should have adequate general Internet self-efficacy. By using structural equation model (SEM), this study further investigated the causal relations among the variables considered in this study. The SEM analysis showed that students with higher general Internet self-efficacy clearly showed more preferences toward Internet learning environments where they can use with ease, explore real-life problems, display multiple sources of information, conduct open-ended inquiry learning activities, and elaborate the nature of knowledge. However, students with higher communicative Internet self-efficacy tended to display relatively less preferences for inquiry learning on the Internet.
Keywords: Internet self-efficacy; preferences toward constructivist Internet-based learning environments; pre-school teachers
Liang, J.-C., & Tsai, C.-C. (2008). Internet self-efficacy and preferences toward constructivist Internet-based learning environments: A study of pre-school teachers in Taiwan. Educational Technology & Society, 11 (1), 226-237.
Liddy Nevile
La Trobe University, Bundoora, Victoria, Australia, Tel: +61 4 1931 2902, liddy@sunriseresearch.org
Jutta Treviranus
University of Toronto, Toronto, Ontario, Canada, Tel: +1 416 978 5240, jutta.treviranus@utoronto.ca
ABSTRACT: This paper describes the interoperability underpinning a new strategy for delivering accessible computer-based resources to individual learners based on their specified needs and preferences in the circumstances in which they are operating. The new accessibility strategy, known as AccessForAll, augments the model of universal accessibility of resources by engaging automated systems and builds upon the previous development of libraries of suitable resources and components. It focuses on individual learners and their particular accessibility needs and preferences. It fits within an inclusive framework for educational accommodation that supports accessibility, mobility, cultural, language and location appropriateness and increases educational flexibility. Its effectiveness will depend upon widespread use that will exploit the ‘network effect’ to increase the content available for accessibility and distribute the responsibility for the availability of accessible resources across the globe. Widespread use will depend upon the interoperability of AccessForAll implementations that, in turn, will depend on the success of the four major aspects of their interoperability: structure, syntax, semantics and systemic adoption.
Keywords: E-learning systems, Interoperability, Accessibility, AccessForAll, Learner profiles, Resource descriptions
Nevile, L., & Treviranus, J. (2006). Interoperability for Individual Learner Centred Accessibility for Web-based Educational Systems. Educational Technology & Society, 9 (4), 215-227.
Lora Aroyo
Technische Universiteit Eindhoven, Computer Science – Information Systems, PO Box 513, 5600 MB Eindhoven, the Netherlands, l.m.aroyo@tue.nl
Peter Dolog
L3S Research Center, University of Hannover, Expo Plaza 1, 30539 Hannover, Germany, dolog@l3s.de
Geert-Jan Houben
Vrije Universiteit Brussel, Computer Science, Pleinlaan 2, 1050 Brussels, Belgium, Geert-Jan.Houben@vub.ac.be
Milos Kravcik
Fraunhofer FIT, Institute for Applied Information Technology, Schloss Birlinghoven, 53754 Sankt Augustin, Germany, Milos.Kravcik@fit.fraunhofer.de
Ambjörn Naeve
Knowledge Management Research (KMR) Group, Centre for user oriented IT-Design (CID), Royal Institute of Technology (KTH), 100 44 Stockholm, Sweden, amb@nada.kth.se
Mikael Nilsson
Knowledge Management Research (KMR) Group, Centre for user oriented IT-Design (CID), Royal Institute of Technology (KTH), 100 44 Stockholm, Sweden, mini@nada.kth.se
Fridolin Wild
Vienna University of Economics, and Business Administration, Institute of Information Systems and New Media, Augasse 2-6, 1090 Vienna, Austria, Fridolin.Wild@wu-wien.ac.at
ABSTRACT: Personalized adaptive learning requires semantic-based and context-aware systems to manage the Web knowledge efficiently as well as to achieve semantic interoperability between heterogeneous information resources and services. The technological and conceptual differences can be bridged either by means of standards or via approaches based on the Semantic Web. This article deals with the issue of semantic interoperability of educational contents on the Web by considering the integration of learning standards, Semantic Web, and adaptive technologies to meet the requirements of learners. Discussion is m ade on the state of the art and the main challenges in this field, including metadata access and design issues relating to adaptive learning. Additionally, a way how to integrate several original approaches is proposed.
Keywords: Semantic Interoperability, Learning Standards, Personalized Adaptive Learning, Meta-Data
Aroyo, L., Dolog, P., Houben, G-J., Kravcik, M., Naeve, A., Nilsson, M. & Wild, F. (2006). Interoperability in Personalized Adaptive Learning. Educational Technology & Society, 9 (2), 4-18.
Wu-Yuin Hwang
Graduate School of Network Learning Technology, NCU, Taiwan // wyhwang@cc.ncu.edu.tw
Jung-Lung Hsu
Department of Information Management, Kainan University, Taiwan // srl@mail.knu.edu.tw
Alexei Tretiakov
Department of Information System, Massey University, New Zealand // A.Tretiakov@massey.ac.nz
Huey-Wen Chou
Department of Information Management, NCU, Taiwan // hwchou@mgt.ncu.edu.tw
Ching-Yuan Lee
Graduate School of Network Learning Technology, NCU, Taiwan // smallboss@lst.ncu.edu.tw
ABSTRACT: Theory of distributed cognition unveils the answer to what constitute distributed cognition. However, how the distributed cognition in web-based learning environment spreads out still remains a black box. This study sought to deepen our understanding on how learners’ knowledge disseminates online by examining the impacts of three kinds of communication, namely intra-action, interaction, and outeraction. This paper conducted a quasi-experimental study and invited 135 Taiwanese college students to help us explore our attempted research question. The results clearly demonstrated that intra-action has stronger relationship with learning outcomes than interaction or outeraction. In addition, considerable correlation was detected between intra-action and interaction. Subsequent interviews with learners indicated that considerable part of the positive relationship between intra-action and learning achievement may be due to cause-effect, namely, intra-action activities are perceived by learners as contributing to positive learning outcomes. In sum, this study contributes to the literature because (a) we extend previous research on distributed cognition by examining the impacts of three kinds of communication; (b) we suggest it is worthwhile for researchers to further study the impact of intra-action; (c) by distinguishing the three communications, we introduce one way that can measure status of the constituent elements of distributed cognition that exists in a distance learning environment.
Keywords: Communication, Intra-Action, Interaction, Outeraction, Annotation, Instant messenger, Distributed cognition
Hwang, W.-Y., Hsu, J.-L., Tretiakov, A., Chou, H.-W., & Lee, C.-Y. (2009). Intra-action, Interaction and Outeraction in blended learning environments. Educational Technology & Society, 12 (2), 222–239.
Thomas Kirkham
Centre for International ePortfolio Development, University of Nottingham, Hallward Library, Nottingham NG7 2RD // Tel + 44 (0)115 8467300 // Thomas.kirkham@nottingham.ac.uk
Sandra Winfield
Centre for International ePortfolio Development, University of Nottingham, Hallward Library, Nottingham NG7 2RD // Tel + 44 (0)115 8467300
Angela Smallwood
Centre for International ePortfolio Development, University of Nottingham, Hallward Library, Nottingham NG7 2RD // Tel + 44 (0)115 8467300
Kirstie Coolin
Centre for International ePortfolio Development, University of Nottingham, Hallward Library, Nottingham NG7 2RD // Tel + 44 (0)115 8467300
Stuart Wood
Centre for International ePortfolio Development, University of Nottingham, Hallward Library, Nottingham NG7 2RD // Tel + 44 (0)115 8467300
Louis Searchwell
JANET UK, Lumen House, Harwell Science and Innovation Campus, Oxfordshire, OX110SG // Tel + 44 (0)1235 922377 // Louis.Searchwell@ja.net
ABSTRACT: This paper presents a platform on which a new generation of applications targeted to aid the self-organised learner can be presented. The new application is enabled by innovations in trust-based security of data built upon emerging infrastructures to aid federated data access in the UK education sector. Within the proposed architecture, users and data providers (within Virtual Organisations formed for specific learning needs) collaborate in a more dynamic and flexible manner by defining their own data-object-based security policies. This is enabled using a Service Orientated Architecture (SOA) that presents trusted services to ensure that these policies are both applied and enforced. The work is significant because it presents a new level of both distributed and live data integration into the ePortfolio domain. New data objects can be integrated into the learning process from emerging areas like social networking, giving the learning processes more depth. For the learner this approach enhances the quality and range of data that they can use in the ePortfolio, and has the potential to enhance the self-organised learning process, which for society in general will enhance learning processes.
Keywords: ePortfolio, Service Orientated Architecture, trust, virtual organisation security, federated data access
Kirkham, T., Winfield, S., Smallwood, A., Coolin, K., Wood, S., & Searchwell, L. (2009). Introducing Live ePortfolios to Support Self Organised Learning. Educational Technology & Society, 12 (3), 107–114.
Ming-Chou Liu
Faculty of Education, National Dong-Hwa University, Taiwan // liu@mail.ndhu.edu.tw
Jhen-Yu Wang
Institute of Science Education, National Dong-Hwa University, Taiwan // tony_wang@yahoo.com.tw
ABSTRACT: Theme-based learning (TBL) refers to learning modes which adopt the following sequence: (a) finding the theme; (b) finding a focus of interest based on the theme; (c) finding materials based on the focus of interest; (d) integrating the materials to establish shared knowledge; (e) publishing and sharing the integrated knowledge. We have created an on-line system which supports the TBL mode to provide elementary school students with Web-based thematic learning. This study investigated the learning process of 40 fifth grade students in the natural science unit, "Stars and Sun", through the construction of conceptual maps supplemented with structured interviews with both instructors and students on the process and results of the Web-based thematic learning. The following conclusions were reached: (a) the Web-based thematic learning. system has positive effect on learners’ concept learning; (b) the Web-based thematic learning first providing learners with a framework from which develops the related concepts, is a more stable learning mode; (c) the Web-based thematic learning system is suitable for students with different abilities. The middle achievement group of students is particularly suited to using a sharing and observation Web-based learning strategy.
Keywords: Theme-Based Learning, Web-based Learning, Knowledge Integration, Concept Mapping
Liu, M.-C., & Wang, J.-Y. (2010). Investigating Knowledge Integration in Web-based Thematic Learning Using Concept Mapping Assessment. Educational Technology & Society, 13 (2), 25–39.
Erman Yukselturk
Department of Computer Education and Instructional Technology, Middle East Technical University, Turkey // eyukselturk@gmail.com, ermany@metu.edu.tr
Zahide Yildirim
Department of Computer Education and Instructional Technology, Middle East Technical University, Turkey // zahidey@metu.edu.tr
ABSTRACT: The purpose of the study is to investigate some of the factors that contribute to satisfaction of participants in an online Information Technologies Certificate Program (ITCP). The program includes eight courses and lasts four semesters. The sample consisted of 30 participants who enrolled to the program and 8 instructors who gave the courses in this program in 2004-2005. The data was collected through both qualitative and quantitative methods. An online questionnaire was used to gather data on participants’ satisfaction about the program, semi-structured interviews were conducted with both the participants and the instructors to analyze the factors that contribute to satisfaction in the program, and asynchronous and synchronous communication transcripts were examined to support the findings. Descriptive statistics were reported upon the participants’ satisfaction in regard to learner-learner interaction, learner-instructor interaction, course structure, institutional support, and flexibility. A repeated measure analysis test was utilized to see the changes in the participants’ satisfaction throughout this online program based on semester one, two, three, and four. The results of the study showed that even though the participants’ overall satisfaction was generally positive, it decreased significantly toward the final semesters of the program. The findings highlighted some of the critical issues such as “learning community formation through interaction, well structured and guided project or problem-based group activities, considering instructional design and cognitive principles in the design of the program, and flexibility in time and selection of the courses” that should be taken into account in designing online programs.
Keywords: Online learner satisfaction, Online interaction, Online support, Online course structure, Online flexibility
Yukselturk, E., & Yildirim, Z. (2008). Investigation of Interaction, Online Support, Course Structure and Flexibility as the Contributing Factors to Students’ Satisfaction in an Online Certificate Program. Educational Technology & Society, 11 (4), 51-65.
Ecaterina Giacomini Pacurar
Université de Technologie de Compiègne, UMR CNRS 6599 Heudiasyc BP 20529, 60205 Compiègne France, egiacomi@hds.utc.fr
Philippe Trigano
Université de Technologie de Compiègne, UMR CNRS 6599 Heudiasyc BP 20529, 60205 Compiègne France, philippe.trigano@utc.fr
Sorin Alupoaie
Université de Technologie de Compiègne, UMR CNRS 6599 Heudiasyc BP 20529, 60205 Compiègne France, salupoai@etu.utc.fr
ABSTRACT: Our article presents a pedagogical scenarios-based web application that allows the automatic generation and development of pedagogical websites. These pedagogical scenarios are represented in the IMS Learning Design standard. Our application is a web portal helping teachers to dynamically generate web course structures, to edit pedagogical content and to administer their courses. In this paper we are describing the methodological framework and the theoretical approaches used in our research project. We will also make a brief presentation of how the structures are automatically generated. Our application uses a knowledge-based system developed in the JESS environment (Java Expert System Shell). The knowledge is represented in XML files, then translated in JESS rules. Finally we are presenting an example of an educational website structure model developed using our tool and we are presenting an IMS LD graphical editor for modifying the course structures as well.
Keywords: Pedagogical scenario, Knowledge based system, IMS LD graphic representation, Instructional theory, Dynamic generation of pedagogical website structures, HCI (Human-Machine Interface) for websites
Pacurar, E. G., Trigano, P., & Alupoaie, S. (2006). Knowledge base for automatic generation of online IMS LD compliant course structures. Educational Technology & Society, 9 (1), 158-175.
Simon Wood
Human-Centred Technology Group, Informatics Department, University of Sussex, UK // S.N.Wood@sussex.ac.uk
Pablo Romero
Human-Centred Technology Group, Informatics Department, University of Sussex, UK // pablor@sussex.ac.uk
ABSTRACT: Learner centred design methods highlight the importance of involving the stakeholders of the learning process (learners, teachers, educational researchers) at all stages of the design of educational applications and of refining the design through an iterative prototyping process. These methods have been used successfully when designing systems employing innovative concepts or technologies. In this paper we describe the design process of Move Grapher, a GPS-enabled, mobile learning application to support the teaching and learning of kinematic graphs in in schools and colleges to children aged 15 – 17. Move Grapher implements a hybrid mode of interaction; besides implementing a graphical user interface, it enables learners to employ an embodied type of interaction as a way of supporting them in generating learning insights. Involving stakeholders and iterative prototyping were important methods in the design process, however, the innovative nature of the technologies employed and the embodied element of the interface had a decisive influence in determining the roles the stakeholders played as well as the nature of the deployed prototypes.
Keywords: Learner centred design, mobile learning, location awareness, embodied interaction, kinematic graphs
Wood, S., & Romero, P. (2010). Learner Centred Design for a Hybrid Interaction Application. Educational Technology & Society, 13 (3), 43–54.
Doo Hun Lim
Adult and Higher Education, University of Oklahoma, USA // Tel: +1 405-325-7941 // Fax: +1 405-325-2403 // dhlim@ou.edu
Michael Lane Morris
University of Tennessee, Department of Management, USA // Tel: +1 865-974-6291 // Fax: +1 865-974-2048 // mmorris1@utk.edu
ABSTRACT: Among the many studies focusing on the effect of learner and instructional variables on learning outcomes, few studies have investigated the effect of these variables and their mediating mechanisms influencing students’ learning within a blended learning environment. This study examined the influence of instructional and learner variables on learning outcomes for a blended instruction course offered for undergraduate students. Data analysis indicated that age, prior experiences with distance learning opportunities, preference in delivery format, and average study time are those learner antecedents differentiating learning outcomes among groups of college students. From a regression analysis, the influence of learner, instructional, and motivational variables on learning outcomes found to be consolidated around one variable in learning application.
Keywords: Blended instruction, Instructional variables, Learner variables, Learning motivation
Lim, D. H., & Morris, M. L. (2009). Learner and Instructional Factors Influencing Learning Outcomes within a Blended Learning Environment. Educational Technology & Society, 12 (4), 282–293.
Gilbert Paquette
Center for Interuniversity Research on Telelearning Applications, CIRTA (LICEF), Télé-université, Université du Québec, 4750 avenue Henri Julien, bureau 100, Montréal, Québec, Canada, Tel: +1 514 840-2747 Ext 2292, gpaquett@licef.teluq.uquebec.ca, licef@licef.teluq.uquebec.ca
Michel Léonard
Center for Interuniversity Research on Telelearning Applications, CIRTA (LICEF), Télé-université, Université du Québec, 4750 avenue Henri Julien, bureau 100, Montréal, Québec, Canada
Karin Lundgren-Cayrol
Center for Interuniversity Research on Telelearning Applications, CIRTA (LICEF), Télé-université, Université du Québec, 4750 avenue Henri Julien, bureau 100, Montréal, Québec, Canada
Stefan Mihaila
Center for Interuniversity Research on Telelearning Applications, CIRTA (LICEF), Télé-université, Université du Québec, 4750 avenue Henri Julien, bureau 100, Montréal, Québec, Canada
Denis Gareau
Center for Interuniversity Research on Telelearning Applications, CIRTA (LICEF), Télé-université, Université du Québec, 4750 avenue Henri Julien, bureau 100, Montréal, Québec, Canada
ABSTRACT: This chapter states and explains that a Learning Design is the result of a knowledge engineering process where knowledge and competencies, learning design and delivery models are constructed in an integrated framework. We present a general graphical language and a knowledge editor that has been adapted to support the construction of learning designs compliant with the IMS-LD specification. We situate LD within our taxonomy of knowledge models as a multi-actor collaborative system. We move up one step in the abstraction scale, showing that the process of constructing learning designs can itself be viewed as a unit-of-learning (or a “unit-of-design”): designers can be seen as learning by constructing learning designs, individually, in teams and with staff support. This viewpoint enables us to discuss and compare various “design plays”. Further, the issue of representing knowledge, cognitive skills and competencies is addressed. The association between these “content” models and learning design components can guide the construction of learning designs and help to classify them in repositories of LD templates.
Keywords: Learning design, Educational modelling, Knowledge-based systems, Graphic languages, Knowledge modelling, Competency-based learning design, IMS-LD, Learning design repositories
Paquette, G., Léonard, M., Lundgren-Cayrol, K., Mihaila, S., & Gareau, D. (2006). Learning Design based on Graphical Knowledge-Modelling. Educational Technology & Society, 9 (1), 97-112.
Martin Weller
The Institute of Educational Technology, The Open University, Milton Keynes MK7 6AA, United Kingdom, m.j.weller@open.ac.uk
Alex Little
The Institute of Educational Technology, The Open University, Milton Keynes MK7 6AA, United Kingdom
Patrick McAndrew
The Institute of Educational Technology, The Open University, Milton Keynes MK7 6AA, United Kingdom
Will Woods
The Institute of Educational Technology, The Open University, Milton Keynes MK7 6AA, United Kingdom
ABSTRACT: This paper examines the contention that learning environments which use IMS Learning Designs can be created by plugging in different components, using generic service descriptions to create the interface between the Learning Design (LD) and the specific tools. There is an alternative viewpoint which claims that generic service descriptions cannot provide the richness required to fully utilize Learning Design. The paper describes the work performed in the SLeD project by the UK Open University and the Open University of the Netherlands. The SLeD project suggests a compromise between the two viewpoints by using generic service descriptions, but recognizing the nature of the current environment through the use of translators, which interact with specific instantiations of services.
Keywords: Learning Design, service descriptions
Weller, M., Little, A., McAndrew, P., & Woods, W. (2006). Learning Design, generic service descriptions and universal acid. Educational Technology & Society, 9 (1), 138-145.
Panos Balatsoukas
Department of Information Science, Loughborough University, UK // P.Balatsoukas@lboro.ac.uk
Anne Morris
Department of Information Science, Loughborough University, UK // A.Morris@lboro.ac.uk
Ann O’Brien
Department of Information Science, Loughborough University, UK // A.O-brien@lboro.ac.uk
ABSTRACT: The structure and composite nature of a learning object is still open to interpretation. Although several theoretical studies advocate integrated approaches to the structure and aggregation level of learning objects, in practice, many content specifications, such as SCORM, IMS Content Packaging, and course authoring tools, do not explicitly state the aggregation level or granularity of learning content. The aim of this paper is to review, compare, and amalgamate different content models for learning objects into a single and coherent learning content hierarchy. To fulfil the objectives of this study, a substantive body of literature was reviewed and analysed to identify current issues in the field of learning objects, and more specifically, learning object content models.
Keywords: Learning object content models, Content packages, Content structure, Granularity, Hypermedia
Balatsoukas, P., Morris, A., & O’Brien, A. (2008). Learning Objects Update: Review and Critical Approach to Content Aggregation. Educational Technology & Society, 11 (2), 119-130.
Jun-Ming Su
Department of Computer Science, National Chiao Tung University, Hsinchu, Taiwan 300, ROC, jmsu@csie.nctu.edu.tw
Shian-Shyong Tseng
Department of Computer Science, National Chiao Tung University, Hsinchu, Taiwan 300, ROC, sstseng@cis.nctu.edu.tw
Wei Wang
Department of Computer Science, National Chiao Tung University, Hsinchu, Taiwan 300, ROC, gis91547@cis.nctu.edu.tw
Jui-Feng Weng
Department of Computer Science, National Chiao Tung University, Hsinchu, Taiwan 300, ROC, roy@cis.nctu.edu.tw
Jin Tan David Yang
Department of Information & Communication, Southern Taiwan University of Technology, No.1, Nantai St, Yung-Kang City, Tainan, Taiwan 710, ROC, yangdav@mail.stut.edu.tw
Wen-Nung Tsai
Department of Computer Science, National Chiao Tung University, Hsinchu, Taiwan 300, ROC, tsaiwn@csie.nctu.edu.tw
ABSTRACT: With vigorous development of the Internet, e-learning system has become more and more popular. Sharable Content Object Reference Model (SCORM) 2004 provides the Sequencing and Navigation (SN) Specification to define the course sequencing behavior, control the sequencing, selecting and delivering of course, and organize the content into a hierarchical structure, namely Activity Tree. Therefore, how to provide customized course according to individual learning characteristics and capabilities, and how to create, represent and maintain the activity tree with appropriate associated sequencing definition for different learners become two important issues. However, it is almost impossible to design personalized learning activities trees for each learner manually. The information of learning behavior, called learning portfolio, can help teacher understand the reason why a learner got high or low grade. Thus, in this paper, we propose a Learning Portfolio Mining (LPM) Approach including four phases: 1. User Model Definition Phase: define the learner profile based upon existing articles and pedagogical theory. 2. Learning Pattern Extraction Phase: apply sequential pattern mining technique to extract the maximal frequent learning patterns from the learning sequence, transform original learning sequence into a bit vector, and then use distance based clustering approach to group learners with good learning performance into several clusters. 3. Decision Tree Construction Phase: use two third of the learner profiles with corresponding cluster labels as training data to create a decision tree, and the remainings are the testing data. 4. Activity Tree Generation Phase: use each created cluster including several learning patterns as sequencing rules to generate personalized activity tree with associated sequencing rules of SN. Finally, for evaluating our proposed approach of learning portfolio analysis, an experiment has been done and the results show that generated personalized activity trees with sequencing rules are workable and beneficial for learners.
Keywords: Learning portfolio analysis, SCORM, Data mining, Personalized learning environment
Su, J.-M., Tseng, S.-S., Wang, W., Weng, J.-F., Yang, J. T. D., & Tsai, W.-N. (2006). Learning Portfolio Analysis and Mining for SCORM Compliant Environment. Educational Technology & Society, 9 (1), 262-275.
Tanja Jadin
University of Applied Sciences, School of Informatics, Communications and Media, Hagenberg, Austria // Tel: +43 7236 3888 7140 // Fax: +43 7236 3888 7199 // Tanja.Jadin@fh-hagenberg.at
Astrid Gruber
Heiligenstrasse 42a, D-40723 Hilden, Germany // Tel: +49 163 6085683 // am_Gruber@hotmail.com
Bernad Batinic
Institute for Education and Psychology, Johannes Kepler University, Linz, Austria // Tel: +43 732 2468 8226 // Fax: +43 732 2468 9315 // Bernad.Batinic@jku.at
ABSTRACT: Video-based e-lectures offer interactive learning and more vivid and personalized forms of self-regulated learning. Participants (N = 28) learned from either a video-based e-lecture with synchronized written transcript of oral presentation (multimodal) or an e-lecture without the transcript (unimodal presentation). Learners could be classified as “repeaters”, whose primary focus was on the lectured material, or as “surfers,” who spent less time on the lecture itself and instead used the optional links. Results showed that the learning outcomes were significantly influenced by learner strategy (with repeaters outperforming surfers), but not by presentation modality (with or without written text).
Keywords: E-learning, Multimedia learning, Interactive video, Redundancy principle, Learning strategies
Jadin, T., Gruber, A., & Batinic, B. (2009). Learning with E-lectures: The Meaning of Learning Strategies. Educational Technology & Society, 12 (3), 282–288.
Zuhrieh Shana
Ajman University of Science and Technology, Fujairah, United Arab Emirates // Tel: +971507755379 // zoeshanaa@yahoo.com
ABSTRACT: There is considerable evidence that using technology as an instructional tool improves student learning and educational outcomes (Hanna & de Nooy, 2003). In developing countries, pre-university education focuses on memorization, although meting the mission of AUST requires students to manage technology and to think more independently. This study examines the impact of incorporating a discussion forum on the achievement of university students enrolled in a Distance Education course, Educational Technology Department at Ajman University of Science and Technology (AUST), United Arab Emirates. The study was conducted with 34 students divided into two sections, one a treatment group and one a control group. Both sections were exposed to the same teaching techniques covering the same course material on Distance Education. Four weeks after the course had commenced they were given the same teacher constructed test. However, after the first test, the treated group was exposed to the use of a World Wide Web (WWW) interactive discussion forum. At the end of the semester-long treatment period, a final test was given to both groups, and student scores were analyzed for any statistically significant difference. Questionnaires and interviews were also conducted to see if students had enjoyed the experience. The results of the study indicated that students in both groups showed learning improvement over the course of one semester, but discussion forums had an obvious impact on student achievement and attitude in distance learning/ educational technology course.
Keywords: Computer mediated-communications, Blended learning, Student performance, Technology integration, Collaborative learning
Shana, Z. (2009). Learning with Technology: Using Discussion Forums to Augment a Traditional-Style Class. Educational Technology & Society, 12 (3), 214–228.
Buhle Mbambo
Director: Library Services, University of South Africa, mbambob@unisa.ac.za, Tel: +27 11 670-9000
Johannes C. Cronjé
Department of Curriculum Studies, University of Pretoria, South Africa, jcronje@up.ac.za, Tel: +27 82 558 5311, Fax: +27 12 343 5065
ABSTRACT: This paper reports on a locally initiated investigation into the suitability of the Internet in helping to meet the information needs of women in small, medium, and micro enterprises (SMMEs) in the textile industry in Botswana. The background is the stated government policy to encourage the development of SMMEs and the Internet infrastructure. The question is, how likely are women entrepreneurs to use a website as a resource? We considered two barriers to the use of technology by women in developing countries, socio-cultural and physical. To determine the extent to which these could be overcome, a design experiment was conducted in which an information website was created and its use evaluated on a target population consisting of women entrepreneurs in the textile industry in Botswana. Data collection occurred in two phases. Firstly, interviews were conducted and conferences were attended to determine the information needs. Then a website was developed and evaluated by think-aloud protocols, focus groups, and interviews. Initial results indicate that the site was both useful and usable to the target population and that it made some work easier for them. Nevertheless, they need to use the Internet not only to receive information, but also to provide information in order to trade and sell their own goods. This has implications for government policy in terms of enabling credit card-based international trading using the Web.
Keywords: Lifelong learning, Internet usage motives, Computer attitudes, Perceived usefulness; Perceived ease of use
Mbambo, B., & Cronje, J. C. (2007). Learning with a Website for the Textile Industry in Botswana. Educational Technology & Society, 10 (1), 157-170.
Giasemi Vavoula
Department of Museum Studies, University of Leicester, United Kingdom // Tel: +44 1162523963 // Fax: +44 1162523960 // gv18@le.ac.uk
Mike Sharples
School of Education, University of Nottingham, United Kingdom // Tel: +44 115 9513716 // Fax: +44 115 8467931 // mike.sharples@nottingham.ac.uk
ABSTRACT: We propose Lifelong Learning Organisers (LLOs) as tools to support the capturing, organisation and retrieval of personal learning experiences, resources and notes, over a range of learning topics, at different times and places. The paper discusses general requirements for the design of LLOs based on findings from a diary-based study of everyday learning practice; and also based on the design and evaluation of KLeOS, a prototype LLO that supports learning projects, episodes and activities through the linking of learning content with semantic and episodic context. We suggest that LLOs should assist in capturing both the episodic and the semantic aspects of learning events, and should incorporate retrieval mechanisms that utilise both types of memory (i.e. episodic and semantic) to assist tracing back knowledge and resources. Issues for future research on LLOs are also discussed.
Keywords: Lifelong Learning Organisers, activity-based interface, continuous archival and retrieval of personal learning, episodic and semantic memory, concept maps, timelines, personal learning environment
Vavoula, G., & Sharples, M. (2009). Lifelong Learning Organisers: Requirements for tools for supporting episodic and semantic learning. Educational Technology & Society, 12 (3), 82–97.
Erkki Patokorpi
IAMSR, Åbo Akademi University, Joukahaisgatan 3-5A, 20520 Åbo, Finland, epatokor@abo.fi
ABSTRACT: Abduction is a method of reasoning that people use under uncertainty in a context in order to come up with new ideas. The use of abduction in this exploratory study is twofold: (i) abduction is a cross-disciplinary analytic tool that can be used to explain certain key aspects of human-computer interaction in advanced Information Society Technology (IST) environments; (ii) abduction is probably the central inferential mechanism at work when learners learn or in general make sense of things in an IST or mobile context. Consequently, abduction illuminates the special epistemological circumstances of IST enhanced learning, in particular when the learning materials and the learning environment have been arranged in accordance with constructivist pedagogical guidelines. A study of abductive reasoning will help us better understand IST enhanced learning and IST user behaviour as well as give us some valuable hints to the design of human-computer interaction in general.
Keywords: Information society technology (IST), Information and communication technology (ICT) enhanced learning, Abductive reasoning, Human-computer interaction (HCI), Constructivism
Patokorpi, E. (2007). Logic of Sherlock Holmes in Technology Enhanced Learning. Educational Technology & Society, 10 (1), 171-185.
Petek Askar
Department of Computer Education and Instructional Technology, Faculty of Education, Hacettepe University, 06800, Beytepe, Ankara, Turkey, Tel: + 90 312 2977180, Fax: + 90 312 2977176, paskar@hacettepe.edu.tr
Yasemin Kocak Usluel
Department of Computer Education and Instructional Technology, Faculty of Education, Hacettepe University, 06800, Beytepe, Ankara, Turkey, Tel: +90 312 2978569, Fax: + 90 312 2977176, kocak@hacettepe.edu.tr
Filiz Kuskaya Mumcu
Department of Computer Education and Instructional Technology, Faculty of Education, Hacettepe University, 06800, Beytepe, Ankara, Turkey, Tel: +90 312 4207924, Fax: +90 312 4207274, filiz.kuskaya@tbmm.gov.tr
ABSTRACT: The main goal of this study is to estimate the extent to which perceived innovation characteristics are associated with the probability of task related ICT use among secondary school teachers. The tasks were categorized as teaching preparation, teaching delivery, and management. Four hundred and sixteen teachers from secondary schools in Turkey, completed a questionnaire, which was designed to determine the task-related usage and the perceptions of the teachers in regard to ICT. Logistic stepwise regression analysis showed that complexity or ease of use was found to be a common perceived innovation characteristic for teaching delivery, preparation and managerial tasks in schools. Another result of this survey lead one to conclude that observability is a perceived attribute in teaching delivery in some specific tasks performed during the class period whereas relative advantage and compatibility are for teaching preparation tasks.
Keywords: Innovation characteristics, Logistic regression, ICT, Secondary schools
Askar, P., Usluel, Y. K. & Mumcu, F. K. (2006). Logistic Regression Modeling for Predicting Task-Related ICT Use in Teaching. Educational Technology & Society, 9 (2), 141-151.
Yen-Hung Kuo
Department of Engineering Science, National Cheng Kung University, No.1, University Road, Tainan City, Taiwan // Tel: +886-6-2757575 ext. 63336 // Fax: +886-6-2766549 // keh@easylearn.org
Yueh-Min Huang
Department of Engineering Science, National Cheng Kung University, No.1, University Road, Tainan City, Taiwan // Tel: +886-6-2757575 ext. 63336 // Fax: +886-6-2766549 // huang@mail.ncku.edu.tw
ABSTRACT: Mobile learning (m-learning) is a new trend in the e-learning field. The learning services in m-learning environments are supported by fundamental functions, especially the content and assessment services, which need an authoring tool to rapidly generate adaptable learning resources. To fulfill the imperious demand, this study proposes an authoring tool named Mobile E-learning Authoring Tool (MEAT) to produce adaptable learning contents and test items. In addition, the visualized course organization tool has also been provided to teachers to organize their teaching courses. All functionalities of the MEAT are designed according to the teachers’ feedback and their technological learning needs. To evaluate the MEAT, we have conducted an extensive comparison between the MEAT and other (adaptation) content authoring tools. The result indicates the MEAT is the only tool, which can produce adaptable contents and test items while supporting learning standard. In addition to technical comparison, the qualitative feedbacks from teachers and students are also shown in the evaluation section, and result points out the advantages and shortcomings of the MEAT. According to our findings, we have summarized some design principles for readers who are interested in designing e-learning applications. It hopes our precious experiences can inspire readers to develop more valuable learning tools.
Keywords: Adaptable learning materials, Adaptable test items, Authoring tool, Learning map design, Mobile learning
Kuo, Y.-H., & Huang, Y.-M. (2009). MEAT: An Authoring Tool for Generating Adaptable Learning Resources. Educational Technology & Society, 12 (2), 51–68.
Yuksel Goktas
Department of Computer Education & Instructional Technology, Ataturk University, 25240 Erzurum, Turkey // Tel: 90-546-263-5774; Fax: 90-442-236-0955 // yukselgoktas@atauni.edu.tr; yuksel.goktas@hotmail.com
Soner Yildirim
Department of Computer Education & Instructional Technology, Middle East Technical University, 06531 Ankara, Turkey // Tel: 90-312-210-4057 Fax: 90-312-210-7986 // soner@metu.edu.tr
Zahide Yildirim
Department of Computer Education & Instructional Technology, Middle East Technical University, 06531 Ankara, Turkey // Tel: 90-312-210-4057 Fax: 90-312-210-7986 // zahidey@metu.edu.tr
ABSTRACT: The purpose of this study is to investigate the main barriers and possible enablers for integrating information and communication technologies (ICTs) in Turkey’s pre-service teacher education programs. The data were collected by means of questionnaires from 53 deans in schools of teacher education (STE), 111 teacher educators, and 1,330 prospective teachers, and additionally from interviews of six teacher educators and six prospective teachers. The findings indicate that the majority of the stakeholders believe that lack of in-service training, lack of appropriate software and materials, and lack of hardware are the main barriers for integrating ICTs in pre-service teacher education programs. There was also agreement on the possible enablers; “having technology plans” was the strategy most strongly agreed upon in that category. Based on these findings, we propose the use of several strategies that should enhance successful ICTs integration.
Keywords: ICT barriers, ICT obstacles, Technology integration problems, ICT enablers
Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programs. Educational Technology & Society, 12 (1), 193–204.
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Jan M. Pawlowski
Institute for Computer Science and Business Information Systems, University of Duisburg-Essen, Essen, Germany, jan.pawlowski@icb.uni-essen.de
Markus Bick
Business Information Systems, ECSP-EAP European Business School, Berlin, Germany, markus.bick@escp-eap.de
ABSTRACT: The DIN Didactical Object Model extends the approaches of existing Educational Modeling Languages introducing specifications for contexts and experiences. In this paper, we show how the Didactical Object Model can be used for sharing didactical expertise. Educational Modeling Languages change the design paradigm from content orientation towards process-/ activity orientation. Especially in the community of teachers and didactical designers, this development has gained attention. However, reusing learning scenarios requires applying knowledge management concepts to this issue. To adequately reuse learning scenarios, information about context and experiences must become available. Furthermore, supporting human-oriented knowledge management instruments are needed to facilitate the exchange and reuse process. The DIN Didactical Object Model, developed by the German Standards Body (Deutsches Institut für Normung, DIN e.V.), provides specifications for this. Additionally, an integrative concept for knowledge sharing and reuse is presented: the solution integrates business, learning, and knowledge processes into a common architecture using the Didactical Object Model to exchange scenarios. The presented modeling language will enhance the use of Educational Modeling Languages towards knowledge-based exchange of learning scenarios and experience sharing.
Keywords: Didactical Object Model, Educational Modeling Languages, Learning Design, Integrated Knowledge and Learning Management, Didactical Expertise
Pawlowski, J. M., & Bick, M. (2006). Managing & re-using didactical expertise: The Didactical Object Model. Educational Technology & Society, 9 (1), 84-96.
Li-Ju Chen
Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei Taiwan // ljchen@ice.ntnu.edu.tw
Rong-Guey Ho
Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei Taiwan // hrg@ntnu.edu.tw
Yung-Chin Yen
Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei Taiwan // scorpio@ice.ntnu.edu.tw
ABSTRACT: This study aimed to explore the effects of marking and metacognition-evaluated feedback (MEF) in computer-based testing (CBT) on student performance and review behavior. Marking is a strategy, in which students place a question mark next to a test item to indicate an uncertain answer. The MEF provided students with feedback on test results classified as correct answers with and without marking or incorrect answers with and without marking. The study analyzed 454 ninth graders randomly assigned to three groups: Gmm (marking + MEF), Gmu (marking), and Guu (none). Each group was further categorized into three subgroups based on their English ability. Results showed that marking improved medium-ability examinees’ test scores. This was a promising finding because the medium-ability students were the very target group that had the most potential for improvement. Additionally, MEF was found to be beneficial as well in that it encouraged students to use marking skills more frequently and to review answer-explanations of the test items. The follow-up interviews indicated that providing adaptive and detailed AEs for low-ability students were necessary. The present study reveals the potential of integrating marking and adaptive feedbacks into the design of learning functions that are worth implementing in CBT systems.
Keywords: Computer-based testing (CBT), Test-taking behavior, Marking behavior, Metacognition evaluation, Confidence rating technique
Chen, L.-J., Ho, R.-G., & Yen, Y.-C. (2010). Marking Strategies in Metacognition-Evaluated Computer-Based Testing. Educational Technology & Society, 13 (1), 246–259.
Aaron Delwiche
Department of Communication, Trinity University, San Antonio, TX, USA, Tel: +1 210 999-8153, adelwich@trinity.edu
ABSTRACT: Recent research demonstrates that videogames enhance literacy, attention, reaction time, and higher-level thinking. Several scholars have suggested that massively multiplayer online games (MMOs) such as Everquest and Second Life have educational potential, but we have little data about what happens when such tools are introduced in the classroom. This paper reports findings from two MMO-based courses in the context of situated learning theory. The first course, focused on the ethnography of on-line games, used the game Everquest as a vehicle for teaching research methods to 36 students in an undergraduate communication course. The second course used the game Second Life to teach the fundamentals of video-game design and criticism. Synthesizing comments from student web logs with data collected from follow-up surveys, the paper highlights key findings and offers concrete suggestions for instructors contemplating the use of multiplayer games in their own courses. Recommending that potential virtual environments be selected on the basis of genre, accessibility, and extensibility, it is suggested that game-based assignments are most effective when they build bridges between the domain of the game world and an overlapping domain of professional practice.
Keywords: Virtual environments, Video-games - learning, Educational technology, Game design, Situated learning
Delwiche, A. (2006). Massively multiplayer online games (MMOs) in the new media classroom. Educational Technology & Society, 9 (3), 160-172.
Shao-Hua Chang
Department of Applied English, Southern Taiwan University, Tainan, Taiwan // shaohua@mail.stut.edu.tw
Pei-Chun Lin
Department of Transportation and Communication Management Science, National Cheng Kung University, Taiwan // peichunl@mail.ncku.edu.tw
Zih-Chuan Lin
Department of Information Management, National Kaohsiung First University of Science & Technology, Taiwan // u9324819@ccms.nkfust.edu.tw
ABSTRACT: This study investigates differences in the partial scoring performance of examinees in elimination testing and conventional dichotomous scoring of multiple-choice tests implemented on a computer-based system. Elimination testing that uses the same set of multiple-choice items rewards examinees with partial knowledge over those who are simply guessing. This study provides a computer-based test and item analysis system to reduce the difficulty of grading and item analysis following elimination tests. The Rasch model, based on item response theory for dichotomous scoring, and the partial credit model, based on graded item response for elimination testing, are the kernel of the test-diagnosis subsystem to estimate examinee ability and item-difficulty parameters. This study draws the following conclusions: (1) examinees taking computer-based tests (CBTs) have the same performance as those taking paper-and-pencil tests (PPTs); (2) conventional scoring does not measure the same knowledge as partial scoring; (3) the partial scoring of multiple choice lowers the number of unexpected responses from examinees; and (4) the different question topics and types do not influence the performance of examinees in either PPTs or CBTs.
Keywords: Computer-based tests, Elimination testing, Unexpected responses, Partial knowledge, Item response theory
Chang, S.-H., Lin, P.-C., & Lin, Z. C. (2007). Measures of Partial Knowledge and Unexpected Responses in Multiple-Choice Tests. Educational Technology & Society, 10 (4), 95-109.
Min Chi
Learning Research and Development Center & Intelligent System Program, University of Pittsburgh, PA, USA // mic31@cs.pitt.edu
Kurt VanLehn
Department of Computer Science & Engineering, Arizona State University, AZ, USA // Kurt.Vanlehn@asu.edu
ABSTRACT: Certain learners are less sensitive to learning environments and can always learn, while others are more sensitive to variations in learning environments and may fail to learn (Cronbach & Snow, 1977). We refer to the former as high learners and the latter as low learners. One important goal of any learning environment is to bring students up to the same level of mastery. We showed that an intelligent tutoring system (ITS) teaching a domain-independent problem-solving strategy indeed closed the gap between high and low learners, not only in the domain where it was taught (probability) but also in a second domain where it was not taught (physics). The strategy includes two main components: one is solving problems via backward chaining (BC) from goals to givens, called the BC strategy, and the other is drawing students’ attention to the characteristics of each individual domain principle, called the principle-emphasis skill. Evidence suggests that the low learners transferred the principle-emphasis skill to physics while the high learners seemingly already had such skill and thus mainly transferred the other skill, the BC strategy. Surprisingly, the low learners learned just as effectively as the high learners in physics. We concluded that the effective element of transfer seemed not to be the BC strategy, but the principle-emphasis skill.
Keywords: Intelligent tutoring systems, Meta-cognitive skills, Domain-independent problem-solving strategies
Chi, M., & VanLehn, K. (2010). Meta-Cognitive Strategy Instruction in Intelligent Tutoring Systems: How, When, and Why. Educational Technology & Society, 13 (1), 25–39.
Chris Campbell
University of Notre Dame, School of Education, Sydney Australia // Tel: +61 2 8204 4225 // Fax: +61 2 8204 4402 // ccampbell1@nd.edu.au
ABSTRACT: This study investigated boys’ capacity for self regulation in a Year 8 classroom at a regional secondary college in the state of Victoria, Australia. This was an exploratory descriptive study that sought to examine how the use of an online journal influenced students’ capacity to adaptively react (Zimmerman, 2002) to self-determined knowledge about the effectiveness of their method of learning and set learning goals (Ames & Ames, 1989; Midgley, Kaplan, & Middleton, 2001). An online recording and online journaling space were developed by the researcher. The journal has been designed to be engaging for young adolescent male students as well as allowing students to set goals and reflect on how they can achieve those goals in an imaginative, non-threatening, and jargon-free environment. The study reported here aims to determine if through the use of this online journal students’ capacity to extend their understanding of themselves as learners through the setting, monitoring and evaluating of personal learning goals can increase. These findings contribute to discussion about the important contemporary issue of students self regulation.
Keywords: Self regulation, Middle years, Student engagement, Online journaling
Campbell, C. (2009). Middle years students’ use of self-regulating strategies in an online journaling environment. Educational Technology & Society, 12 (3), 98–106.
Robert A. Ellis
Institute of Teaching and Learning, Carslaw F07, University of Sydney, Sydney, NSW 2006, Australia, r.ellis@vcc.usyd.edu.au // Fax: +61 2 9351 4331
Rafael A. Calvo
Dept of Electrical and Information Engineering, J13, University of Sydney, Sydney, NSW 2006, Australia, rafa@ee.usyd.edu.au
ABSTRACT: This study describes a set of institutional indicators that suggest minimum standards for the quality assurance of learning supported by learning management systems in blended contexts. The indicators are evaluated by comparing seven universities that use a common learning management system to support student learning experiences. The responses to a qualitative questionnaire provide evidence of how the participating universities approach leadership, policy making, development, and evaluation as they relate to the quality assurance of learning management systems. A comparison among the universities reveals that they tend to have a better understanding of technical rather than educational issues related to quality assurance. A case is made for the need for universities to address key areas in order to reliably assure the quality of learning supported by learning management systems.
Keywords: Quality assurance, Learning management system, Leadership, Policy, Staff development, Evaluation
Ellis, R. A. & Calvo, R. A. (2007). Minimum Indicators to Assure Quality of LMS-supported Blended Learning. Educational Technology & Society, 10 (2), 60-70.
Chih-Ming Chen
Institute of Learning Tech, National Hualien Univ of Education, Hualien 970, Taiwan, R.O.C., cmchen@mail.nhlue.edu.tw
Chin-Ming Hong
Institute of Applied Electronics Technology, National Taiwan Normal University, Taipei 106, Taiwan, R.O.C., t07026@ntnu.edu.tw
Shyuan-Yi Chen
Institute of Industrial Education, National Taiwan Normal University, Taipei 106, Taiwan, R.O.C., 69370034@ntnu.edu.tw
Chao-Yu Liu
Institute of Learning Technology, National Hualien University of Education, Hualien 970, Taiwan, R.O.C., rank@enjust.com
ABSTRACT: Learning performance assessment aims to evaluate what knowledge learners have acquired from teaching activities. Objective technical measures of learning performance are difficult to develop, but are extremely important for both teachers and learners. Learning performance assessment using learning portfolios or web server log data is becoming an essential research issue in web-based learning, owing to the rapid growth of e-learning systems and real application in teaching scenes. The traditional summative evaluation by performing examinations or feedback forms is usually employed to evaluate the learning performance for both the traditional classroom learning and the web-based learning. However, summative evaluation only considers final learning outcomes without considering learning processes of learners. This study presents a learning performance assessment scheme by combining four computational intelligence theories, i.e., the proposed refined K-means algorithm, the neuro-fuzzy classifier, the proposed feature reduction scheme, and fuzzy inference, to identify the learning performance assessment rules using the web-based learning portfolios of an individual learner. Experimental results indicate that the evaluation results of the proposed scheme are very close to those of summative assessment results of grade levels. In other words, this scheme can help teachers to assess individual learners precisely utilizing only the learning portfolios in a web-based learning environment. Additionally, teachers can devote themselves to teaching and designing courseware since they save a lot of time in evaluating learning. This idea can be beneficially applied to immediately examine the learning progress of learners, and to perform interactively control learning for e-learning systems. More significantly, teachers could understand the factors influencing learning performance in a web-based learning environment according to the obtained interpretable learning performance assessment rules.
Keywords: Learning Performance Assessment, Web-based Learning, Web-based Learning Portfolio, Data Mining
Chen, C.-M., Hong, C.-M., Chen, S.-Y. & Liu, C.-Y. (2006). Mining Formative Evaluation Rules Using Web-based Learning Portfolios for Web-based Learning Systems. Educational Technology & Society, 9 (3), 69-87.
Yu-Ju Lan
Department of Applied Chinese Languages and Literature, National Taiwan Normal University, Taiwan //Tel: +886-2-77148232 // yujulan@gmail.com
Yao-Ting Sung
Department of Educational Psychology and Counseling, National Taiwan Normal University, Taiwan //Tel: +886-2-77343769
Ning-chun Tan
Department of Mathematics and Information Education, National Taipei University of Education, Taiwan //Tel: +886-926892732
Chiu-Pin Lin
Graduate Institute of eLearning Technology, National Hsinchu University of Education, Taiwan //Tel: +886-3-5213132-7904
Kuo-En Chang
Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taiwan // Tel: +886-2-77341014 // kchang@ntnu.edu.tw
ABSTRACT: This study implemented a three-stage problem-based estimation instruction scenario and combined it with mobile technology to provide elementary teachers with an effective e-tool for observing student estimation and leading effective class or group discussions on the selection and assessment of appropriate strategies for solving daily estimation problems. Twenty-eight fourth graders were randomly sampled and assigned to two groups: the experimental group (problem-based estimation instruction using mobile devices) and the control group (problem-based estimation instruction without mobile devices). The analytical results demonstrated that problem-based estimation instruction could effectively help students learn computational estimation skills. Moreover, using mobile devices for problem-based computational estimation instruction appeared to help students discuss and cooperate with others, and moreover the mobile-device-supported problem-based estimation scenario helped students develop metacognition knowledge of estimation strategies.
Keywords: Computational Estimation, Number Sense, Mobile Learning, Problem-Based Learning
Lan, Y.-J., Sung, Y.-T., Tan, N.c., Lin, C.-P., & Chang, K.-E. (2010). Mobile-Device-Supported Problem-Based Computational Estimation Instruction for Elementary School Students. Educational Technology & Society, 13 (3), 55–69.
Yoshitaka Sakurai
School of Information Environment, Tokyo Denki University, Chiba, 270-1382, Japan // Tel: +81 476 46 8491 // Fax: +81 476 45 8449 // ysakurai@sie.dendai.ac.jp
Shinichi Dohi
School of Information Environment, Tokyo Denki University, Chiba, 270-1382, Japan // Tel: +81 476 46 8491 // Fax: +81 476 45 8449 // dohi@sie.dendai.ac.jp
Setsuo Tsuruta
School of Information Environment, Tokyo Denki University, Chiba, 270-1382, Japan // Tel: +81 476 46 8491 // Fax: +81 476 45 8449 // tsuruta@sie.dendai.ac.jp
Rainer Knauf
Faculty of Computer Science and Automation, University of Ilmenau, 98684 Ilmenau, Germany // Tel: +49 3677 69 1445 // Fax: +49 3677 69 1665 // rainer.knauf@tu-ilmenau.de
ABSTRACT: In high-level education such as university studies, there is a flexible but complicated system of subject offerings and registration rules such as prerequisite subjects. Those offerings, connected with registration rules, should be matched to the students’ learning needs and desires, which change dynamically. Students need assistance in such a maze of dynamically changing opportunities and limitations. To cope with this problem, a new storyboard concept for academic education, called “dynamic storyboarding” is proposed to assist university students. Dynamic storyboarding is based on the idea of semi-formally representing, processing, evaluating, and refining didactic knowledge. This storyboarding is more appropriate in managing high-level education than is general artificial intelligence knowledge representations such as frames. This is because the structure of dynamic storyboarding is driven by the semi-formal and multilayered nature of didactic knowledge in university education. A feasibility study showed that storyboarding can be used to supplement an academic educational system, such as the dynamic learning need reflection system (DLNRS) of Tokyo Denki University (TDU) in Japan. Concretely speaking, didactic knowledge in the university curricula was proven to be easily and clearly represented by dynamic storyboarding. This contributed to the students’ dynamic learning activities by supporting features that help students review and adapt their own individual curricula.
Keywords: Process modeling, Learning processes, Storyboarding, Dynamic learning need reflection system, Knowledge engineering
Sakurai, Y., Dohi, S., Tsuruta, S., & Knauf, R. (2009). Modeling Academic Education Processes by Dynamic Storyboarding. Educational Technology & Society, 12 (2), 307–333.
K. Robert Lai
Department of Computer Science and Engineering, Yuan Ze University, Taiwan, krlai@cs.yzu.edu.tw
Chung Hsien Lan
Department of Computer Science and Engineering, Yuan Ze University, Taiwan, s929408@mail.yzu.edu.tw
ABSTRACT: This work presents a novel method for modeling collaborative learning as multi-issue agent negotiation using fuzzy constraints. Agent negotiation is an iterative process, through which, the proposed method aggregates student marks to reduce personal bias. In the framework, students define individual fuzzy membership functions based on their evaluation concepts and agents facilitate student-student negotiations during the assessment process. By applying the proposed method, agents can achieve mutually acceptable agreements that avoid the subjective judgments and unfair assessments. Thus, the negotiated agreement provides students with superior assessments, thereby enhancing learning effectiveness. To demonstrate the usefulness of the proposed framework, a web-based assessment agent was implemented and used by 49 information management students who submitted assignments for peer review. Experimental results suggested that students using the system had significantly improved learning performance over three rounds of peer assessment. Questionnaire results indicated that students believed that the assessment agent provided increased flexibility and equity during the peer assessment process.
Keywords: Peer assessment, collaborative learning, agent negotiation, assessment agent, fuzzy constraint
Lai, K. R., & Lan, C. H. (2006). Modeling Peer Assessment as Agent Negotiation in a Computer Supported Collaborative Learning Environment. Educational Technology & Society, 9 (3), 16-26.
Choo-Yee Ting
Faculty of Information Technology, Multimedia University, Cyberjaya, Malaysia // cyting@mmu.edu.my
Somnuk Phon-Amnuaisuk
Faculty of Information Technology, Multimedia University, Cyberjaya, Malaysia // somnuk@mmu.edu.my
Yen-Kuan Chong
Center for Multimedia Education Development & Application, Multimedia University, Cyberjaya, Malaysia // ykchong@mmu.edu.my
ABSTRACT: This article aims at discussing how Dynamic Decision Network (DDN) can be employed to tackle the challenges in modeling temporally variable scientific inquiry skills and provision of adaptive pedagogical interventions in INQPRO, a scientific inquiry exploratory learning environment for learning O’level Physics. We begin with an overview of INQPRO and a highlight of the computer algorithm as well as the design of our proposed DDN model. We then present an instance of interactions with INQPRO to describe how the proposed model can be generated dynamically by aggregating different INQPRO Graphical User Interfaces (GUIs) in real-time basis to perform probabilistic assessments of the two scientific inquiry skills (Hypothesis Formulation and Variable Identification ). In this study, we carried out a two-phase empirical evaluation to investigate the performance of the proposed DDN model in categorizing different groups of learners. The performance of the proposed DDN model is identified by its matching accuracies elicited from a total of 6 domain experts and 77 learners who participated in both evaluation phases. Based on the empirical results, we summarized that the proposed DDN model is practically sound as it has demonstrated acceptable estimation accuracies with reference to the classification results obtained from the pretest, posttest, and from domain experts.
Keywords: Dynamic Decision Networks, Scientific inquiry learning environment, Learner modeling
Ting, C.-Y., Phon-Amnuaisuk, S., & Chong, Y.-K. (2008). Modeling and Intervening Across Time in Scientific Inquiry Exploratory Learning Environment. Educational Technology & Society, 11(3), 239–258.
Kai Pata
Center for Educational Technology, Institute of Informatics, Tallinn University, Tallinn, Estonia // Tel. +372 5119385 // kpata@tlu.ee
ABSTRACT: This paper conceptualizes the theoretical framework of modeling learning spaces for self-directed learning at university courses. It binds together two ideas: a) self-directed learners’ common learning spaces may be characterized as abstract niches, b) niche characteristics are collectively determined through individually perceived affordances. The implications of these ideas on the learning design are discussed. The empirical part demonstrates the learning niche formation at the master course „Self-directed learning with social media“ at two consequent years. The results of the affordance determination were used to characterize and develop the learning spaces that support self-directed learning with social media. The realization of the learning niche at two following years demonstrated that students used different social media tools for putting a similar types of affordances of the learning niche in action. This finding suggested that affordance-based niche descriptions would allow flexibility and learner-centeredness but simultaneously might enable to identify a common emergent learning space and make it reusable for modeling environments for self-directed learning courses.
Keywords: Learning design; Learning niches; Affordances, Self-directed learning
Pata, K. (2009). Modeling spaces for self-directed learning at university courses. Educational Technology & Society, 12 (3), 23–43.
Teklu Abate Bekele
University of Oslo, Institute for Educational Research, Oslo, Norway // a.b.teklu@ped.uio.no
ABSTRACT: Previous studies examined student motivation and satisfaction in Internet-Supported Learning Environments (ISLE) in higher education but none provided a comprehensive analysis of significant methodological and theoretical issues. To contribute toward filling this knowledge gap and then to better inform instructional systems development, practice, and further research, a qualitative review was conducted. The review was guided by these questions: How did ISLE overall impact student motivation and satisfaction? What specific motivation and satisfaction sources were identified? How was motivation measured in ISLE? What research designs were employed to investigate the phenomena? Studies on ISLE published in leading educational technology outlets between 1995 and early 2007 were analyzed. The analysis indicated that technology attributes, course quality, engagement, program format, and support services supported motivation and satisfaction. Studies used task choice, cognitive effort, persistence, skill, and achievement to measure motivation. Survey and experimental designs dominated research on ISLE. Implications for instructional design/system development, practice, and research are discussed.
Keywords: Higher education, Internet-supported learning environments, Motivation, Satisfaction
Bekele, T. A. (2010). Motivation and Satisfaction in Internet-Supported Learning Environments: A Review. Educational Technology & Society, 13 (2), 116–127.
Tsu-Feng Ho
Department of Computer Science and Information Engineering, Ming Chuan University, Taoyuan 33348, Taiwan // tfho@mail.mcu.edu.tw
Peng-Yeng Yin
Department of Information Management, National Chi Nan University, Nan-Tou 54561, Taiwan // pyyin@ncnu.edu.tw
Gwo-Jen Hwang
Department of Information and Learning Technology, National University of Tainan, Tainan City 70005, Taiwan // gjhwang@mail.nutn.edu.tw
Shyong Jian Shyu
Department of Computer Science and Information Engineering, Ming Chuan University, Taoyuan 33348, Taiwan // sjshyu@gmail.com
Ya-Nan Yean
Department of Information Management, National Chi Nan University, Nan-Tou 54561, Taiwan // mandywang@mxic.com.tw
ABSTRACT: For large-scale tests, such as certification tests or entrance examinations, the composed test sheets must meet multiple assessment criteria. Furthermore, to fairly compare the knowledge levels of the persons who receive tests at different times owing to the insufficiency of available examination halls or the occurrence of certain unexpected situations, a set of parallel test sheets needs to be composed, which is almost impossible to accomplish manually. To cope with this problem, an enhanced particle swarm optimization approach is proposed to efficiently compose parallel test sheets from very large item banks, while simultaneously meeting multiple assessment criteria. Moreover, a computer-assisted testing system was developed, and a series of experiments were performed to evaluate the comparative performance of the proposed approach and a genetic algorithm counterpart.
Keywords: Test-sheet composition, Computer-assisted testing, Particle swarm optimization, Genetic algorithm
Ho, T.-F., Yin, P.-Y., Hwang, G.-J., Shyu, S. J., & Yean, Y.-N. (2009). Multi-Objective Parallel Test-Sheet Composition Using Enhanced Particle Swarm Optimization. Educational Technology & Society, 12 (4), 193–206.
Theodore H. Kaskalis
Nursery Department, University of Western Macedonia, 3rd km Florina–Niki, 53100, Florina, Greece // kaskalis@uowm.gr
Theodore D. Tzidamis
University of Macedonia, Thessaloniki, Greece, 156 Egnatia str. P.O. 1591, 54006, Thessaloniki, Greece // tzidamis@uom.gr
Konstantinos Margaritis
University of Macedonia, Thessaloniki, Greece, 156 Egnatia str. P.O. 1591, 54006, Thessaloniki, Greece // kmarg@uom.gr
ABSTRACT: Since the explosion in multimedia computing, educators have been trying to work their way towards integrated human-computer interaction. Consequently, a large number of multimedia tools have been created, always following the trend of simpler and easier multimedia development. After outlining the transition from hardcore programming to modern multimedia authoring systems, this paper leads the way through a large variety of products, trying to determine the criteria upon which one should base a software investment. To facilitate this attempt, a series of variables is introduced and, based on these variables, a typical evaluation takes place. Following that pattern, each tool is examined separately so that a reasonable amount of data is gathered and treated as the basis for a 5-scale point system. Informal as this may be, it not only helps in ranking the tools examined, but also in extracting the necessary statistics. A black spot on this analysis is the absence of education-related data, since no software package was found to be able to play a clear educational role. As a result to all the above, a top-7 list is presented, always based on the previously stated subjective criteria. The purpose of this work is to shed light on the case of multimedia computing, aiming to find a tool that could serve a purely educational purpose in the field of live presentations. The absence of such a tool is the conclusion of the whole study.
Keywords: Multimedia authoring tools, Educational multimedia, Multimedia software review
Kaskalis, T. H., Tzidamis, T. D., & Margaritis, K. (2007). Multimedia Authoring Tools: The Quest for an Educational Package. Educational Technology & Society, 10 (3), 135-162.
Wu-Yuin Hwang
National Central University, Taiwan
Nian-Shing Chen
Department of Information Management, National Sun Yat-sen University, Kaohsiung, Taiwan, Tel: +886-7-5252510 // Fax: +881-7-5254799 // nschen@cc.nsysu.edu.tw
Jian-Jie Dung
National Central University, Taiwan
Yi-Lun Yang
National Kaohsiung Normal University, Taiwan
ABSTRACT: The aim of this study is to explore student multiple representation skills and creativity in solving mathematical problems when supported by a multimedia whiteboard system. The subjects were 6th grade primary school students that were tested and selected as excellent students in mathematics. Twenty-one numerical and geometry problems were given to the students in the experiment. The learning activities including problem solving, peer criticizing and response improvement facilitated by the designed multimedia whiteboard system. The findings of this study are that student multiple representation skills are the keys to successful mathematical problem solving. Students with high elaboration ability can take better advantage from peer interactions and teacher guidance to generate more diversified ideas and solutions in mathematical problem solving. In contrast, students with low elaboration ability would have great difficulty in representation skills. We conclude that elaboration ability in creativity is a critical factor that affects student’s multiple representation skills. The study suggests that teachers could design mathematical problem solving activities supported by a multimedia whiteboard system to improve student multiple representation skills.
Keywords: Representation, Creativity, Mathematical Problem Solving, Multimedia Whiteboard System
Hwang, W.-Y., Chen, N.-S., Dung, J.-J., & Yang, Y.-L. (2007). Multiple Representation Skills and Creativity Effects on Mathematical Problem Solving using a Multimedia Whiteboard System. Educational Technology & Society, 10 (2), 191-212.
John Yearwood
School of Information Technology and Mathematical Sciences, University of Ballarat, Victoria, Australia // j.yearwood@ballarat.edu.au
Andrew Stranieri
School of Information Technology and Mathematical Sciences, University of Ballarat, Victoria, Australia
ABSTRACT: Narrative and story telling has a long history of use in structuring, organising and communicating human experience. This paper describes a narrative based interactive intelligent learning environment which aims to elucidate practical reasoning using interactive emergent narratives that can be used in training novices in decision making. Its design is based on an approach to generating narrative from knowledge that has been modelled in specific decision/reasoning domains. The approach uses a narrative model that is guided partially by inference and contextual information contained in the particular knowledge representation used, the Generic/Actual argument model of structured reasoning. The approach is described with examples in the area of critical care nursing training and positive learning outcomes are reported.
Keywords: Narrative, interactive learning, case-based learning, decision making, emergent narrative, transformationalism
Yearwood, J., & Stranieri, A. (2007). Narrative-based Interactive Learning Environments from Modelling Reasoning. Educational Technology & Society, 10 (3), 192-208.
Maiga Chang
School of Computing & Information Systems, Athabasca University, Canada // maiga@ms2.hinet.net
Chin-Yeh Wang
National Science and Technology Program for e-Learning in Taiwan, Taiwan // chinyea@db.csie.ncu.edu.tw
Gwo-Dong Chen
Dept. of Computer Science and Information Engineering, National Central University, Taiwan // chen@csie.ncu.edu.tw
ABSTRACT: Taiwan government has initiated a five-year program since 2002: the National Science and Technology Program for e-Learning. The national program started from 2003 and was completed at the end of year 2007, involving thirteen government agencies. This paper describes the results that the national program has accomplished at its first phase, 2003 to 2007. The results include how the national program has helped enhance competitiveness of commerce; improved public welfare in Taiwan; and how the national program has stimulated the research outputs in both industry and academia.
Keywords: Taiwan National e-Learning Program, Digital learning, e-Learning development strategies, Academic and industry developments
Chang, M., Wang, C.-Y., & Chen, G. D. (2009). National Program for e-Learning in Taiwan. Educational Technology & Society, 12 (1), 5–17.
John Hannon
Curriculum, Teaching and Learning Centre, La Trobe University, , Melbourne, Victoria 3086 // Tel: 61 3 9479 1533 // J.Hannon@latrobe.edu.au
Tracey Bretag
School of Management, University of South Australia, Adelaide, South Australia 5001 // Tel: 61 8 8302 0224 // tracey.bretag@unisa.edu.au
ABSTRACT: This paper explores the way that learning technologies frame teaching practice in higher education using both autoethnography and discourse analysis (interpretative repertoires). The analysis juxtaposes our own experience in the form of data from two interviews, with teaching and learning policy documents from the group of five Australian Technology Network universities, as a means of investigating the centrality of these technologies in the reconfiguring of teaching practice in higher education for the networked university. The data yielded three distinct discourses: technology as a bridge to globalised opportunity; technology as delivery of learning; and technology as communication and building relationships for learning. The first repertoire provides a utopian vision which glosses over the complex practice of implementation. The second repertoire also omits details of implementation, presenting learning technology unproblematically. The third repertoire, not present in the policy documents, but central to the autoethnographic accounts, focusses on both the possibilities and challenges of learning technologies in practice, and points to the potential for a complementary approach which foregrounds the student-teacher relationship. How these discourses can be reconciled is a central issue for academic teaching practice in higher education.
Keywords: Learning technologies, higher education, policy, practice, discourse
Hannon, J., & Bretag, T. (2010). Negotiating Contested Discourses of Learning Technologies in Higher Education. Educational Technology & Society, 13 (1), 106–120.
Mikael Wiberg
Umeå University, Sweden // Tel: +46 90 786 61 15 // Fax: +46 90 786 65 50 // mikael.wiberg@informatik.umu.se
ABSTRACT: Traditional non-computerized learning environments are typically founded on an understanding of learning as acquiring silence for an effective individual learning process. Recently, it has also been reported that the high expectations for the impact of computer-based technology on educational practice have not been realized. This paper sets out to challenge both the assumptions made about the requirements for effective learning environments by pointing in the direction of social creative learning processes, as well as the technologies for effective and creative learning processes by redirecting the focus from what has been labeled “traditional computer-based learning environments” towards user-driven learning networks. Thus, this paper proposes the concept of netlearning as a general label for the traditional use of computer-based learning environments as education tools and then, it suggests the concept of learning through networks as a challenging concept for addressing user-driven technologies that support social, collaborative and creative learning processes in, via, or outside typical educational settings. The paper is inspired by recent research into the interaction society and the Scandinavian tradition in system development that always have highlighted the importance of user-driven processes, users as creative social individuals, and a perspective on users as creative contributors to both the form, and content of new interaction technologies. The paper ends with a presentation of a participatory design project in which children developed their own computer-based tools for editing film and I present this technology followed by a discussion on user-driven design of learning technologies in which the technology is not just a container for something else, but instead, novel technologies as a tool that directly enable the children to do new things, i.e. to collectively learn through their computer-supported social network.
Keywords: Device cultures, Interaction, Learning through networks, Mobility. Netlearning, Web 2.0
Wiberg, M. (2007). Netlearning and Learning through Networks. Educational Technology & Society, 10 (4), 49-61.
Jo Dugstad Wake
InterMedia, Aksis, University of Bergen, Nygårdsgaten 5, 5015 Bergen, Norway, jo.wake@intermedia.uib.no
Olga Dysthe
Department for Education and Health Studies, University of Bergen, Christiesgt. 13, 5015 Bergen, Norway, olga.dysthe@psyph.uib.no
Stig Mjelstad
InterMedia, Aksis, University of Bergen, Nygårdsgaten 5, 5015 Bergen, Norway, stig.mjelstad@intermedia.uib.no
ABSTRACT: Digital tools are increasingly being used to support teaching in higher education. These tools place new demands on the tasks and responsibilities of the teacher, and can influence teacher roles. In this study we investigate the long-term use and development of a tool for facilitating the negotiation of meaning in argumentative student texts, through teacher and peer feedback. From this setting new teacher roles have emerged.
Keywords: Teacher roles, Higher education, Communities of practice, Teaching-learning environment, Digital tools
Wake, J. D., Dysthe, O., & Mjelstad, S. (2007). New and Changing Teacher Roles in Higher Education in a Digital Age. Educational Technology & Society, 10 (1), 40-51.
Ahmad Rafi
Faculty of Creative Multimedia, Multimedia University, Cyberjaya, 63100 Selangor, Malaysia, Tel: +603-8312 5555, Fax: +603-8312 5554, ahmadrafi.eshaq@mmu.edu.my
Khairul Anuar Samsudin
Fakulti Teknologi dan Komunikasi, Universiti Pendidikan Sultan Idris, Tanjung Malim, 35900 Perak, Malaysia, Tel: +605-450 5021/5041/5050, Fax: +605-458 2615, kanuar@upsi.edu.my
Azniah Ismail
Fakulti Teknologi dan Komunikasi, Universiti Pendidikan Sultan Idris, Tanjung Malim, 35900 Perak, Malaysia, Tel: +605-450 5021/5041/5050, Fax: +605-458 2615, azniah@upsi.edu.my
ABSTRACT: This study investigates the effectiveness of computer-mediated Engineering Drawing instruction in improving spatial ability namely spatial visualisation and mental rotation. A multi factorial quasi experimental design study was employed involving a cohort of 138, 20 year old average undergraduates. Three interventional treatments were administered, namely Interactive Engineering Drawing Trainer (EDwgT), conventional instruction using printed materials enhanced with digital video clips, and conventional instruction using printed materials only. Using an experimental 3 x 2 x 2 factorial design, the research has found statistical significant improvements in spatial visualisation tasks. There appears to be no improvement in reaction times for Mental Rotation. The authors also have investigated the gender differences and the influence of prior experience of spatial ability.
Keywords: Spatial ability, Spatial visualisation, Mental rotation, Computer-mediated Engineering Drawing
Rafi, A., Samsudin, K. A., & Ismail, A. (2006). On Improving Spatial Ability Through Computer-Mediated Engineering Drawing Instruction. Educational Technology & Society, 9 (3), 149-159.
Olumuyiwa Sunday Asaolu
Department of Industrial & Information Engineering, University of Tennessee, Knoxville, TN, USA, Tel. +1 865 974 3349, Fax +1 865 974 0588, sasaolu@utk.edu
ABSTRACT: This work presents a review of the development and application of computers. It traces the highlights of emergent computing technologies shaping our world. Recent trends in hardware and software deployment are chronicled as well as their impact on various segments of the society. The expectations for the future are also discussed along with security concerns. It is concluded that a major technological challenge being addressed is making information and computing power accessible anytime, anywhere and on any device. We note that worthwhile solutions will also address efficiency and security concerns.
Keywords: Computer, Technology, Internet, ICT, New trends
Asaolu, O. S. (2006). On the Emergence of New Computer Technologies. Educational Technology & Society, 9 (1), 335-343.
Jelena Jovanović
FON, School of Business Administration, University of Belgrade, Belgrade, Serbia // jeljov@gmail.com
Dragan Gašević
School of Computing and Information System, Athabasca University, Athabasca, Canada // dgasevic@acm.org and School of Interactive arts and Technology, Simon Fraser University, Surrey, BC, Canada
Colin Knight
School of Interactive arts and Technology, Simon Fraser University, Surrey, BC, Canada // cjk2@sfu.ca
Griff Richards
School of Interactive arts and Technology, Simon Fraser University, Surrey, BC, Canada // griff@sfu.ca
ABSTRACT: This paper presents an ontology-based framework aimed at explicit representation of context-specific metadata derived from the actual usage of learning objects and learning designs. The core part of the proposed framework is a learning object context ontology, that leverages a range of other kinds of learning ontologies (e.g., user modeling ontology, domain ontology, and learning design ontology) to capture the information about the real usage of a learning object inside a learning design. We also present some learner-centered and teacher-centered scenarios enabled by the proposed framework in order to illustrate the benefits the framework offers to these key participants of any learning process. Finally, we demonstrate how two present educational tools (i.e. TANGRAM and LOCO-Analyst) correspond to the proposed architecture.
Keywords: Learning objects, Learning context, Learning design, Ontologies, Personalization
Jovanović, J., Gašević, D., Knight, C., & Richards, G. (2007). Ontologies for Effective Use of Context in e-Learning Settings. Educational Technology & Society, 10 (3), 47-59.
Ching-Chieh Kiu
Faculty of Information Technology, Multimedia University, Jalan Multimedia, 63100 Cyberjaya, Malaysia, cckiu@mmu.edu.my
Chien-Sing Lee
Faculty of Information Technology, Multimedia University, Jalan Multimedia, 63100 Cyberjaya, Malaysia, cslee@mmu.edu.my
ABSTRACT: The issue of structural and semantic interoperability among learning objects and other resources on the Internet is increasingly pointing towards Semantic Web technologies in general and ontology in particular as a solution provider. Ontology defines an explicit formal specification of domains to learning objects. However, the effectiveness to interoperate learning objects among various learning object repositories are often reduced due to the use of different ontological schemes to annotate learning objects in each learning object repository. Hence, structural differences and semantic heterogeneity between ontologies need to be resolved in order to generate shared ontology to facilitate learning object reusability. This paper presents OntoDNA, an automated ontology mapping and merging tool. Significance of the study lies in an algorithmic framework for mapping the attributes of concepts/learning objects and merging these concepts/learning objects from different ontologies based on the mapped attributes; identification of a suitable threshold value for mapping and merging; an easily scalable unsupervised data mining algorithm for modeling existing concepts and predicting the cluster to which a new concept/learning object should belong, easy indexing, retrieval and visualization of concepts and learning objects based on the merged ontology.
Keywords: Learning object, Semantic interoperability, Ontology, Ontology mapping and merging, Semantic Web
Kiu, C.-C., & Lee, C.-S. (2006). Ontology Mapping and Merging through OntoDNA for Learning Object Reusability. Educational Technology & Society, 9 (3), 27-42.
Tsung-Yu Liu
Department of Multimedia and Game Science, Lunghwa University of Science and Technology, Taoyuan County, Taiwan // Tel: +886-0922488664 // Fax: +886-2-32344001 // joye.liu@msa.hinet.net
Tan-Hsu Tan
Department of Electrical Engineering, National Taipei University of Technology, Taipei, Taiwan // Tel: +886-2-27712171 // Fax: +886-2-27317187 // thtan@ntut.edu.tw
Yu-Ling Chu
Department of Electrical Engineering, National Taipei University of Technology, Taipei, Taiwan // Tel: +886-2-27712171 // Fax: +886-2-27317187 // chu_yuling@tp.edu.tw
ABSTRACT: Despite their successful use in many conscientious studies involving outdoor learning applications, mobile learning systems still have certain limitations. For instance, because students cannot obtain real-time, context-aware content in outdoor locations such as historical sites, endangered animal habitats, and geological landscapes, they are unable to search, collect, share, and edit information by using information technology. To address such concerns, this work proposes an environment of ubiquitous learning with educational resources (EULER) based on radio frequency identification (RFID), augmented reality (AR), the Internet, ubiquitous computing, embedded systems, and database technologies. EULER helps teachers deliver lessons on site and cultivate student competency in adopting information technology to improve learning. To evaluate its effectiveness, we used the proposed EULER for natural science learning at the Guandu Nature Park in Taiwan. The participants were elementary school teachers and students. The analytical results revealed that the proposed EULER improves student learning. Moreover, the largely positive feedback from a post-study survey confirms the effectiveness of EULER in supporting outdoor learning and its ability to attract the interest of students.
Keywords: Augmented reality, Collaborative learning, EULER, Outdoor learning, Radio frequency identification (RFID), Ubiquitous learning
Liu, T.-Y., Tan, T.-H., & Chu, Y.-L. (2009). Outdoor Natural Science Learning with an RFID-Supported Immersive Ubiquitous Learning Environment. Educational Technology & Society, 12 (4), 161–175.
Moushir M. El-Bishouty
Department of Information Science and Intelligent Systems, Tokushima University, Japan // Tel: +81-886-56-7495 // Fax: +81-886-23-2761 // mbishouty@is.tokushima-u.ac.jp
Hiroaki Ogata
Department of Information Science and Intelligent Systems, Tokushima University, Japan // Tel: +81-886-56-7495 // Fax: +81-886-23-2761 // ogata@is.tokushima-u.ac.jp
Yoneo Yano
Department of Information Science and Intelligent Systems, Tokushima University, Japan // Tel: +81-886-56-7495 // Fax: +81-886-23-2761 // yano@is.tokushima-u.ac.jp
ABSTRACT: This paper introduces a ubiquitous computing environment in order to support the learners while doing tasks; this environment is called PERKAM (PERsonalized Knowledge Awareness Map). PERKAM allows the learners to share knowledge, interact, collaborate, and exchange individual experiences. It utilizes the RFID ubiquities technology to detect the learner’s environmental objects and location, then recommends the best matched educational materials and peer helpers in accordance with the detected objects and the current location. This environment provides the learner with Knowledge Awareness Map, which visualizes the space of the environmental objects that surround the learner, the educational materials space, and the peer helpers’ space. PERKAM system was implemented and an experiment was done in order to evaluate the system performance and the learner’s satisfaction. This paper illustrates the design, the implementation and the evaluation of this environment, and it focuses on Knowledge Awareness Map, which is personalized according to the learner’s current need and location.
Keywords: Ubiquitous Learning, Mobile Learning, Awareness, RFID, Collaboration
El-Bishouty, M. M., Ogata, H., & Yano, Y. (2007). PERKAM: Personalized Knowledge Awareness Map for Computer Supported Ubiquitous Learning. Educational Technology & Society, 10 (3), 122-134.
Chris Bailey
Learning Technology Group, ECS, University of Southampton, SO17 1BJ Southampton, UK, cpb@ecs.soton.ac.uk, Tel.: +44 2380 597698
Mohd T Zalfan
Learning Technology Group, ECS, University of Southampton, SO17 1BJ Southampton, UK
Hugh C. Davis
Learning Technology Group, ECS, University of Southampton, SO17 1BJ Southampton, UK
Karen Fill
School of Education, University of Southampton, SO17 1BJ Southampton, UK, k.e.fill@soton.ac.uk, Tel.: +44 2380 593784
Gráinne Conole
School of Education, University of Southampton, SO17 1BJ Southampton, UK
ABSTRACT: Tools to support teachers and learning technologists in the creation of effective learning designs are currently in their infancy. This paper describes a metadata model, devised to assist in the conception and design of new learning activities, that has been developed, used and evaluated over a period of three years. The online tool that embodies this model was not originally intended to produce runtime executable code such as IMS-LD, but rather focussed on assisting teachers in the thought processes involved in selecting appropriate methods, tools, student activities and assessments to suit the required learning objectives. Subsequently, we have modified the RELOAD editor such that the output from our tool can be translated into IMS-LD. The contribution of this paper is the comparison of our data model with that of IMS-LD, and the analysis of how each can inform the other.
Keywords: DialogPLUS, Learning Design, IMS, Learning Activities, Nugget Model
Bailey, C., Zalfan, M. T, Davis, H. C., Fill, K., & Conole, G. (2006). Panning for Gold: Designing Pedagogically-inspired Learning Nuggets. Educational Technology & Society, 9 (1), 113-122.
Anders D. Olofsson
Umeå University, Sweden // Tel: +46 90 786 78 09 // Fax: +46 90 786 66 93 // Anders.D.Olofsson@pedag.umu.se
ABSTRACT: This paper discusses the issue of learner participation in a net-based higher education course. With the starting point in recent educational policies formulated by the European Union and the results of an evaluation report from the Swedish Net University, I raise the question of which pedagogical aspects need to be considered in order to support active learner participation in these types of learning environments. Based on analyzed data from 19 semi-structured interviews with trainees on a Swedish net-based teacher training programme supported by Information and Communication Technologies, I attempt to show that in order to become a member of such educational online learning community, each trainee is required to be active and hold an inclusive attitude towards the other members. Further, it seems that the trainees often had to rely on and trust each other due to the sparse communication with their teacher trainers. I conclude this paper by discussing the need for a pedagogical approach that relies heavily on social, collaborative and ethical aspects of learning as a starting point for the design of online learning communities to support the kind of education needed for the 21st century.
Keywords: Distance Education, Learning Community, Participation, Pedagogy, Teacher Training
Olofsson, A. D. (2007). Participation in an Educational Online Learning Community. Educational Technology & Society, 10 (4), 28-38.
Maria Francisca Capponi
Universidad Tecnológica de Chile INACAP, Center for Innovation on Education, Santiago, Chile // mcapponi@inacap.cl
Miguel Nussbaum
Pontifícia Universidad Católica de Chile, Computer Science Department, Santiago, Chile // mn@ing.puc.cl
Guillermo Marshall
Pontifícia Universidad Católica de Chile, Mathematics Department, Santiago, Chile // gm@mat.puc.cl
Maria Ester Lagos
Universidad de Santiago de Chile, Centro Comenius, Santiago, Chile // maria.lagos@centrocomenius.org
ABSTRACT: This paper presents a methodology of discovering social action patterns in collaborative learning activities for use in improving activity design, and in particular for restructuring existing designs involving face-to-face social actions to enhance their social dynamics and thus better ensure the achievement of a specified aim. An activity in this context is defined as a sequence of actions that an actor may perform to accomplish a task objective. The proposed methodology validates a design experimentally by comparing the actions it specifies with those that are observed in an actual activity. Analyzing the data collected through such observation is central to determining which actions would improve the social dynamics of the original design. The criteria for adopting a discovered pattern will depend on the activity’s aims and the kind of actions observed. The proposed methodology is illustrated using data gathered during physics classes in two schools. The findings suggest that when formulating technologically mediated activities inside a classroom, designers should seek to incorporate face-to-face actions that support the dynamics of the activity and assist in achieving the social objectives of the tasks performed. The inclusion of such actions in design upgrades can also help prevent the occurrence of actions that interfere with the activity.
Keywords: Face-to-face collaboration, Pattern analysis, Task-based design, Computer supported collaborative learning (CSCL), Odds ratio
Capponi, M. F., Nussbaum, M., Marshall, G., & Lagos, M. E. (2010). Pattern Discovery for the Design of Face-to-Face Computer-Supported Collaborative Learning Activities. Educational Technology & Society, 13 (2), 40–52.
Mary Kayler
George Mason University, 10900 University Blvd., MS 4E4, Manassas, Virginia 20110, Tel: 703-993-8417, Fax: 703-993-8321, mkayler@gmu.edu
Karen Weller
George Mason University, 10900 University Blvd., MS 4E4, Manassas, Virginia 20110, Tel: 703-993-8351, Fax: 703-993-8321, kweller@gmu.edu
ABSTRACT: One Master’s Program, Initiatives in Educational Transformation, has integrated a computer management system (WebCT) into a learner-centered (Weimer, 2002) community of K–12 practicing teachers. Online discussions were an extension of instructional practices that supported dialogue, reflection, and self-assessment for the purpose of continuous professional improvement and facilitating independent learners. The research question that guided this study was, how can we develop self-monitoring and acceptance of online discussions so that students become independent learners? Online discussion postings and student self-assessment served as data sources. Three dominant themes emerged from the data. The first theme, Community of Practice: Dialogue Supports Independent Learning, captures the components of Wenger’s (2005) community of practice that enhance students’ personal and professional experiences in shaping online discussions. The second theme, Independent Learners: Making Sense of Theory, addresses how educational theory, classroom pedagogical practices, dialogue, and lived experiences support the transformation of practice. A third theme, Self-Assessment Informs Understanding of Self and Discussion-Group Dynamics, conveys the ways in which self-assessment informs students of their strengths, and student-identified areas of improvement support independent learners as well as foster deepened understanding of participation within online discussion groups. Online Communities of Practice (CoP) support students’ professional sharing and the development of independent learners. Faculty played an important role in structuring student reflection and self-assessment opportunities to enhance the learning experiences for students.
Keywords: Online discussion groups, Communities of practice, Learner-centered theory, Self-assessment, Social construction of knowledge
Kayler, M., & Weller, K. (2007). Pedagogy, Self-Assessment, and Online Discussion Groups. Educational Technology & Society, 10 (1), 136-147.
Robyn E. Parker
School of Communication Studies, Kent State University, USA // Tel: +1 330 672-0183 // reparker@kent.edu
Alison Bianchi
Department of Sociology, University of Iowa, USA // +1 319.335-2511 // alison-bianchi@uiowa.edu
Tsui Yi Cheah
Educational Policy & Leadership, The Ohio State University, USA // Tel: +1 216 650-1205 // cheah.5@osu.edu
ABSTRACT: The use of instructional technologies such as PowerPoint ™ and WebCT ™ are nearly ubiquitous in contemporary college classrooms. The literature is rich with ideas about the transformative powers of technology. What is less understood is how users perceive technology and its effects on classroom dynamics such as student attendance and participation as well as student learning. The literature offers neither an empirical nor rhetorical consensus about the efficacy of classroom technology. This study explores perceptions about the effects of two commonly used technologies through surveys of faculty (n= 485) and students (n= 3145) at a large, public university. Results indicate that individual factors such as gender, grade point average, class/faculty rank, and length of tenure influence orientation toward technology. Results indicate student and faculty differ in their perceptions of the impact of technology on student attendance, class discussion, and connections between students. We explore potential reasons for these differences and how they provide clues for improving the usefulness of technology in meeting learning objectives for all students.
Keywords: Instructional technology, PowerPoint, WebCT, Student perceptions, Classroom dynamics
Parker, R. E., Bianchi, A., & Cheah, T. Y. (2008). Perceptions of Instructional Technology: Factors of Influence and Anticipated Consequences. Educational Technology & Society, 11 (2), 274-293.
Yuehchiu Fang
Department of Applied Foreign Languages, National Formosa University, Taiwan // ycfang@nfu.edu.tw
ABSTRACT: This study aimed to investigate the perceptions of a computer-assisted writing program among EFL learners in a college composition class. A mixed method research design was employed combining both qualitative and qualitative techniques. Forty-five junior students in a Taiwanese college writing class were introduced to the computer-assisted writing program MyAccess. After using the program in class, students completed a survey questionnaire and nine students were selected for follow-up interviews based on their writing proficiency. Survey results showed that the majority of students held favorable attitudes towards using MyAccess as a writing tool, but were less positive concerning its use as an essay grading tool. Evidence obtained from a multiple choice question in the survey showed that a majority of the students benefited by using the computer-mediated feedback to revise their essays. Moreover, interview data revealed that the computer-mediated feedback had a positive effect on writing skill development, particularly in suggesting changes for form rather than for content. Finally, eight of the nine interview participants suggested that MyAccess could be utilized in future writing classes. Further discussions of the benefits of adopting computer-assisted writing software such as increased learner motivation and learner autonomy also indicate that this kind of software can be a useful support tool in the EFL classroom.
Keywords: Computer-assisted writing instru
Fang, Y. (2010). Perceptions of the Computer-Assisted Writing Program among EFL College Learners. Educational Technology & Society, 13 (3), 246–256.
Chih-Ming Chen
Graduate Institute of Library, Information and Archival Studies, National Chengchi University, Taiwan // chencm@nccu.edu.tw
Shih-Hsun Hsu
Graduate Institute of Network Learning Technology, National Central University, Taiwan // jason@cl.ncu.edu.tw
ABSTRACT: Since English has been an international language, how to enhance English levels of people by useful computer assisted learning forms or tools is a critical issue in non-English speaking countries because it definitely affects the overall competition ability of a country. With the rapid growth of wireless and mobile technologies, the mobile learning has been gradually considered as a novel and effective learning form because it inherits all the advantages of e-learning as well as breaks the limitations of learning time and space occurring in the traditional classroom learning. To provide an effective and flexible learning environment for English learning, this study adopts the advantages of the mobile learning to present a personalized intelligent mobile learning system (PIMS) which can appropriately recommend English news articles to learners based on the learners’ reading abilities evaluated by the proposed fuzzy Item Response Theory (FIRT). In addition, to promote the reading abilities of English news, the unknown or unfamiliar vocabularies of individual learner can also be automatically discovered and retrieved from the reading English news articles by the PIMS system according to the English vocabulary ability of individual learner for enhancing vocabulary learning. Currently, the PIMS system has been successfully implemented on the personal digital assistant (PDA) to provide personalized mobile learning for promoting the reading ability of English news. Experimental results indicated that the proposed system provides an efficient and effective mobile learning mechanism by adaptively recommending English news articles as well as enhancing unknown or unfamiliar vocabularies’ learning for individual learners.
Keywords: Mobile learning, Personalization, Intelligent tutoring system, English Learning
Chen, C.-M., & Hsu, S.-H. (2008). Personalized Intelligent Mobile Learning System for Supporting Effective English Learning. Educational Technology & Society, 11 (3), 153-180.
Tzone I Wang
Laboratory of Intelligent Network Applications, Department of Engineering Science, National Chung Kung University, Tainan, Taiwan // wti535@mail.ncku.edu.tw
Kun Hua Tsai
Laboratory of Intelligent Network Applications, Department of Engineering Science, National Chung Kung University, Tainan, Taiwan
Ming Che Lee
Laboratory of Intelligent Network Applications, Department of Engineering Science, National Chung Kung University, Tainan, Taiwan
Ti Kai Chiu
Laboratory of Intelligent Network Applications, Department of Engineering Science, National Chung Kung University, Tainan, Taiwan
ABSTRACT: With vigorous development of the Internet, especially the web page interaction technology, distant E-learning has become more and more realistic and popular. Digital courses may consist of many learning units or learning objects and, currently, many learning objects are created according to SCORM standard. It can be seen that, in the near future, a vast amount of SCORM-compliant learning objects will be published and distributed cross the Internet. Facing huge volumes of learning objects, learners may be lost in selecting suitable and favorite learning objects. In this paper, an adaptive personalized recommendation model is proposed in order to help recommend SCORM-compliant learning objects from repositories in the Internet. This model adopts an ontological approach to perform semantic discovery as well as both preference-based and correlation-based approaches to rank the degree of relevance of learning objects to a learner’s intension and preference. By implementing this model, a tutoring system is able to provide easily and efficiently suitable learning objects for active learners.
Keywords: Learning object, Personalized recommendation, Learner pattern, Semantic discovery, SCORM, LOM
Wang, T. I., Tsai, K. H., Lee, M. C., & Chiu, T. K. (2007). Personalized Learning Objects Recommendation based on the Semantic-Aware Discovery and the Learner Preference Pattern. Educational Technology & Society, 10 (3), 84-105.
Erman Yukselturk
Department of Computer Education and Instructional Tech, Middle East Technical University, Ankara, Turkey, Tel: +90 (312) 210 5534 // Fax: +90 (312) 210 1259 // erman@idea.metu.edu.tr
Safure Bulut
Dept of Secondary Science and Mathematics Education, Middle East Technical University, Ankara, Turkey, Tel: +90 (312) 210 4058 // Fax: +90 312 210 12 57 // sbulut@metu.edu.tr
ABSTRACT: This study analyzed the factors that affect student success in an online computer programming course. The study had two with two main objectives. The first was to examine relationships among selected variables (gender, age, educational level, locus of control, and learning style), motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, control beliefs, task value, self-efficacy, and test anxiety), self-regulated learning components (cognitive strategy use, self-regulation), and student success in the online course. The second objective was to examine course instructors’ views about the factors that contribute to the students’ success in the online course. The study sample consisted of two course instructors and 80 voluntary participants who partook in this online course in 2005–2006. Both quantitative and qualitative methods were used to collect relevant data in this study. Four online questionnaires (Demographic Survey, Internal-External Locus of Control Scale, Learning Style Inventory, and Motivated Strategies for Learning Questionnaire) were used to gather data on quantitative variables, and semi-structured interviews were conducted to gather data on instructors’ views. The statistical results indicated that the effect of the self-regulation variables on students’ success was statistically significant, and the interview results indicated that successful students generally used self-regulated learning strategies in the online course.
Keywords: Online student characteristics, Motivational beliefs, Self-regulated learning components, Online student success
Yukselturk, E. & Bulut, S. (2007). Predictors for Student Success in an Online Course. Educational Technology & Society, 10 (2), 71-83.
Wajeeh Daher
Department of Mathematics, Al-Qasemi Academy, Baka, Israel // wdaher@macam.ac.il
ABSTRACT: This research describes preservice teachers' perceptions of the use of applets in solving mathematical problems. It examines such perceptions regarding the role and functions that applets have in the problem solving context, the difficulties they encounter when using applets in this context and the necessity or need of their use. I attempt to categorize the perceived need in terms of the types of solution that were used by the participants and the difficulties that they met during solving mathematical problems. To analyze the participants' solutions, their difficulties and need for applets I use the content analysis method which enables to determine the presence of certain words or concepts within the text and the relation between these words or concepts. To discuss the participants’ perception of the need for applets I used the activity theory frame which enables to analyze the participants' opinions by looking at their operations, actions and activity, and, at the same time, looking at their goals and motives. Though most of the participants thought that mathematical problems could be solved without applets, they emphasized the role of applets as fostering, facilitating and clarifying mathematical problems' statement and solution. The participants pointed at applets as tools which learners enjoy working with, so they will be encouraged to solve mathematical problems using them. What influenced the participants’ perception of the need to use applets for solving mathematical problems were their ability to solve problems using them, their ability to solve problems without them and the type of difficulties faced by them during the solving process.
Keywords: Applets, Mathematical problems, Preservice teachers, Perceptions, Activity theory
Daher, W. (2009). Preservice Teachers' Perceptions of Applets for Solving Mathematical Problems: Need, Difficulties and Functions. Educational Technology & Society, 12 (4), 383–395.
Johannes C Cronjé
ABSTRACT: This article tells the story of the design, development and presentation of eighteen months of coursework for a Master’s degree programme in Computer-Integrated education at the Sudan University of Science and Technology in Khartoum from 2002 to 2004. The focus is on what was learnt in adapting a programme presented at the University of Pretoria to cope with the challenges of teaching at an institution thousands of kilometres away, where technological infrastructure, time and policy issues; and even the weather played an often disruptive role. The data sources from which the story is constructed are field notes and preparation material, the project diary, informal discussion both physical and online; interviews and email messages with students, local facilitators, local administrators and presenters; as well as the electronic artefacts produced by the students. A comparison between a synthesis of the literature and the narrative description leads to the identification of seven assumptions that may guide the design, development and presentation of international, cross cultural Internet-supported teaching initiatives.
Keywords: Blended learning, Multi-cultural education, Internet-supported education, Distance education, Computer-assisted education
Cronjé, J. C. (2006). Pretoria to Khartoum - how we taught an Internet-supported Masters’ programme across national, religious, cultural and linguistic barriers. Educational Technology & Society, 9 (1), 276-288.
Kerry Rice
Assistant Professor, Department of Educational Technology, Boise State University, Boise, ID 83725 E-mail: krice@boisestate.edu // Phone: (208) 426-2050 // Fax: (208) 426-1451
ABSTRACT: The Delphi Method of group communication was used with experienced distance education stakeholders in the United States from the areas of research, policy, and practice to identify priorities in K–12 distance education over the next five years. Data from the three rounds of this study were organized and compared using descriptive statistics. The results of the analyses by statement and by subscale indicated no significant differences among the policy, research, and practice subgroups (p > .05), indicating that experts identified common priorities. Delphi panel members advocated the following priority areas for K–12 distance education over the next five years (in order of importance): 1) evaluation of course design and delivery, 2) best practice, 3) accountability, 4) access, 5) online learning/learners, 6) professional development, 7) accreditation/standards, 8) funding, and 9) technology. Results of this study provide a framework of specific priority areas to be addressed by those engaged in all facets of K–12 distance education.
Keywords: Distance education, Online learning, E-learning, Virtual schools, K–12
Rice, K. (2009). Priorities in K-12 Distance Education: A Delphi Study Examining Multiple Perspectives on Policy, Practice, and Research. Educational Technology & Society, 12 (3), 163–177.
Ayalew Kassahun
Wageningen Multimedia Research Center, Wageningen University, Dreijenplein 2, 6703 HB Wageningen. The Netherlands, Tel. +31 317 484723, Fax: +31 317 483158, Ayalew.Kassahun@wur.nl
Adrie Beulens
Information Technology Group, Wageningen University, Dreijenplein 2, 6703 HB Wageningen. The Netherlands, Tel. +31 317 488460, Fax: +31 317 483158, Adrie.Beulens@wur.nl
Rob Hartog
Wageningen Multimedia Research Center, Wageningen University, Dreijenplein 2, 6703 HB Wageningen. The Netherlands, Tel. +31 317 483408, Fax: +31 317 483158, Rob.Hartog@wur.nl
ABSTRACT: Two major trends in eLearning are the shift from presentational towards activating learning objects and the shift from proprietary towards SCORM conformant delivery systems. In a large program on the design, development and use of digital learning material for food and biotechnology in higher education, a large amount of experience has been gained with regard to the possibilities of learning objects that induce students to be active. These learning objects are highly appreciated by both students and instructors. An important requirement for these learning objects is the need to support the storage, retrieval and sharing of state and history information that is defined by the author of the learning object. However, neither the current learning management systems nor the current SCORM standard provides adequate support for storing author-defined data. In this article, we discuss some of the problems related to the current learning management systems and the SCORM standard in supporting activating learning objects, and we propose a data model and a simple HTTP-based communication protocol as a solution to these problems. This article describes DBLink, a plugin that implements the proposed extensions.
Keywords: Learning Management System, Author-defined Data, State Information, SCORM, Activating Learning Objects
Kassahun, A., Beulens, A. & Hartog, R. (2006). Providing Author-Defined State Data Storage to Learning Objects, Educational Technology & Society 9 (2), 19-32.
Robbins
Rhode Island School of Design, 2 College Street #1375, Providence, RI 02906 USA, crobbins@risd.edu
ABSTRACT: A recent research and development project conducted at the University of the South Pacific (USP) examined how educational multimedia can be built according to the learning approaches of the region. Through interviews, questionnaires and usability tests with staff and students at USP, the research team drafted a set of recommendations for the development of educational multimedia in the region. They then built an interactive CD-rom based on these recommendations. This paper focuses on the results related to cultural context, and the directions they indicate for educational multimedia developers in the South Pacific. Specifically, the study found that Distance and Flexible Learning (DFL) materials do not generally provide the cultural context that staff and students desire at USP, as they rarely utilize local metaphors, examples or Vernacular language. The paper presents approaches developed during the project to provide cultural context in two categories: decentralised and dialogic contextualisation. Through decentralised contextualization tools such as a Wiki or digital scrapbook, students are encouraged to provide their own cultural context to the learning materials. Dialogic contextualisation tools such as virtual peers and interactive quizzes can provide cultural context in a more conversational, personified, and centralised manner. These ideas are illustrated with specific examples of educational multimedia projects, so that they can be easily replicated and modified by educational multimedia developers in their own contexts.
Keywords: Cultural pedagogy, Educational multimedia, South Pacific, Distance learning, Contextual learning
Robbins, C. (2006). Providing cultural context with educational multimedia in the South Pacific. Educational Technology & Society, 9 (1), 202-212.
Johannes C. Cronjé
Faculty of Informatics and Design, Cape Peninsula University of Technology, PO Box 652, Cape Town, South Africa, 8000 // Tel: +27 21 460 3877 // Fax +27 21 460 3553 // johannes.cronje@gmail.com
ABSTRACT: If students cannot express themselves in the language of the assessor, and if the assessor is not familiar with the cultural constraints within which students operate, it is difficult for the assessor to collect evidence of adequate performance. This article describes the assessment of three digital artefacts where the assessor strove to understand, rather than rate the students and their achievement. Three distinct approaches were followed. The first was positivist, rubric-based. The second was post-structural/interpretive, with groupwork and peer assessment. The third was feminist/holistic relying principally on students’ own presentation of video material of what they did. Data sources include artifacts produced by students, assessment rubrics and assessment scores. Results indicate that qualitative assessment with criteria negotiated between the instructor/assessor, the twelve learners and their peers over a period of two years, allowed for a ‘thick description’ of the evaluation experience that adds to student development. Further research needs to be conducted into standardizing the procedures of auditing assessments, rather than standardizing procedures of assessing.
Keywords: Language barriers; qualitative assessment; blended learning; computers in education
Cronjé, J. C. (2009). Qualitative assessment across language barriers: An action research study. Educational Technology & Society, 12 (2), 69–85.
Ulf-Daniel Ehlers
University of Duisburg-Essen, Universitaetsstr. 9, 45141 Essen, Germany, +49-(0)201-183-4403 // ulf.ehlers@icb.uni-essen.de
ABSTRACT: The article suggests that stakeholders involved in quality development need a specific competence, called quality literacy, in order to successfully improve learning processes. We introduce and describe quality literacy as a set of competencies that are needed for professional quality development. Quality literacy emphasises the importance of professionalism as a necessary component for quality development, in addition to structural quality management models. We argue that quality development is a co-production between learners and their learning environment. This means that the educational process can only be influenced and optimised through participation and not steered externally. Quality strategies cannot, therefore, guarantee a high quality of learning processes but rather aim at professionalisation of the educational process and stakeholders. This article suggests participation and negotiation between educational stakeholders (clients and providers) as a main condition for quality development. In addition, we present a quality model that conceptualises quality as a potential that can only be achieved through interaction.
Keywords: Quality literacy, Participatory quality development, Professionalisation, Co-production, Educational quality, E-learning
Ehlers, U.-D. (2007). Quality Literacy — Competencies for Quality Development in Education and e-Learning. Educational Technology & Society, 10 (2), 96-108.
Anthony M. Marks
Faculty of Engineering, Information Technology & the Built Environment, Summerstrand North Campus, Nelson Mandela Metropolitan University // anthony.marks@nmmu.ac.za
Johannes C. Cronje
Faculty of Informatics and Design, Cape Peninsula University of Technology // johannes.cronje@gmail.com
ABSTRACT: Computer-based assessments are becoming more commonplace, perhaps as a necessity for faculty to cope with large class sizes. These tests often occur in large computer testing venues in which test security may be compromised. In an attempt to limit the likelihood of cheating in such venues, randomised presentation of items is automatically programmed into testing software, such that neighbouring screens present different items to the test-taker. This article argues that randomisation of test items can be a disadvantage to students who were randomly presented with difficult items first. Such disadvantage would violate the American Psychological Association’s published guidelines concerning testing and assessment that call for the principle of fairness for test-takers across diverse test modes. Owing to the smallness of the chance of a student being randomly assigned difficult items first, it may be hard to prove such disadvantage. However, even if only one test-taker is affected once during a high-stakes test, the principle of fairness is compromised. This article reports on four instances out of about 400 in which students may either have been unfairly advantaged or disadvantaged by being given a series of easy or difficult items at the beginning of the test. Although the results are not statistically significant, we conclude that more research needs to be done before one can ignore what we have named the Item Randomisation Effect.
Keywords: Computer-based tests, Fairness, Cheating, Randomisation of items, Anxiety
Marks, A. M., & Cronje, J. C. (2008). Randomised Items in Computer-based Tests: Russian Roulette in Assessment?. Educational Technology & Society, 11 (4), 41–50.
Robert Zheng
Assistant Professor, Department of Psychological Studies in Education (PSE), College of Education, Temple University, Pennsylvania, USA, robert.Zheng@temple.edu
Bei Zhou
Department of Curriculum, Instruction, and Technology in Education (CITE), College of Education, Temple University, Ritter Hall 472, 1301 Cecil B Moore Ave, Philadelphia, PA 19122, USA, Tel: +1 215 204 6372, zb713@temple.edu
ABSTRACT: This study investigated the impact of recency effect on multiple rule-based problem solving in an interactive multimedia environment. Forty-five college students were recruited and assigned to two groups: synchronized and unsynchronized interactive multimedia groups based on their spatial ability score. Results show that students in the synchronized interactive multimedia group outperformed their counterparts in the unsynchronized interactive multimedia group in terms of response time and test scores. Results also indicated that low spatial ability learners in the synchronized interactive multimedia showed an improvement in problem solving.
Keywords: Multimedia, Problem solving, Recency effect, Rule-based reasoning, Working memory
Zheng, R. & Zhou, B. (2006). Recency Effect on Problem Solving in Interactive Multimedia Learning. Educational Technology & Society, 9 (2), 107-118.
Christophe Choquet and Alain Corbière
LIUM Laboratory, University of Maine, IUT of Laval, 53020 Laval Cedex 9, France, christophe.choquet@lium.univ-lemans.fr, alain.corbiere@lium.univ-lemans.fr
ABSTRACT: Specifications recently proposed as standards in the domain of Technology Enhanced Learning (TEL), question the designers of TEL systems on how to put them into practice. Recent studies in Model Driven Engineering have highlighted the need for a framework which could formalize the use of these specifications as well as enhance the quality of the developments. This paper deals with the opportunity for the TEL community to adopt such a model to express and formalize the design organization and the engineering process of a TEL system. This kind of model could provide a set of concepts allowing the description of specifying, modeling and analyzing tasks one needs to perform for defining the negotiation and the communication between actors in such a community. In a first part, we stress the need for the instantiation of this framework so as to integrate recent results as well as taking into account the evolution of software reengineering. In a second part, we propose two instances of this framework; the first concerns the reverse engineering of a TEL system and the second its reengineering.
Keywords: TEL engineering, TEL reengineering, TEL development process, Model driven engineering
Choquet, C., & Corbière, A. (2006). Reengineering Framework for Systems in Education. Educational Technology & Society, 9 (4), 228-241.
Mark Groves
University of Wolverhampton, United Kingdom // Tel: +44 1902323263 // M.Groves@wlv.ac.uk
John O'Donoghue
University of Central Lancashire, Preston, United Kingdom // Tel: +44 1772894599 // j.odonoghue@uclan.ac.uk
ABSTRACT: This paper reports on research that has been carried out into the use, process, and effectiveness of an asynchronous online seminar within an undergraduate sports studies degree programme. Contemporary sources are used to justify the use of technology supported learning (TSL) in higher education and to inform a reflective and critical account of the planning and delivery of an asynchronous online seminar. Through student feedback gained from qualitative questionnaires, we conclude that the online seminar made a positive contribution to the learning experience of the majority of participating students. However, encouraging widespread participation was problematical. It was also clear that some participants only took part because of the extrinsic rewards on offer and that this might have had some impact on the quality of their learning experience (Biggs, 2003). Despite the benefits of the online seminar, we would also suggest that where student numbers are manageable, the benefits of a “blended” approach, delivering online seminars in conjunction with more traditional face-to-face seminars, should be considered.
Keywords: Forum, Engagement, Technology, Learning, Teaching, Collaboration
Groves, M., & O'Donoghue, J. (2009). Reflections of Students in Their Use of Asynchronous Online Seminars. Educational Technology & Society, 12 (3), 143–149.
Raimundo Olfos
Pontificia Universidad Católica de Valparaíso. Mathematic Institute, Valparaíso, Chile// Raimundo.olfos@userena.cl
Hildaura Zulantay
Universidad de La Serena. Mathematic Departemant, La Serena, Chile // hzulantay@yahoo.com
ABSTRACT: Web-based courses are promising in that they are effective and have the possibility of their instructional design being improved over time. However, the assessments of said courses are criticized in terms of their validity. This paper is an exploratory case study regarding the validity of the assessment system used in a semi presential web-based course. The course uses an authentic assessment system that includes online forums, online tests, self-evaluations, and the assessment of e-learner processes and products by a tutor, peers, and an expert. The validity of the system was checked using internal and external criteria. The results show that the authentic assessment system addresses technical problems, especially regarding reliability of instruments. Some suggestions are proposed to strengthen authentic assessment in web-based courses and to test it.
Keywords: Authentic assessment, Reliability and validity, Web based instruction, Evaluation
Olfos, R., & Zulantay, H. (2007). Reliability and Validity of Authentic Assessment in a Web Based Course. Educational Technology & Society, 10 (4), 156-173.
Khaldoun Ateyeh and Peter C. Lockemann
Fakultät für Informatik, Universität Karlsruhe, Postfach 6980, 76128 Karlsruhe, Germany, ateyeh@ipd.uka.de, lockeman@ipd.uka.de
ABSTRACT: No longer can courseware providers deal with one homogeneous target group, one learning form and possibly one pedagogical approach. Instead they must develop a broad range of courseware, each serving its specific target group, each adjusted to a specific learning and teaching form, each appealing to its own learning and teaching scenario, and each incorporating its own pedagogical approach, and to do all this in a cost-effective and timely fashion. The thesis of this paper is that only an approach that is much more dictated by software engineering principles than what has been usual so far will meet these needs. Because of the economical constraints, the overriding engineering principle should be component reuse, and if several distinctive concerns become interwoven – above all content, didactics and technology – component reuse should be augmented by aspect-oriented programming. The paper develops and details a novel courseware engineering process that combines software reuse, component technology and aspect-oriented programming.
Keywords: Courseware engineering, Courseware reuse, Aspect-oriented development, Educational system development
Ateveh, K. & Lockemann, P. C. (2006). Reuse- and Aspect-Oriented Courseware Development. Educational Technology & Society, 9 (4), 95-113.
Amélie Louys
Association of Participants Àgora, C/Selva de Mar, 215 5ª planta, 08020 Barcelona, Spain // Tel.0034933086614 // Fax. 0034932660781 // agora@edaverneda.org
Davinia Hernández-Leo
ICT Department, Universitat Pompeu Fabra, Estació de França, Passeig de Circumval.lació 8, 08003 Barcelona, Spain // Tel.0034 935421428 // Fax. 0034935422451 // davinia.hernandez@upf.edu
Judith Schoonenboom
SCO-Kohnstamm Institute, University of Amsterdam, P.O. Box 94208, NL-1090 GE Amsterdam, The Netherlands // Tel: +31-20-5251520 // Fax +31-20-5251200 // j.i.schoonenboom@uva.nl
Ruud Lemmers
LOGICA, Robert Schumandomein 4 6229 Maastricht, The Netherlands // Tel. 00433524200 // Fax. 0031433524004 // ruud.lemmers@logica.com
Mar Pérez-Sanagustín
ICT Department, Universitat Pompeu Fabra, Estació de França, Passeig de Circumval.lació 8, 08003 Barcelona, Spain // Tel.0034 935421428 // Fax. 0034935422451 // mar.perez@upf.edu
ABSTRACT: This paper describes a pilot study centred on the technology-enhanced self-development of competences in lifelong learning education carried out in the challenging context of the Association of Participants Àgora. The pilot study shows that the use of the TENCompetence infrastructure, i.e. in this case the Personal Development Planner tool, provides various kinds of benefits for adult participants with low educational profiles and who are traditionally excluded from the use of innovative learning technologies and the knowledge society. The self-organized training supported by the PDP tool aims at allowing the learners to create and control their own learning plans based on their interests and educational background including informal and non-formal experiences. In this sense, the pilot participants had the opportunity to develop and improve their competences in English language (basic and advanced levels) and ICT competence profiles which are mostly related to functional and communicative skills. Besides, the use of the PDP functionalities, such as the self-assessment, the planning and the self-regulating elements allowed the participants to develop reflective skills. Pilot results also provide indications for future developments in the field of technology support for self-organized learners. The paper introduces the context and the pilot scenario, indicates the evaluation methodology applied and discusses the most significant findings derived from the pilot study.
Keywords: Lifelong competence development, Self-organized learning, Social inclusion, Pilot study, Non-formal learning
Louys, A., Hernández-Leo, D., Schoonenboom, J., Lemmers, R., & Pérez-Sanagustín, M. (2009). Self-Development of Competences for Social Inclusion Using the TENCompetence Infrastructure. Educational Technology & Society, 12 (3), 70–81.
Julia M. Matuga
Bowling Green State University, Bowling Green Ohio, USA // jmatuga@bgsu.edu
ABSTRACT: This study investigated the self-regulation, goal orientation, and academic achievement of 40 secondary students who completed online university courses in the sciences. Students were enrolled in one of three online university science courses. Each course was taught by a two-person team, made up of one university science professor and one secondary classroom science teacher, over a 6-week period. This study explored changes in self-regulation and goal orientation of students enrolled in the online course and the relationship between these factors and student achievement. Student data collected to investigate study questions included an abbreviated version (30-items) of the Motivation Strategies for Learning Questionnaire (MSLQ), collected before and after students completed the online course, and achievement measures (i.e., final grades). Data from application essays and focus interviews, conducted with all participating group members (secondary students, university science professors and the secondary high school teachers), are used to illustrate key findings and probe remaining questions. A description of this program and research resulting from the investigation of online secondary students’ motivation, self-regulation, and achievement in online university courses is also presented and discussed.
Keywords: Self-regulation, Goal orientation, Achievement
Matuga, J. M. (2009). Self-Regulation, Goal Orientation, and Academic Achievement of Secondary Students in Online University Courses. Educational Technology & Society, 12 (3), 4–11.
Tim S. Roberts
Faculty of Business and Informatics, Central Queensland University, Australia // t.roberts@cqu.edu.au
Joanne M. McInnerney
Faculty of Business and Informatics, Central Queensland University, Australia // cowlrick@optusnet.com.au
ABSTRACT: The benefits of online collaborative learning, sometimes referred to as CSCL (computer-supported collaborative learning) are compelling, but many instructors are loath to experiment with non-conventional methods of teaching and learning because of the perceived problems. This paper reviews the existing literature to present the seven most commonly reported such problems of online group learning, as identified by both researchers and practitioners, and offers practical solutions to each, in the hope that educators may be encouraged to “take the risk”.
Keywords: Online collaborative learning, CSCL, Group learning, Group work, Free riders
Roberts, T. S., & McInnerney, J. M. (2007). Seven Problems of Online Group Learning (and Their Solutions). Educational Technology & Society, 10 (4), 257-268.
William D. Russell
Department of Health, Physical Education, and Recreation, Missouri Western State University, USA // wrussell@missouriwestern.edu
Mark Newton
Department of Intercollegiate Athletics, Illinois State University, USA
ABSTRACT: Recent interest in interactive video game technology (IVGT) has spurred the notion that exercise from this technology may have meaningful physiological and psychological benefits for children and adolescents. The purpose of this study was to examine the short-term psychological effects of interactive video game exercise in young adults and whether IVGT participation was capable of improving mood as has been shown for traditional forms of exercise. In addition, we were interested in comparing both actual physical exercise output and perceived exertion of that output across the exercise conditions. One-hundred and sixty-eight college students were assigned to one of three 30-minute conditions: (1) interactive video game cycle ergometer exercise, (2) regular cycle ergometer exercise, or (3) a video game-only control condition. Positive and negative mood (PANAS; Watson, Clark, & Tellegen, 1988) was assessed before and twice-after experimental conditions, and measures of actual and perceived physical exertion were collected at five-minute intervals across exercise conditions. Participants in the video-game control had higher post-activity negative affect immediately and 10-minutes post activity than either exercise group. In addition, exercise condition participants had higher positive mood at 10-minutes post activity compared to the video game control participants. Results do not support IVGT mood benefits over other forms of exercise, but do support immediate affective benefits of exercise compared to sedentary activity. It is concluded that while there is potential for interactive video-game based applications to elicit affective benefits, there is a need to examine circumstances under which these benefits are most likely to occur.
Keywords: Interactive video game technology, Mood, Exercise, Youth
Russell, W. D., & Newton, M. (2008). Short-Term Psychological Effects of Interactive Video Game Technology Exercise on Mood and Attention. Educational Technology & Society, 11 (2), 294-308.
Journal of Educational Technology & Society
Jeff J. S. Huang
Department of Computer Science and Information Engineering, National Central University, Taiwan // Jeff-huang@csie.ncu.edu.tw
Stephen J. H. Yang
Department of Computer Science and Information Engineering, National Central University, Taiwan // jhyang@csie.ncu.edu.tw
Yueh-Min Huang
Department of Engineering Science, National Cheng Kung University, Taiwan //huang@mail.ncku.edu.tw
Indy Y. T. Hsiao
Department of Computer Science and Information Engineering, National Central University, Taiwan // indymajere@gmail.com
ABSTRACT: Recently, the rising of Web 2.0 has made online community gradually become popular, like facebook, blog, etc. As a result, the online knowledge sharing network formed by interpersonal interaction is now a major character of Web 2.0, and therefore, by this trend, we try to build up a collaborative service mechanism and further set up an analysis mechanism under which. A similarity analysis was conducted on learners’ personal data in order to recommend learning partners of the same interests and specialties to learners. Under this recommendation mechanism, we can support Mobile Computer-Supported Collaborative Learning activities (MCSCL), building up learner-oriented mobile learning knowledge networks.
Keywords: Social learning networks, mobile learning networks, learning community, community of practice, collaborative service
Huang, J. J. S., Yang, S. J. H., Huang, Y.-M., & Hsiao, I. Y. T. (2010). Social Learning Networks: Build Mobile Learning Networks Based on Collaborative Services. Educational Technology & Society, 13 (3), 78–92.
Ralf Klamma
Informatik V, RWTH Aachen, Aachen, Germany // klamma@informatik.rwth-aachen.de
Mohamed Amine Chatti
PROLEARN Network of Excellence
Erik Duval
PROLEARN Network of Excellence
Hans Hummel
PROLEARN Network of Excellence
Ebba Thora Hvannberg
PROLEARN Network of Excellence
Milos Kravcik
PROLEARN Network of Excellence
Effie Law
PROLEARN Network of Excellence
Ambjörn Naeve
PROLEARN Network of Excellence
Peter Scott
PROLEARN Network of Excellence
ABSTRACT: Life-long learning is a key issue for our knowledge society. With social software systems new heterogeneous kinds of technology enhanced informal learning are now available to the life-long learner. Learners outside of learning institutions now have access to powerful social communities of experts and peers who are together forging a new web 2.0. This paper reviews current work in pan-European initiatives that impact upon life-long learning via views of professional learning, learner competence and social networking. It seeks to provide an overview of some of the critical research questions for the interdisciplinary field of social software research.
Keywords: Social Software, Life-long Learning, Learning Networks, Blogs
Klamma, R., Chatti, M. A., Duval, E., Hummel, H., Hvannberg, E. H., Kravcik, M., Law, E., Naeve, A., & Scott, P. (2007). Social Software for Life-long Learning. Educational Technology & Society, 10 (3), 72-83.
Frans van Assche
European Schoolnet, Rue de Trèves 61, B-1040 Brussels, Belgium, Tel: +32 2 790 7575, frans.van.assche@eun.org
Erik Duval
Katholieke Universiteit Leuven, Dept. Computerwetenschappen, Celestijnenlaan 200 A, B-3001 Leuven, Belgium, Tel: +32 16 327066, erik.duval@cs.kuleuven.ac.be
David Massart
European Schoolnet, Rue de Trèves 61, B-1040 Brussels, Belgium, Tel: +32 2 790 7575, david.massart@eun.org
Daniel Olmedilla
L3S Research Center and Hannover University, Deutscher Pavillon, Expo plaza 1, D-30539 Hannover, Germany, Tel: +49 511 762.9741, olmedilla@l3s.de
Bernd Simon
Vienna University of Economics and Business Administration, Institute of Information Systems & New Media, Augasse 2-6, A-1090 Vienna, Austria, Tel: +43 1 31336 4443, bsimon@wu-wien.ac.at
Stefan Sobernig
Vienna University of Economics and Business Administration, Institute of Information Systems & New Media, Augasse 2-6, A-1090 Vienna, Austria, Tel: +43 1 31336 4443, ssobernig@wu-wien.ac.at
Stefaan Ternier
Katholieke Universiteit Leuven, Dept. Computerwetenschappen, Celestijnenlaan 200 A, B-3001 Leuven, Belgium, Tel: +32 16 327066, stefaan.ternier@cs.kuleuven.ac.be
Fridolin Wild
Vienna University of Economics and Business Administration, Institute of Information Systems & New Media, Augasse 2-6, A-1090 Vienna, Austria, Tel: +43 1 31336 4443, fwild@wu-wien.ac.at
ABSTRACT: The Web puts a huge number of learning resources within reach of anyone with Internet access. However, many valuable resources are difficult to find due to the lack of interoperability among learning repositories. In order to achieve interoperability, implementers require a common query framework. This paper discusses a set of methods referred to as Simple Query Interface (SQI) as a universal interoperability layer for educational networks. The methods proposed can be used by a source for configuring and submitting queries to a target system and retrieving results from it. The SQI interface can be implemented in a synchronous or an asynchronous manner and is independent of query languages and metadata schemas. In this paper SQI’s universal applicability has been evaluated by more than a dozen implementations demonstrated in three different case studies. SQI has been finalized as a standard in the CEN/ISSS Learning Technologies Workshop. Latest developments of SQI can be followed at http://www.prolearn-project.org/lori/.
Keywords: Educational mediators, Learning object metadata, Standards, Interoperability, Brokerage, Application Program Interface, Learning Repositories, Querying, Web Services
Van Assche, F., Duval, E., Massart, D., Olmedilla, D., Simon, B., Sobernig, S., Ternier, S. & Wild, F. (2006). Spinning Interoperable Applications for Teaching & Learning using the Simple Query Interface. Educational Technology & Society, 9 (2), 51-67.
Kenneth R. Fleischmann
College of Information Studies, University of Maryland, College Park, MD, USA // kfleisch@umd.edu
ABSTRACT: Education in the United States is becoming increasingly standardized, with the standards being initiated at the national level and then trickling down to the state level and finally the local level. Yet, this top-down approach to educational standards carries with it significant limitations, such as loss of local autonomy and restrictions on the creativity of educational software designers. This paper reports findings from a study of the design and use of frog dissection simulations used in middle school and high school biology classes. The paper builds on the existing literatures on science and technology standards in education, using interviews, participant observation, and content analysis guided by grounded theory. The results highlight the ways that top-down educational standards constrain science teachers and software designers. The discussion presents an alternative to the top-down regime of educational standards, namely, a bottom-up approach of standardization from below. Finally, the conclusion argues that local control of educational experiences in the form of standardization from below can improve upon the traditional regime of top-down standards.
Keywords: Information technology, Computers, Science standards, Technology standards, Frog dissection simulations
Fleischmann, K. R. (2007). Standardization from Below: Science and Technology Standards and Educational Software. Educational Technology & Society, 10 (4), 110-117.
Cheng-Chih Wu
Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taiwan // Tel: +886 2 23622841 ext. 13 // chihwu@ntnu.edu.tw
Hue-Ching Kao
Taipei Municipal Nangang High School, 21 Shiyoung Road, Taipei, Taiwan // Tel: +886 2 27837863 // jean@ice.ntnu.edu.tw
ABSTRACT: A web-based peer assessment system using video streaming technology was implemented to support the training of pre-service teachers. The peer assessment process was synchronized with viewing of peer teaching videos so that comments could be linked to the relevant position on the video. When one viewed a comment, the associated video segment could then be played, which allowed pre-service teachers to understand more precisely the nature of a reviewer’s comment. Thirty-six pre-service computer teachers, who were enrolled in a teaching practicum course, participated in the study. Five rounds of peer assessment were conducted during pre-service teachers’ micro- and field-teaching sessions. The findings showed that pre-service teachers were satisfied with the peer assessment activities and perceived the streaming video as a useful feature. The video streaming feature also played an important role during pre-service teachers’ web-based dialogues, but was not as significant in terms of how they commented on or replied to peers. We provide some suggestions for improved use of this technique in the conclusion of our paper.
Keywords: Video streaming, Peer assessment, Pre-service teachers, Reflection
Wu, C.-C., & Kao, H.-C. (2008). Streaming Videos in Peer Assessment to Support Training Pre-service Teachers. Educational Technology & Society, 11 (1), 45-55.
Sanna Järvelä
University of Oulu, Finland // sanna.jarvela@oulu.fi // Fax +358 8 553 3744
Piia Näykki
University of Oulu, Finland // Fax +358 8 553 3744
Jari Laru
University of Oulu, Finland // Fax +358 8 553 3744
Tiina Luokkanen
University of Oulu, Finland // Fax +358 8 553 3744
ABSTRACT: In our recent research we have explored possibilities to scaffold collaborative learning in higher education with wireless networks and mobile tools. The pedagogical ideas are grounded on concepts of collaborative learning, including the socially shared origin of cognition, as well as self-regulated learning theory. This paper presents our three design experiments on mobile, handheld supported collaborative learning. All experiments are aimed at investigating novel ways to structure and regulate individual and collaborative learning with smartphones. In the first study a Mobile Lecture Interaction tool (M.L.I.) was used to facilitate higher education students’ self-regulated learning in university lectures. In the second study smartphones were used as regulation tools to scaffold collaboration by supporting externalization of knowledge representations in individual and collaborative levels. The third study demonstrates how face to face and social software integrated collaborative learning supported with smartphones can be used for facilitating socially shared collaboration and community building. In conclusion, it is stressed that there is a need to place students in various situations in which they can engage in effortful interactions in order to build a shared understanding. Wireless networks and mobile tools will provide multiple opportunities for bridging different contents and contexts as well as virtual and face to face learning interactions in higher education.
Keywords: Collaborative learning, Higher education, Mobile tools, Self-regulated learning, Wireless networks
Järvelä, S., Näykki, P., Laru, J., & Luokkanen., T. (2007). Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and Mobile Tools. Educational Technology & Society, 10 (4), 71-79.
Ana Lidia Franzoni
Instituto Tecnológico Autónomo de México, Computer Science Department, Río Hondo #1, Progreso Tizapan, México, D.F. 01080 // Tel: +52 55 56284063 // Fax: +52 55 56284065 // analidia@itam.mx
Saïd Assar
Télécom & Management Sud Paris, Laboratorie CEMANTIC, 9, rue Charles Fourier 91011, Evry, France // Tel: +33 160764488 // Fax: +33 160764493 // said.assar@it-sudparis.eu
ABSTRACT: Recent research on the learning process has shown that students tend to learn in different ways and that they prefer to use different teaching resources as well. Many researchers agree on the fact that learning materials shouldn’t just reflect of the teacher’s style, but should be designed for all kinds of students and all kind of learning styles. Even though they agree on the importance of applying these learning styles to different learning systems, various problems still need to be solved, such as matching teaching contents with the student's learning style. In this paper, we describe the design of a personalized teaching method that is based on an adaptive taxonomy using Felder and Silverman's learning styles and which is combined with the selection of the appropriate teaching strategy and the appropriate electronic media. Students are able to learn and to efficiently improve their learning process with such method.
Keywords: Adaptability, electronic media, learning styles, teaching strategies
Franzoni, A. L., & Assar, S. (2009). Student Learning Styles Adaptation Method Based on Teaching Strategies and Electronic Media. Educational Technology & Society, 12 (4), 15–29.
Yi-Chuan Jane Hsieh
Department of Applied Foreign Languages, College of Commerce, Ching Yun University, Jung-Li 320, Taiwan, Tel: (+886) 3-4581196 ext. 7903, Fax: (+886) 3-250-3014, ychsieh@cyu.edu.tw
Lauren Cifuentes
Department of Educational Psychology, College of Education and Human Development Texas A&M University, College Station, Texas 77843-4225, USA, Tel: (+1) 979-845-7806, Fax: (+1) 979-862-1256, laurenc@tamu.edu
ABSTRACT: Mixed methods were adopted to explore the effects of student-generated visualization on paper and on computers as a study strategy for middle school science concept learning. In a post-test-only-control-group design, scores were compared among a control-group (n=28), a group that was trained to visualize on paper (n=30), and a group that was trained to visualize on computers (n=34). The paper group and the computer group performed significantly better on the post-test than the control group. Visualization as a study strategy had positive effects whether students used paper or computers to generate their visualizations. However, no significant difference existed between the paper group and the computer group’s scores. Qualitative results indicated that students who were trained to visualize on paper or on computers had positive attitudes toward the use of visualization as a study strategy, and they engaged more in purposeful tasks during study time than the control group. However, several participants in the computer group felt negatively about the use of visualization; they claimed that visualization demanded too much time and effort. Attitudes toward visualization as a study strategy differed within groups indicating that visualization might interact with learner characteristics.
Keywords: Visualization, Study strategy, Concept mapping, Science learning
Hsieh, Y.-C. J., & Cifuentes, L. (2006). Student-Generated Visualization as a Study Strategy for Science Concept Learning. Educational Technology & Society, 9 (3), 137-148.
Omer Delialioglu
Dept of Computer Education and Instructional Technology, Middle East Technical University, Ankara, Turkey, Tel: +90 312 210 4198 // Fax: +90 312 210 7986 // omerd@metu.edu.tr
Zahide Yildirim
Dept of Computer Education and Instructional Technology, Middle East Technical University, Ankara, Turkey, Tel: +90 312 210 3679 // Fax: +90 312 210 7986 // zahidey@metu.edu.tr
ABSTRACT: This study investigates students’ perceptions of the “effective dimensions of interactive learning” in a hybrid course. A case-study design was used, and 25 students enrolled in “Computer Networks and Communication,” a course at a public university in Turkey, formed the sample of this study. The study lasted for 14 weeks. At the end of the study, interviews were conducted to gather data on the “effective dimensions of interactive learning”. Additionally, computer logs of the students were kept and analyzed to triangulate the interview data. The findings of the study showed that the way instructivist and constructivist elements are blended, the need for metacognitive support, authentic learning activities, collaboration, type and source of motivation, individualized learning, and access to the Internet played important roles in students’ learning in the hybrid course.
Keywords: Blended learning, Hybrid instruction, Effective dimensions of interactive learning
Delialioglu, O., & Yildirim, Z. (2007). Students’ Perceptions on Effective Dimensions of Interactive Learning in a Blended Learning Environment. Educational Technology & Society, 10 (2), 133-146.
Nergiz Ercil Cagiltay
Computer Engineering Department, Atilim University, Ankara, Turkey, Tel: +90 312 586 83 59, Fax:+90 312 586 80 90, nergiz@atilim.edu.tr
Soner Yildirim
Department of Computer Education and Instructional Tech, Middle East Technical University, Ankara, Turkey, Tel: +90 312 210 40 57, Fax: +90 312 210 11 05, soner@metu.edu.tr
Meral Aksu
Department of Educational Sciences, Middle East Technical University, Ankara, Turkey, Tel: +90 312 210 40 05, Fax: +90 312 210 11 05, aksume@metu.edu.tr
ABSTRACT: This paper reports the findings of a study conducted on a foreign language course at a large mid-west university in the USA. In the study a web-based tool which supports both linear and non-linear learning environments was designed and developed for this course. The aim of this study was to find out students’ preferences pertaining to the learning environment and to address the factors affecting their preferences. The results of this study showed that the individual characteristics of the students affected their preferences on the learning path (linear or non-linear).
Keywords: Linear instruction, Non-linear instruction, Web-based course, Individual differences
Cagiltay, N. E., Yildirim, S., & Aksu, M. (2006). Students’ Preferences on Web-Based Instruction: linear or non-linear. Educational Technology & Society, 9 (3), 122-136.
Theofanis C. Despotakis
Computer Science Department, Aristotle University of Thessaloniki, Greece, tdespota@csd.auth.gr
George E. Palaigeorgiou
Computer Science Department, Aristotle University of Thessaloniki, Greece, gpalegeo@csd.auth.gr
Ioannis A. Tsoukalas
Computer Science Department, Aristotle University of Thessaloniki, Greece, tsoukala@csd.auth.gr
ABSTRACT: Animated demonstrations are increasingly used for presenting the functionality of various computer applications. Nevertheless, our understanding of whether and how students integrate this technology into their learning strategies remains limited. Although, several studies have examined animated demonstrations’ learning efficiency, this study aims at investigating users’ initial attitudes towards animated demonstrations as computer learning tools. Attitudes about knowledge sources play a determinative role for their acceptance. Quantitative and qualitative information was collected from forty-six interviews with students who used animated demonstrations for the first time. Students appraised animated demonstrations with regard to their authentic representation of task sequences, arguing that comprehension of the demonstrations did not entail intensive metacognitive burdens. On the contrary, students claimed that animated demonstrations had browsing inefficiencies and sometimes failed to satisfy individual learning needs. Interview transcripts revealed that students’ attitudes were influenced by several factors, such as the nature of the computer application to be learnt, students’ prior knowledge of that application, their prior learning practices, narrator’s characteristics, simulated practice options and the procedural segmentation of the presentation. Results of the study can be exploited to enhance the design of educational applications that incorporate animated demonstrations.
Keywords: Animated demonstrations, Computer learning, Students’ attitudes, Exploratory study
Despotakis, T. C., Palaigeorgiou, G. E., & Tsoukalas, I. A. (2007). Students’ attitudes towards animated demonstrations as computer learning tools. Educational Technology & Society, 10 (1), 196-205.
Hiroaki Ogata
Dept. of Information Science and Intelligent Systems, Tokushima University, Tokushima, Japan // Tel: +81-886-56-7498 // Fax: +81-886-56-7498 // ogata@is.tokushima-u.ac.jp
Nobuji A. Saito
Universidad de las Américas, Puebla, Sta. Catarina Mártir, Cholula, Puebla, Mexico
Rosa G. Paredes J.
Universidad de las Américas, Puebla, Sta. Catarina Mártir, Cholula, Puebla, Mexico
Gerardo Ayala San Martin
Universidad de las Américas, Puebla, Sta. Catarina Mártir, Cholula, Puebla, Mexico // gerardo.ayala@udlap.mx
Yoneo Yano
Dept. of Information Science and Intelligent Systems, Tokushima University, Tokushima, Japan // Tel: +81-886-56-7495 // Fax: +81-886-23-2761 // yano@is.tokushima-u.ac.jp
ABSTRACT: This paper presents the integration of ubiquitous computing systems into classroom settings, in order to provide basic support for classrooms and field activities. We have developed web application components using Java technology and configured a classroom with wireless network access and a web camera for our purposes. In this classroom, the students interact among each other and with the professor through an Internet-enabled personal digital assistant (PDA), using the different modules described in this paper. We include our evaluations about the performance and usability of the system in a computer science related course of the University of Tokushima, other practical uses including outdoor learning activities, and future research and development work.
Keywords: Ubiquitous learning, Mobile learning, PDA, GPS
Ogata, H., Saito, N. A., Paredes J. R. G., San Martin, G. A., & Yano, Y. (2008). Supporting Classroom Activities with the BSUL System. Educational Technology & Society, 11 (1), 1–16.
Elisabetta Di Nitto
Politecnico di Milano - DEI, via Ponzio 34/5, I-20133 Milano, Italy, dinitto@elet.polimi.it
Luca Mainetti
Università degli Studi di Lecce - DII, via per Monteroni, I-73100, Lecce, Italy, luca.mainetti@unile.it
Mattia Monga
Università degli Studi di Milano - DICo, via Comelico 39/41, I-20135 Milano, Italy, mattia.monga@unimi.it
Licia Sbattella
Politecnico di Milano - DEI, via Ponzio 34/5, I-20133 Milano, Italy, sbattell@elet.polimi.it
Roberto Tedesco
Politecnico di Milano - DEI, via Ponzio 34/5, I-20133 Milano, Italy, tedesco@elet.polimi.it
ABSTRACT: E-learning has the potential to offer significant advantages over traditional classroom learning. However, it requires a complete redefinition of the dynamics of interaction between the various actors of a classroom. Moreover, in this context, the authoring of instructional material requires much more time than in traditional learning. Therefore, special care has to be posed to the definition of proper authoring approaches where educators can reuse and easily assemble existing materials. In this scenario, a comprehensive learning platform addressing the various interrelated aspects of authoring and fruition of instructional material is needed. Such a platform should enable reusability of materials, so that it is possible to make efficient use of preexisting experiences, and interoperability with existing platforms so that it is possible to take advantage of their strengths. The SCORM standard offers, among other features, a rich data model that can be used to define and share Learning Objects through different e-learning platforms. We argue that, despite the fact that it is the most emerging and promising standard, SCORM does not address some key issues properly, such as specification of metadata and LO composition. In this paper we focus on these issues and propose some extensions to SCORM that aim to address the above issues.
Keywords: SCORM, Learning Object, Metadata, Aggregation, Sequencing
Di Nitto, E., Mainetti, L., Monga, M., Sbattella, L. & Tedesco, R. (2006). Supporting Interoperability and Reusability of Learning Objects: The Virtual Campus Approach. Educational Technology & Society, 9 (2), 33-50.
Berardina De Carolis
Researcher ,Dipartimento di Informatica – Università di Bari, Via Orabona 4, 70126 Bari, Italy, decarolis@di.uniba.it
Sebastiano Pizzutilo
Associated Professor, Dipartimento di Informatica – Università di Bari, Via Orabona 4, 70126 Bari, Italy, pizzutilo@di.uniba.it
Giovanni Cozzolongo
Phd Student, Dipartimento di Informatica - Università di Bari, Via Orabona 4, 70126 Bari, Italy, cozzolongo@di.uniba.it
Pawel Drozda
Phd Student, Dipartimento di Informatica - Università di Bari, Via Orabona 4, 70126 Bari, Italy, pawel@di.uniba.it
Francesca Muci
Phd Student, Dipartimento di Informatica - Università di Bari, Via Orabona 4, 70126 Bari, Italy, muci@di.uniba.it
ABSTRACT: Recently, many national and international initiatives show an increasing interest in promoting distance education interventions by Universities. These directives aim at supporting students during their studies providing them with personalized solutions to their problems related not only to the fruition of on-line courses but also to orientation issues. In this paper we present a general architecture of an Embodied Conversational Agent (ECA) that has the main aim to assist students by providing personalized suggestions. This ECA represents the student interface in interacting with a Virtual University environment able to provide different types of services. In particular to support mobility, the ECA architecture has been conceived in order to run also on the student handheld device. The paper discusses the design and technical issues involved in developing this personal agent and the results of an evaluation study aiming at assessing the impact of conversational agents on the effectiveness of the interaction.
Keywords: Personal Advisor, Embodied Conversational Agents, M-learning, Multiagent-Systems, Virtual Universities
De Carolis, B., Pizzutilo, S., Cozzolongo, G., Drozda, P., & Muci, F. (2006). Supporting Students with a Personal Advisor. Educational Technology & Society, 9 (4), 27-41.
Sabine Graf
School of Computing and Information Systems, Athabasca University, Canada // sabine.graf@ieee.org
Kinshuk
School of Computing and Information Systems, Athabasca University, Canada // kinshuk@athabascau.ca
Tzu-Chien Liu
National Central University, Graduate Institute of Learning and Instruction, Taiwan // ltc@cc.ncu.edu.tw
ABSTRACT: In learning management systems (LMSs), teachers have more difficulties to notice and know how individual students behave and learn in a course, compared to face-to-face education. Enabling teachers to know their students’ learning styles and making students aware of their own learning styles increases teachers’ and students’ understanding about the students’ learning process, allows teachers to provide better support for their students, and has therefore high potential to enhance teaching and learning. This paper proposes an automatic approach for identifying students’ learning styles in LMSs as well as a tool that supports teachers in applying this approach. The approach is based on inferring students’ learning styles from their behaviour in an online course and was developed for LMSs in general. It has been evaluated by a study with 127 students, comparing the results of the automatic approach with those of a learning style questionnaire. The evaluation yielded good results and demonstrated that the proposed approach is suitable for identifying learning styles. DeLeS, the tool which implements this approach, can be used by teachers to identify students’ learning styles and therefore to support students by considering their individual learning styles.
Keywords: Learning styles, Felder-Silverman learning style model, Student modelling, Learning management systems
Graf, S., Kinshuk, & Liu, T.-C. (2009). Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach. Educational Technology & Society, 12 (4), 3–14.
Terje Väljataga
Tallinn University, Centre for Educational Technology/Tampere University of Technology, Estonia // terje.valjataga@tlu.ee // Tel: +372-640-9355 // Fax: +372-640-9355
Sebastian Fiedler
Centre for Social Innovation, Linke Wienzeile 246, 1150 Wien, Austria // fiedler@zsi.at // Tel: +43-1-4950442 // Fax: +43-1-495044240
ABSTRACT: In order to be able to cope with many authentic challenges in increasingly networked and technologically mediated life we need to construct opportunities for participants in higher educational settings to practice the advancement of self-directing intentional learning projects. In addition to teaching general strategies for carrying out these projects more emphasis should be put on acquiring some expertise regarding the selection and combination of a diverse set of technological means for own purposes. The various practices that are emerging around social media seem to be a promising field of experimentation in this regard. The knowledge and skills needed to select, use and connect different social media in a meaningful way form an important part of the dispositions in self-directing intentional learning projects. This paper argues for a course design in which participants are not simply engaged in developing knowledge, skills and orientations in regard to curricular subject matter and the use of technology but actively involved in self-directing intentional learning projects with the support of social media. The theoretical framework of this research is inspired by conceptual ideas developed within iCamp (http://www.icamp.eu) project. We will illustrate our line of argumentation with some empirical data collected from a pilot course taught at Tallinn University, Estonia.
Keywords: Self-directing intentional learning project, Social media, Personal learning environment, Course design
Väljataga, T., & Fiedler, S. (2009). Supporting students to self-direct intentional learning projects with social media. Educational Technology & Society, 12 (3), 58–69.
Georgios Fessakis
Learning Technology & Educational Engineering Laboratory, University of the Aegean, Greece //Tel +30 22 4109 9151 // Fax: +30 22 4109 9175 // gfesakis@rhodes.aegean.gr
Konstantinos Tatsis
Learning Technology & Educational Engineering Laboratory, University of the Aegean, Greece //Tel +30 22 4109 9151 // Fax: +30 22 4109 9175 // tatsis@aegean.gr
Angelique Dimitracopoulou
Learning Technology & Educational Engineering Laboratory, University of the Aegean, Greece //Tel +30 22 4109 9151 // Fax: +30 22 4109 9175 // adimitr@aegean.gr
ABSTRACT: The paper presents a case study of the educational exploitation of group blogging for the implementation of a “learning by design” activity. More specifically, a group of students used a blog as a communication and information management tool in the University course of ICT-enhanced Geometry learning activities. The analysis of the designed learning activities, the blog content and log files, as well as the points of view of the students (via a questionnaire and a group interview) expressed upon completion of the activity gives significant findings supporting the researchers’ initial hypotheses about the potential of blogs’ educational applications. Blogs combined with a proper pedagogical approach such as ‘learning by design’ enable teachers to offer high quality learning experiences to their students.
Keywords: Blogs, Learning by design, e-Learning, Interaction analysis, Higher education
Fessakis, G., Tatsis, K., & Dimitracopoulou, A. (2008). Supporting “Learning by Design” Activities Using Group Blogs. Educational Technology & Society, 11 (4), 199–212.
Johannes C. Cronjé
Faculty of Education, Groenkloof Campus, Universtity of Pretoria, Leyds Street, Groenkloof, South Africa, jcronje@up.ac.za, Tel: +27 82 558 5311, Fax: +27 12 343 5065
Debbie E. Adendorff
Department of Curriculum Studies, Groenkloof Campus, University of Pretoria, 0002 South Africa, i_adendorff@icon.co.za, Tel: +27 825575295
Salome M. Meyer
Faculty of Medicine, University of Pretoria, 0002 Pretoria, South Africa, salome.meyer@up.ac.za, Tel: +27 828283380
Linda van Ryneveld
Deputy Director, Telematic Learning, Tshwane, University of Technology, Pretoria, 0001 South Africa, vanryneveldl@tut.ac.za, Tel: +27 828096379
ABSTRACT: Although much is written about reasons why students drop out of online courses, little is said about what makes them stay. This article reports on an experiment whereby online students were exposed to a learning experience modelled on the US television series Survivor. Twenty-four students were put into tribes and allowed to vote one another off the island at the end of each week. Students who were voted out of their tribes, were still on the course, but could no longer rely on the support of their peers. The course had a very high dropout rate, and students reported that the experience was extremely stressful. Yet there were fifteen students who completed the whole course. The question is why? This article identifies and discusses three aspects that contributed to the success of those who completed: The game metaphor, the roles and competencies of the facilitator, and the affective dimensions of peer support in a non-contact environment.
Keywords: Online learning, Peer support, Games, Metaphor, Facilitator
Cronjé, J., Adendorff, D. E., Meyer, S. M., & van Ryneveld, L. (2006). Surviving the shipwreck: what makes online students stay online and learn? Educational Technology & Society, 9 (4), 185-193.
Qiyun Wang
Learning Sciences and Technologies Academic Group, National Institute of Education, Nanyang Technological University 1 Nanyang Walk, Singapore 637616, Tel: +65 6790 3267, Fax: +65 6896 8038, qywang@nie.edu.sg
Huay Lit Woo
Learning Sciences and Technologies Academic Group, National Institute of Education, Nanyang Technological University 1 Nanyang Walk, Singapore 637616, Tel: +65 6790 3267, Fax: +65 6896 8038, hlwoo@nie.edu.sg
ABSTRACT: Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators’ efforts in recent years. Based on the scope of content covered, ICT integration can happen in three different areas: curriculum, topic, and lesson. This paper elaborates upon the concept of ICT integration, and presents a systematic planning model for guiding ICT integration in the topic area. A sample of an ICT integration plan is described in this paper to demonstrate how this model can be applied in practice.
Keywords: ICT, ICT integration, Systematic planning, Integration plan
Wang, Q., & Woo, H. L.. (2007). Systematic Planning for ICT Integration in Topic Learning. Educational Technology & Society, 10 (1), 148-156.
Jennifer P. Wisdom
Center for Health and Disability Policy, Oregon Health & Science University, Portland, OR, USA // Tel +1 503.494.2558 // wisdomj@ohsu.edu // Fax: 503.494.4981
Nathan White
Carleton College, Northfield, MN, USA // Tel +1 507.646.7175 // nwhite@acs.carleton.edu
Kimberley Goldsmith
MRC Biostatistics Unit, Institute of Public Health, University Forvie Site, Cambridge, UK // Tel +44 1223 330 389 // kim.goldsmith@mrc-bsu.cam.ac.uk
Sarann Bielavitz
Center for Health and Disability Policy, Oregon Health & Science University, Portland, OR, USA // Tel +1 503.494.2566 // bielavit@ohsu.edu
Amy Rees
Graduate School of Education and Counseling, Lewis & Clark College, Portland, OR, USA // Tel: +1 503.768.6074 // arees@lclark.edu
Charles Davis
Center on Community Accessibility, Oregon Health & Science University, Portland, OR, USA // Tel +1 800.949.4232 // davisc@ohsu.edu
ABSTRACT: Although federal U.S. regulations require schools to provide equal access to educational opportunities for all students, many technologies used in K-12 schools present accessibility barriers for students with disabilities. Interviews assessed knowledge of educational department staff, teachers, and parents of children in K-12 schools in the Pacific Northwest U.S. regarding accessible electronic and information technology, barriers to technology access, and the capacity of these school systems to address information technology (IT) accessibility issues. Results indicate staff and parents have some basic knowledge of IT accessibility issues, but significant barriers remain regarding appropriate implementation of accessible IT within Northwest K-12 schools. These schools continue to address information technology accessibility on a case-by-case basis, rather than making systemic improvements to the accessibility of technology for all students. Systemic barriers exist regarding system-wide policies of accessibility, a lack of funds for training and implementation, and lack of communication between educators, administrators, IT staff and parents. Recommendations for improving services are provided.
Keywords: Accessible information technology, Assistive technology, Needs assessment, Disability
Wisdom. J. P., White, N., Goldsmith, K., Bielavitz, S., Rees, A., & Davis, C. (2007). Systems Limitations Hamper Integration of Accessible Information Technology in Northwest U.S. K-12 Schools. Educational Technology & Society, 10 (3), 222-232.
Yavuz Akpinar
Bogazici University, Faculty of Education, Bebek, Istanbul, Turkey, Tel: (90) 212 3594497, Fax: (90) 212 2575036, akpinar@boun.edu.tr
Volkan Bal
Bogazici University, Faculty of Education, Bebek, Istanbul, Turkey, Tel: (90) 212 3594497, Fax: (90) 212 2575036, balvolka@boun.edu.tr
ABSTRACT: Currently available courseware packages for teaching the work unit may not meet different students’ needs. Also, a single teacher, even with tools, is likely to have difficulties and may need cooperation of other teachers in dealing with students’ problems in the learning unit. This research aims to devise a set of computer based tools to meet the diverse needs of learners to comprehend a science learning unit. A model of computer based tools on the learning unit for developing procedural knowledge to solve work problems was developed together with a set of teacher customization and collaboration tools. The main components, developed and implemented in an integrated manner for both students and teachers, are Student Activity Environment, Curriculum Authoring Center, Global Activity Center and Teacher Collaboration Tools. The framework of supporting students through teachers’ collaborative course authoring, considering the different backgrounds of the students and preferred teaching/learning style of teachers/students, was evaluated with students using two different task regimes. The evaluation studies presented encouraging and promising results.
Keywords: Teacher collaboration, Collaborative task authoring, Learning environment design, Task regime, Work
Akpinar, Y. & Bal, V. (2006). Teachers’ Collaborative Task Authoring to Help Students Learn a Science Unit. Educational Technology & Society, 9 (2), 84-95.
Abdurrahman Ghaleb Almekhlafi
College of Education, P.O Box 17551, Al-Ain, UAE // almekhlafi@uaeu.ac.ae
Farouq Ahmad Almeqdadi
Emirates College for Advanced Education, P. O. Box 126662 Abu Dhabi, UAE // falmeqdadi@ecae.ac.ae
ABSTRACT: Technology is a growing part of any society today. Educational technology has become a cornerstone for any country’s efforts to improve students’ performance at K-12 schools. It has become the focus of educators worldwide. However, research studies investigating technology integration, particularly at the United Arab Emirates (UAE) K-12 schools, focus on quantitative data collection methodology. This study investigated technology integration at UAE Model schools using a mixed method of data collection consisting of focus group interviews and a questionnaire. Study sample consisted of 40 female and 60 male teachers from two schools in Al-Ain Educational Zone, Abu Dhabi. Study results showed that teachers at both schools are integrating technology in their classes’ activities. They use a variety of technologies to promote students’ learning. However, methods of integration by male teachers differed in some cases compared to their female colleagues. Implications for technology integration in the UAE context are discussed.
Keywords: Technology Integration, Teachers’ Perceptions, UAE Schools
Almekhlafi, A. G., & Almeqdadi, F. A. (2010). Teachers' Perceptions of Technology Integration in the United Arab Emirates School Classrooms. Educational Technology & Society, 13 (1), 165–175.
I-Hua Chang
Department of Education, National Chengchi University, No. 64, Sec. 2, ZhiNan Rd., Taipei City 11605, Taiwan // Tel: +886-2-29387738 // Fax: +886-2-29387737 // ihchang@nccu.edu.tw
Joseph M. Chin
Department of Education, National Chengchi University, No. 64, Sec. 2, ZhiNan Rd., Taipei City 11605, Taiwan // Tel: +886-2-29387738 // Fax: +886-2-29387737 // mcchin@nccu.edu.tw
Cheng-Mei Hsu
Graduate School of Design Doctoral Program, National Yunlin University of Science and Technology, No. 123, Sec. 3, University Rd., Douliou, Yunlin 64002, Taiwan // Tel: +886-2- 86613915 // Fax: +886-2-29609046 // g9330811@yuntech.edu.tw
ABSTRACT: Principals' technology leadership is strongly correlated with teachers’ integration of educational technology, and technology leadership is necessary for effective utilization of technology in schooling. The article describes a study that empirically investigated teachers’ perceptions of elementary schools principals’ technology leadership practice in seven cities in Taiwan for understanding the implementation of technology leadership. This study used structural equation modeling with prospective data to test for model fit. The findings identified the four constructs (i.e., vision, staff development, infrastructure support, evaluation and research) comprising principals’ technology leadership. The findings also show that interpersonal and communication skills are important antecedents to principals’ overall effective technology leadership. Four themes (e.g., budget shortage, technology facilities, staff development, and leadership problems) which emerged from the transcript data were the practical problems that principals faced while they implemented technology leadership in their schools. The results suggest that principals who embrace technology will effectively lead their schools to acquire educational resources to enhance student engagement and learning.
Keywords: Elementary schools, Principal technology leadership, Technology integration, Technology literacy, Technology vision
Chang, I.-H., Chin, J. M., & Hsu, C.-M. (2008). Teachers’ Perceptions of the Dimensions and Implementation of Technology Leadership of Principals in Taiwanese Elementary Schools. Educational Technology & Society, 11 (4), 229–245.
Min Shi
Department of Education, Zhejiang University, 148 Tianmushan Rd., Hangzhou, Zhejiang 310028, China, Tel: (86)132-05815963 // shiminzj@hotmail.com
Barbara A. Bichelmeyer
Department of Instructional Systems Technology, Indiana University, Bloomington, IN 47405-1006, USA, Tel: +1 812-856-8468 // Fax: +1 812-856-8239 // bic@indiana.edu
ABSTRACT: Findings from two ethnographic studies regarding teachers’ uses of computers from 1991 and 2004 are compared to discover how teachers’ experiences of computer have changed since the proliferation of computers in schools and how teachers’ experiences of computers have remained the same. Despite the tremendous increase in availability of computers in schools and modest progress in teachers’ computer use, a comparison of data demonstrates continuing token integration of computers by teachers. Such factors as lack of effective training, and need for collaboration and involvement in planning for computer use which inhibited teachers’ computer use in 1991 continued to exist in 2004.
Keywords: Computer use, Comparative study, Case study, Technology integration
Shi, M., & Bichelmeyer, B. A. (2007). Teachers’ experiences with computers: A comparative study. Educational Technology & Society, 10 (2), 180-190.
Sevinc Gülsecen
Faculty of Sciences and Informatics Department, Istanbul University, 34452 University, Istanbul, Turkey, gulsecen@istanbul.edu.tr
Arif Kubat
Faculty of Economics and Administrative Sciences, Inönü University, Malatya, Turkey
ABSTRACT: The idea underlying this study is that the prospective teachers develop their Information and Communication Technology (ICT) skills throughout the learning process supported by the Problem Based Learning (PBL), a method that produces independent learners who can, then, continue to learn on their own in their chosen careers. The major goal of the study, conducted in two phases during two academic years, is to investigate the differential effects of PBL and conventional teacher-centred instruction on cognitive and a group of affective variables which have been coined “technophobia”. Phase I of the study, entirely qualitative in character, covered a case study in which a total of 111 students from three departments of the Faculty of Education took part. Phase II of the study was quasi-experimental in nature with 79 students taking part. Most of the outcomes from Phase II were based on statistical measurements. At the end of the instruction process, the findings indicated that, while there was no significant difference in the anxiety levels of the two groups, the number of successful students had registered a considerable increase. Furthermore, the students, actively involved in the learning process, solving real problems, viewed the PBL as an effective learning tool rich in motivation. Within this framework, the motivating role of ICT as a method of learning is automatically recognised.
Keywords: Problem Based Learning, Information and Communication Technology, Cognitive Tools, Improving Clasroom Teaching
Gülsecen, S. & Kubat, A. (2006). Teaching ICT to Teacher Candidates Using PBL: A Qualitative and Quantitative Evaluation. Educational Technology & Society, 9 (2), 96-106.
Tzu Chien Liu
Graduate Institute of Learning & Instruction, National Central University, Jung-li City, Taiwan, ROC, ltc@cc.ncu.edu.tw
ABSTRACT: Although wireless and mobile technology is regarded as a useful tool for enhancing student-centered learning, few studies have explored the factors that may affect the application of this emerging technology in classroom situations. Accordingly, this study selects three factors (instructional belief, instructional routine, and features of wireless and mobile technology) via literature review, then utilizes a case-study method with a focus class and teacher to explore the effects of these factors on teaching in wireless environments. The main study results are summarized as follows: first, the case teacher held positive beliefs regarding student-centered instruction and innovative technology, but the teacher’s instructional practices were significantly restricted by the teacher-centered approach. This inconsistency between instructional beliefs and practices resulted in the teacher being willing to apply wireless technology but unable to bring it into full play. Second, the strong stress and misgivings about changes in instructional methods prevented the teacher from altering instructional routines. The contrast between student expectations regarding technological applications and the practical application of technology by teachers caused negative reciprocal effects. Finally, the workshop that adopted top-down dissemination and did not use on-site support in this study cannot encourage changes in instruction methods used by teachers. It is recommended that effective learning communities and teacher development programs be developed.
Keywords: Instructional change, Technology and instruction, Wireless & mobile technology, Teacher belief, Innovative educational technology
Liu, T. C. (2007). Teaching in a wireless learning environment: A case study. Educational Technology & Society, 10 (1), 107-123.
Nese Zayim
Department of Biostatistics & Medical Informatics, Akdeniz University, Medical School, 07059 Antalya, Turkey, Tel: +90 (242) 227 43 43, nzayim@akdeniz.edu.tr
Soner Yildirim
Department of Computer Education & Instructional Technology, Middle East Technical University Faculty of Education, 06531 Ankara, Turkey, Tel: +90 (312) 210 4057, Fax: +90 (312) 210 1112, soner@metu.edu.tr
Osman Saka
Department of Biostatistics & Medical Informatics, Akdeniz University, Medical School, 07059 Antalya, Turkey, Tel: +90 (242) 227 43 43, saka@akdeniz.edu.tr
ABSTRACT: Despite large investments by higher education institutions in technology for faculty and student use, instructional technology is not being integrated into instruction in higher education institutions including medical education institutions. While the diffusion of instructional technologies has reached a saturation point among early adopters of technology, it has remained limited among the mainstream faculty. This investigation explores instructional technology usage patterns and the characteristics of medical school faculty as well as contributing factors to IT adoption. The focus of the study was to explore the differences between faculty members who have adopted new technology and those reluctant or resistant to IT adoption, and to determine whether faculty characteristics contribute to the prediction of faculty adopter categories. Faculties from the disciplines of basic and clinical science at a state university Faculty of Medicine were surveyed to gather data concerning faculty characteristics, adoption patterns, perceptions of computer-use self efficacy, the value of IT, barriers and incentives to adoption and preferences related to help and support in technology adoption. The data analysis was based on Rogers’ theories of diffusion and adopter categories. Significant differences were found between early adopters and the mainstream faculty in terms of individual characteristics, adoption patterns, perceptions of barriers and technology learning preferences The results indicated that computer use self efficacy and rank significantly contribute to the prediction of faculty adopter group.
Keywords: Technology adoption, Diffusion of innovation, Adopter categories, Medical faculty technology use
Zayim, N., Yildirim, S. & Saka, O. (2006). Technology Adoption of Medical Faculty in Teaching: Differentiating Factors in Adopter Categories. Educational Technology & Society, 9 (2), 213-222.
Emily Hixon
School of Education, Purdue University Calumet, 2200 169th St., Hammond, IN 46323, USA // Tel: +1 219 989-2150 // Fax: +1 219 989-3215 // hixone@calumet.purdue.edu
Hyo-Jeong So
National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616 // Tel: +65 6790-3283 // Fax: +65 6896-8038 // hyojeong.so@nie.edu.sg
ABSTRACT: The purpose of this paper is to provide a comprehensive review of how technology has been used to enhance or replace field experiences in preservice teacher preparation programs, and discuss the benefits and limitations of traditional and technology-enhanced/virtual field experience approaches. In this paper, three types of technology-enhanced field experiences are discussed: Type I - concrete, direct experience in reality; Type II – vicarious, indirect experience with reality; and Type III – abstract, experience with model of reality. Five specific benefits of technology use in field experiences are identified, namely a) exposure to various teaching/learning environments, b) creation of shared experiences, c) promoting reflectivity, d) preparing students cognitively, and e) learning about technology integration. Several limitations of technology-integrated field experiences are also discussed, including (a) lack of interaction with teachers and students, (b) limited reality and complexity, (c) availability of relevant cases, and (d) technical problems. In conclusion, it is suggested that the overall goals and objectives for a specific field experience must be the focus when field experience options are being explored.
Keywords: Field experiences, Educational technology, Teacher education programs, Preservice teacher education, Distance education
Hixon, E., & So, H.-J. (2009). Technology's Role in Field Experiences for Preservice Teacher Training. Educational Technology & Society, 12 (4), 294–304.
Nian-Shing Chen
Department of Information Management, National Sun Yat-sen University, Taiwan // Tel: +886 7 5252510 // Fax: +886 7 5254799 // nschen@faculty.nsysu.edu.tw
Yuping Wang
School of Languages and Linguistics, Griffith University, Australia // Tel: +61 7 3875 7537 // Fax: +61 7 3875 6766 // y.wang@gu.edu.au
ABSTRACT: This article discusses the application of the established principles of instructed language learning in a cyber fact-to-face environment supported by an advanced Synchronous Learning Management System (SLMS). Following a critical review of the use of SLMS in distance language learning, the main body of the article focuses on the discussion of results from an empirical study, in reference to the relevant principles of instructed language learning formulated by Ellis (2005). These results indicate that principles of instructed language learning for traditional classroom-based learning are equally applicable in cyber face-to-face learning, but with their own characteristics. Recommendations for the effective use of SLMSs for online synchronous language learning are also put forward.
Keywords: Synchronous learning management system, Distance language learning, Cyber face-to-face interaction, Principles of instructed language learning, Synchronous cyber classroom
Chen, N.-S., & Wang, Y. (2008). Testing Principles of Language Learning in a Cyber Face-to-Face Environment. Educational Technology & Society, 11 (3), 97-113.
René van Es
Open University of the Netherlands, Educational Technology Expertise Centre, Valkenburgerweg 177, 6419 AT Heerlen, The Netherlands, rene.vanes@ou.nl
Rob Koper
Open University of the Netherlands, Educational Technology Expertise Centre, Valkenburgerweg 177, 6419 AT Heerlen, The Netherlands, rob.koper@ou.nl
ABSTRACT: The IMS Learning Design specification (LD) was introduced as an answer to the shortcomings of existing learning technology specifications. The main difference with existing specifications is that LD is an abstract, conceptual model that is able to express various pedagogical approaches whereby content can be adapted to personal needs and assessments can be integrated. In this article we evaluate the pedagogical expressiveness of LD by taking a set of 16 lesson plans and expressing them in LD. We use three different methods to identify difficulties in expressing the lesson plans in LD. Difficulties identified included circulating a document within a group, giving instructions prior to the start of an activity, random assignment of a group member to a role, group formation at runtime, creation of an inventory to map pre-knowledge, learning objectives and learning achievements, and a way to communicate information on how to deliver a lesson to a teacher. We did not find situations that were impossible to express with LD. The difficulties found are elaborated and suggestions to handle them are given. The methods used are compared and suggestions are given for further research.
Keywords: IMS Learning Design, Open specifications, lesson plan, educational modelling language
van Es, R., & Koper, R. (2006) Testing the pedagogical expressiveness of IMS LD. Educational Technology & Society, 9 (1), 229-249.
Yu-Lin Jeng
Department of Engineering Science, National Cheng Kung University, No.1, University Road, Tainan City, Taiwan, R.O.C. // jeng@easylearn.org
Ting-Ting Wu
Department of Engineering Science, National Cheng Kung University, No.1, University Road, Tainan City, Taiwan, R.O.C. // danytingting@gmail.com
Yueh-Min Huang
Department of Engineering Science, National Cheng Kung University, No.1, University Road, Tainan City, Taiwan, R.O.C. // huang@mail.ncku.edu.tw
Qing Tan
School of Computing and Information System, Athabasca University, Athabasca, Alberta, Canada // // qingt@athabascau.ca
Stephen J. H. Yang
Department of Computer Science & Information Engineering, National Central University, No. 300, Jung-da Rd. JhongLi City, Taiwan // jhyang@csie.ncu.edu.tw
ABSTRACT: Mobile devices are more powerful and portable nowadays with plenty of useful tools for assisting people handle daily life. With the advance of mobile technology, the issue of mobile learning has been widely investigated in e-learning research. Many researches consider it is important to integrate pedagogical and technical strengths of mobile technology into learning environments. This review study focuses on the investigation of add-on impact of mobile applications in learning strategies. We surveyed recent researches including context awareness, pedagogical strategy-enhanced learning scenarios, as well as collaborative and socially networked mobile learning. Through this review study, essential characteristics of mobile learning were identified and discussed. With the essential characteristics, we emphasized on the add-on impact of mobile learning and elaborated mobile learning model in learning strategies.
Keywords: Mobile devices, mobile learning, ubiquitous learning, pedagogical strategies
Jeng, Y.-L., Wu, T.-T., Huang, Y.-M., Tan, Q., & Yang, S. J. H. (2010). The Add-on Impact of Mobile Applications in Learning Strategies: A Review Study. Educational Technology & Society, 13 (3), 3–11.
Abdulkafi Albirini
4080 Foreign Language Building/ mc 168, 707 South Mathews Ave., Urbana, IL 61801, USA, albirini@uiuc.edu, Tel: +1 217 244-4515, Fax: +1 217 244-8430
ABSTRACT: With the fading monopoly of the industrial mode of production and the emergence of the “information revolution,” modern technology has pervaded almost every aspect of human life. In education, however, information technology has yet to find a place, despite the unceasing attempts to “fit” it into the existing educational system. The paper argues that the industrial mode of production was successful in inventing “education” as a new paradigm, institutionalizing it in schools, and implementing it through a number of tools, such as “certified” teachers, curricula, and textbooks. By contrast, the information mode of production has created the tools, namely “educational technology,” before developing a corresponding paradigm or institution. This crisis of educational technology is therefore a corollary of its misplacement, and subsequent malfunction, in the still-in-use industrial paradigm and institution (education and school). The paper suggests that, in order to ensure a proper functionality of modern technology, we need to resolve this theoretical inadequacy. A possible solution would be to thoroughly restructure “education” and schools, as remnants of the industrial age, into a new paradigm and institution.
Keywords: Education, Educational technology, Paradigmatic conflict, Information age
Albirini, A. (2007). The Crisis of Educational Technology, and the Prospect of Reinventing Education. Educational Technology & Society, 10 (1), 227-236.
Patricia A. Young
Department of Education, University of Maryland Baltimore County, USA // pyoung@umbc.edu // Tel: 410 455-3902
ABSTRACT: Recent trends reveal that models of culture aid in mapping the design and analysis of information and communication technologies. Therefore, models of culture are powerful tools to guide the building of instructional products and services. This research examines the construction of the culture based model (CBM), a model of culture that evolved from historical and linguistic analyses of instructional products designed by and for African Americans. The findings extrapolated from the analyses reveal a treasure of cultural remnants. The cultural remnants provide evidence of how culture manifested in the instructional products. This data was further refined and generalized for a cross-cultural audience, resulting in the design factors of CBM. CBM is an intercultural instructional design framework that guides designers through the management, design, development, and assessment process while taking into account explicit culture-based considerations. The structure of CBM is presented and some ideas on its practical application are offered.
Keywords: Culture, Models of culture, Instructional design, African Americans
Young, P. A. (2008). The Culture Based Model: Constructing a Model of Culture. Educational Technology & Society, 11 (2), 107–118.
Kuei-Ping Shih
Department of Computer Science and Information Engineering, Tamkang University, Tamsui, Taipei County, Taiwan // Tel: +886-2-26215656 Ext. 2748 // kpshih@mail.tku.edu.tw
Hung-Chang Chen
Department of Information Technology, Ching Kuo Institute of Management and Health, Keelung, Taiwan // Tel: +886-2-24372093 Ext. 273 // gileschen@ems.cku.edu.tw
Chih-Yung Chang
Department of Computer Science and Information Engineering, Tamkang University, Tamsui, Taipei County, Taiwan // Tel: +886-2-26215656 Ext. 2748 // cychang@mail.tku.edu.tw
Tai-Chien Kao
Institute of Education, National Dong Hwa University, Hualien, Taiwan // Tel: +886-3-8635571 Ext. 5571 // mkao@mail.ndhu.edu.tw
ABSTRACT: This paper proposes a self-regulated learning (SRL) system with scaffolding support in order to develop independent learning skills among students. The SRL system uses self-regulated learning and scaffolding theories to appeal to both instructors and learners. On the part of the instructors, a Content Accessibility Subsystem is provided to easily organize learning materials and to dynamically provide different levels of support for their learners. As for the learners, many subsystems are proposed that provide a conducive mobile learning environment for them. With the application of the scaffolding theory, the system can easily adjust to provide help to the learners, facilitating SRL processes anytime and anywhere, and establishing the learners’ SRL patterns gradually. The learners in the experiment deemed that that the proposed system could provide them self-regulatory attributes. The experiment results show that the average SRL score of learners increases, though the improvement is not significant. However, the result also showed that the SR skills of students in the group of Low SR significantly improved.
Keywords: Self-Regulated Learning, Self-Regulatory Learning Cycle, Scaffolding, Mobile Leaning, E-Learning, CAL systems
Shih, K.-P., Chen, H.-C., Chang, C.-Y., & Kao, T.-C. (2010). The Development and Implementation of Scaffolding-Based Self-Regulated Learning System for e/m-Learning. Educational Technology & Society, 13 (1), 80–93.
Ali Reza Montazemi
DeGroote School of Business, McMaster University, 1280 Main St. West, Hamilton, ON L8S 4M4, Canada, Tel: +1 905 529 7070 Ext. 27434, Fax: +1 905 521 8995, montazem@mcmaster.ca, http://www.business.mcmaster.ca/msis/profs/montaz
ABSTRACT: Multimedia is increasingly used to enhance human-computer interaction in a variety of formats (text, graphics, audio, animation, and video). The challenge is how to use the most effective presentation format that would result in performance improvement. This paper addresses the added value of video presentations in a technology-mediated learning environment for a basic Management Information System course at MBA level. We postulate two hypotheses that take into account students’ mastery learning and satisfaction with regard to the usefulness of video presentation, moderated by students’ self-interest to learn the subject matter (i.e., intrinsic motivation). Our analysis, on the basis of empirical research, shows that the subjects find a learning environment supported with video presentations is more useful. Their intrinsic motivation to learn the subject matter had a significantly positive effect on their satisfaction with the availability of video presentations. Video presentations had no significant effect on their performance on exams, however.
Keywords: Video presentation, Multimedia, CBT
Montazemi, A. R. (2006). The Effect of Video Presentation in a CBT Environment. Educational Technology & Society, 9 (4), 123-138.
Abdullah Topcu
Measurement and Evaluation Office Army School of Language (serves to NATO personnel), Istanbul, Turkey Tel: +90 216 518 96 81 // abdullah.topcu@boun.edu.tr
Behiye Ubuz
Faculty of Education, Middle East Technical University, Ankara, Turkey // Tel: +90 312 210 40 62 // ubuz@metu.edu.tr
ABSTRACT: This paper researches the effects that students’ metacognitive knowledge has on their participation in online forum discussions, which form part of a web-based asynchronous course based on a constructivist instructional approach. Metacognitive knowledge increases learners’ ability to be independent learners, which is an indispensable characteristic of the distant learner. The study was carried out with 32 third-grade pre-service teachers. Each message in the forum discussions was analyzed in terms of interaction types identified by McKinnon (2000) and also scored using a grading rubric developed by the researchers. The metacognitive knowledge of the pre-service teachers was measured by the component of the General Metacognition Questionnaire. Sixty-seven percent of the pre-service teachers were at the high or medium-to-high metacognitive knowledge level and mostly sent messages having “example to idea,” “clarification and elaboration,” or “idea to example” type interactions. Pre-service teachers who exhibited low metacognitive knowledge, however, mostly forwarded messages having “acknowledgments,” “unsubstantiated judgment,” or “thoughtful query” type interactions. Moreover, metacognitive knowledge of the pre-service teachers uniquely explained 21.4% of the variance in the online participation score. We concluded by outlining some implications metacognitive knowledge has on forum discussions in relation to the constructivist approach.
Keywords: Metacognitive knowledge, Constructivist approach, Online participation, Interaction
Topcu, A., & Ubuz, B. (2008). The Effects of Metacognitive Knowledge on the Pre-service Teachers’ Participation in the Asynchronous Online Forum. Educational Technology & Society, 11 (3), 1-12.
Tzu-Chien Liu
Institute of Graduate Institute of Learning & Instruction, National Central University, Taiwan // ltc@cc.ncu.edu.tw
Hsinyi Peng
Institute of Education, National Chiao Tung University, Taiwan // sindypeng520@gmail.com
Wen-Hsuan Wu
Taipei Municipal Shi-Dong Elementary School, Taiwan // look305@tp.edu.tw
Ming-Sheng Lin
Department of Nature Science, Taipei Municipal University of Education, Taiwan // linms@tmue.edu.tw
ABSTRACT: This study has three major purposes, including designing mobile natural-science learning activities that rest on the 5E Learning Cycle, examining the effects of these learning activities on students’ performances of learning aquatic plants, and exploring students’ perceptions toward these learning activities. A case-study method is utilized and the science club with 46 fourth-grade students is selected as the study case in the study. Besides, a set of quantitative and qualitative data were collected from the case to document the learning effects of and the students’ perceptions of the learning activities, and to discuss factors underlying these effects and students’ perceptions. The results indicate that the learning activities can enhance students’ scientific performances, including both knowledge and understanding levels. Students’ perceptions of these learning activities appear to be positive. The study identifies two factors that are prominent in the positive effects: students’ engaging in “mobile-technology supported” observation during their scientific inquiry; and students’ engaging in “mobile-technology supported” manipulation during their scientific inquiry. Finally, the conclusions that our study has drawn could constitute a useful guide for educational practitioners concerned with the potentials of mobile computing in school settings.
Keywords: 5E learning cycle, Mobile learning, Natural science learning, Case study
Liu, T.-C., Peng, H., Wu, W.-H.,& Lin, M.-S. (2009). The Effects of Mobile Natural-science Learning Based on the 5E Learning Cycle: A Case Study. Educational Technology & Society, 12 (4), 344–358.
Justus J. Randolph
Department of Computer Science, University of Joensuu, PO BOX 111, 80101, Joensuu, Finland, Tel: +358 13 251 7929, Fax: +358 13 251 7955, justus.randolph@cs.joensuu.fi
Marjo Virnes
Department of Computer Science, University of Joensuu, PO BOX 111, 80101, Joensuu, Finland
Ilkka Jormanainen
Department of Computer Science, University of Joensuu, PO BOX 111, 80101, Joensuu, Finland
Pasi J. Eronen
Department of Computer Science, University of Joensuu, PO BOX 111, 80101, Joensuu, Finland
ABSTRACT: Although computer-assisted interview tools have much potential, little empirical evidence on the quality and quantity of data generated by these tools has been collected. In this study we compared the effects of using Virre, a computer-assisted self-interview tool, with the effects of using other data collection methods, such as written responding and face-to-face interviewing, on data quantity and quality. An intra-sample, counter-balanced, repeated-measures experiment was used with 20 students enrolled in a computer science education program. It was found that there were significantly more words and unique clauses per response in the Virre condition than in the written response condition; however, the odds of avoiding in-depth responding were much greater in the Virre condition than in the written response condition. The effect sizes observed in this study indicated that there was a greater quantity of data and a higher rate of response avoidance during Virre data collection than what would have been expected, based on previous literature, during face-to-face data collection. Although these results statistically generalize to our sample only, these results indicate that audio-visual, computer-assisted self-interviewing can yield as high, or higher, quality of data as other commonly-used data collection methods.
Keywords: Computer-assisted interviewing, Data collection, Data quality
Randolph, J. J., Virnes, M., Jormanainen, I. & Eronen, P. J. (2006). The Effects of a Computer-Assisted Interview Tool on Data Quality. Educational Technology & Society, 9 (3), 195-205.
Yu-Fen Yang
Graduate School of Applied Foreign Languages, National Yunlin University of Science & Technology, Taiwan // Tel: 886-5-534-2601 Ext. 3136 // Fax: 886-5-531-2058 // yangy@yuntech.edu.tw
Ya-Chen Hung
Graduate School of Applied Foreign Languages, National Yunlin University of Science & Technology, Taiwan
ABSTRACT: This study reports on our design of a computer system which supports the understanding of how students construct their mental representation of references and how the construction failures impede their reading comprehension. Three modules, User interface, Recording, and Feedback were implemented. The recording module traced all students’ reading process when they tried to link sentences together by references. Results showed that more-proficient readers’ mental process in resolving references was constructed to be a complete and coherent network. When they encountered reading difficulty, they usually engaged in comprehension monitoring to read and reread the related sentences to find out contextual clues. They also asked for a feedback tool for assistance. All these helped them grasp the main idea of a text and solve lexical ambiguities. In contrast, average and less-proficient readers often resolved the references separately or mismatched them to an incorrect subject which led to partial understanding of textual information. Their unsuccessful resolution of references in previous sentences often hindered their interpretation of subsequent sentences. This caused repeated reading failures in the comprehension of an online text. The mental maps and reading process shown in this study clearly explain students’ reading success and failure. The discussion of these maps and processes between the teacher and students will be one of the ways to promote latter’s awareness in employing comprehension monitoring and referring strategy.
Keywords: Mental representation, Referential resolution, Reading failure, Process data, and Main idea
Yang, Y.-F., & Hung, Y.-C. (2008). The Impact of Externalizing Readers’ Mental Representation on the Comprehension of Online Texts. Educational Technology & Society, 11 (4), 246–264.
Hsiang-Ping Chen
Department of Science Education, National Taipei University of Education, Taiwan
Chi-Jui Lien
Department of Science Education, National Taipei University of Education, Taiwan
Len Annetta
College of Education, North Carolina State University, USA
Yu-Ling Lu
Department of Science Education, National Taipei University of Education, Taiwan // yllu@tea.ntue.edu.tw
ABSTRACT: This study develops an educational computer game, FORmosaHope (FH), to explore the influences that an educational computer game might have on children’s cultural identities. FH is a role-playing game, in which children can actively explore a mini-world to learn about science, technology, and society. One hundred and thirty sixth-graders, about 11-12 years old, from four classes in a middle-sized elementary school in Taiwan, participated in the study. A quasi-experimental design was used. The experimental group was two classes that explored FH for a period of six weeks. The other two classes that served as the control group did not receive any experimental treatment. Descriptive statistics, T-test and ANCOVA showed that the experimental group significantly strengthened their cultural identities compared to the control group. This implies that educational games can have an impact on children’s cultural identities through their educational contexts.
Keywords: Educational game, Computer game, Cultural identity, Effectiveness evaluation, Individual identity
Chen, H.-P., Lien, C.-J., Annetta, L., & Lu, Y.-L. (2010). The Influence of an Educational Computer Game on Children's Cultural Identities. Educational Technology & Society, 13 (1), 94–105.
Pei-Hsuan Hsieh
Institute of Information Management, National Cheng Kung University, No. 1 University Road, Tainan 701, Taiwan // pei.peace@gmail.com
Francis Dwyer
Instructional Systems Program, The Pennsylvania State University, University Park, PA 16802, USA
ABSTRACT: The purpose of this study was to examine the instructional effectiveness of different online reading strategies for students identified as possessing different learning styles, either internal or external locus of control styles, on tests measuring different learning objectives. Participants were 169 undergraduate students, randomly assigned to four online reading treatments: none, rereading strategy, keyword strategy, and question and answer strategy. Immediately after interacting with their respective instructions, students received four individual criterion measures. Analyses indicated an insignificant interaction between learning style and treatment type; however, comprehension tests reflect a significant main effect for students receiving the online rereading treatment (F = 3.09, df = 3/169, p = .03), with an effect size of .40. The rereading treatment also appears to be significantly more effective than the control for the comprehension test. Results indicate that not all types of reading strategies are equally effective in facilitating different types of learning objectives. The results indicate that, even though different reading strategies may be structurally different, they are functionally identical for raising questions relative to the cost and amount of time required for student interaction.
Keywords: Reading strategy, Learning style, Locus of control, Learning objectives
Hsieh, P.-H., & Dwyer, F. (2009). The Instructional Effect of Online Reading Strategies and Learning Styles on Student Academic Achievement. Educational Technology & Society, 12 (2), 36–50.
Meng-Jung Tsai
Graduate School of Technological and Vocational Education, National Taiwan University of Science and Technology, 43, Sec. 4, Keelung Rd., Taipei, 106, Taiwan // Tel/Fax: (886-2)27376270 // mjtsai99@mail.ntust.edu.tw
ABSTRACT: This paper presents the Model of Strategic e-Learning to explain and evaluate student e-learning from metacognitive perspectives. An in-depth interview, pilot study and main study are employed to construct the model and develop an instrument—the Online Learning Strategies Scale (OLSS). The model framework is constructed and illustrated by four dimensions of characteristics of e-learning environments and three core domains (perceived-skill, affection and self-regulation) of student e-learning strategies. This study also tries to identify and analyze elements corresponding to each domain strategy. Based on this model, the OLSS finally contains 20 items with good construct validity and reliability. This instrument provides a diagnostic instrument for e-learning researchers, system designers, curriculum developers and instructors to evaluate students’ e-learning strategies in their experiment, design and development. This study concludes by presenting several future research directions.
Keywords: E-learning, e-Learning model, Evaluation, Strategic e-learning, e-Learning strategies
Tsai, M.-J. (2009). The Model of Strategic e-Learning: Understanding and Evaluating Student e-Learning from Metacognitive Perspectives. Educational Technology & Society, 12 (1), 34–48.
Jan M. Pawlowski
Institute for Computer Science and Business Info Systems, University of Duisburg-Essen, Essen, Germany, jan.pawlowski@icb.uni-due.de
ABSTRACT: In 2005, the new quality standard for learning, education, and training, ISO/IEC 19796-1, was published. Its purpose is to help educational organizations to develop quality systems and to improve the quality of their processes, products, and services. In this article, the standard is presented and compared to existing approaches, showing the methodology and its advantages for educational organizations. However, since the standard is a reference model, it has to be adapted to the needs and requirements of an organization. Hence, the main aspect is the adoption and implementation process: How can ISO/IEC 19796-1 successfully be implemented in educational organizations and support the variety of involved actors? To answer this question, the quality adaptation model identifies steps and instruments to bring the abstract standard into practice. The article closes with a case study evaluating the use and adequacy of the model.
Keywords: Quality standard, ISO/IEC 19796-1, Reference process model, Quality management for learning/education/training
Pawlowski, J. M. (2007). The Quality Adaptation Model: Adaptation and Adoption of the Quality Standard ISO/IEC 19796-1 for Learning, Education, and Training. Educational Technology & Society, 10 (2), 3-16.
Ercan Kiraz
Middle East Technical University, Faculty of Education, Department of Educational Sciences, Ankara, Turkey, Tel: +90-312-210 40 37, Fax: +90 312 210 12 54, ekiraz@metu.edu.tr
Devrim Ozdemir
Virginia Polytechnic Institute and State University, 220 War Memorial Hall 24061 Blacksburg, VA, USA, Tel: +1-540-239-37 61, dozdemir@vt.edu
ABSTRACT: After the evaluation of numerous technology integration programs in school districts and universities, it is recognized that the existence of technology does not guarantee its utilization in the classroom environment. Although many models and theories have tried to explain the contributing factors in technology acceptance, most of the models and theories have focused on technology-related factors. This study focused on educational ideology, a factor not related to technology that also affects decisions in terms of educational applications. Based on the literature review, we hypothesized a new model of technology acceptance which includes educational ideology as an external factor. We attempted to create a model that was compatible with our hypothesized model by collecting data from surveys completed by 320 pre-service teachers. Structural Equation Modeling was employed to create the path analytic model. The variables used in the path analytic model were the components of the original Technology Acceptance Model and six different educational ideologies. The results showed that the new model was consistent with the hypothesized model. Therefore, the results illustrate that different educational ideologies may have different effects on teachers’ technology acceptance.
Keywords: Educational Ideologies; Technology Acceptance; Technology Adoption, Teacher Education
Kiraz, E. & Ozdemir, D. (2006). The Relationship between Educational Ideologies and Technology Acceptance in Pre-service Teachers. Educational Technology & Society, 9 (2), 152-165.
Hong Lu
Department of educational technology, Shandong Normal University, China // Tel: +86-531-86188575 // luhong_1968@yahoo.com
Lei Jia
Department of English, Shandong Normal University, China // Tel: +86-531-86181218 // krowbat@gmail.com
Shu-hong Gong
Department of educational technology, Shandong Normal University, China // Tel: +86-531-86182530 // gongshuhong@21cn.com
Bruce Clark
Faculty of Education, University of Calgary, Canada // Tel: +1-403-220-7363 // bclark@ucalgary.ca
ABSTRACT: This study focused on the relationship between Kolb learning styles and the enduring time of online learning behaviors, the relationship between Kolb learning styles and learning outcomes and the relationship between learning outcomes and the enduring time of a variety of different online learning behaviors. Prior to the experiment, 104 students majoring in Educational Technology completed Kolb’s Learning Style Inventory (KLSI). Forty students were chosen to be subjects in an online learning experiment. Results indicated that there was a significant effect of Kolb learning style on the total reading time and total discussion time of the subjects. Although there was no significant effect between Kolb learning styles and learning outcomes, data from the experiment showed that the mean of learning outcomes of Convergers and Assimilators was higher than that of Divergers and Accommodators. There were two models of linear regression between learning outcomes and the enduring time of different online learning behaviors. Both of them were significant at the 0.001 level, and they accounted for 54.9% and 60.8% of the variance of the dependent respectively. The findings of this study were instrumental to instructors and moderators of online courses. First, instructors using online courses should seriously consider the diversity of learning styles when designing and developing online learning modules for different students. Second, they should provide a large number of electronic documents for students and give enough time to let them absorb knowledge by online reading. These could be effective methods to improve the quality of online courses.
Keywords: Kolb learning styles, Online learning behaviors, Learning outcomes
Lu, H., Jia, L., Gong, S.H., & Clark, B. (2007). The Relationship of Kolb Learning Styles, Online Learning Behaviors and Learning Outcomes. Educational Technology & Society, 10 (4), 187-196.
Katerina Makri
University of Athens, Educational Technology Lab, Universtity Campus, Ilisia 15784, Athens, Greece, kmakrh@ppp.uoa.gr
Chronis Kynigos
University of Athens, Educational Technology Lab, Universtity Campus, Ilisia 15784, Athens, Greece, kynigos@ppp.uoa.gr
ABSTRACT: This paper introduces a rationale for change in roles and practices of the participants in mathematics education MA courses and their instructor, based on the integration and use of a web log, both as a medium for asynchronous communication, and as a mechanism for provoking professional reflection, through changes in the discursive style and the social practices of participants. It reports research carried out with 48 mathematics teachers, as students of two six-month academic (MA) courses. A framework for research and practice in on line learning (Garrison & Anderson, 2003) is related to theoretical constructs from the fields of mathematics education and online learning and is used as a first analytical filter. In terms of identifying kinds of discourse, the analytical categories used have aided in clarifying specific patterns. The first seems to be that of the development of different writing genres and the informal discursive style embedded in teachers’ narratives. The second is the effort of participants to engage in communicatively demanding situations, adopting different roles and behaviours. These roles and behaviours are summarised in three profiles: the “blog enthusiast”, the “blog frequent visitor” and the “blog sceptic”.
Keywords: Web logs, Professional development, Discourse, Mathematics teachers
Makri, K., & Kynigos, C. (2007). The Role of Blogs In Studying The Discourse And Social Practices of Mathematics Teachers. Educational Technology & Society, 10 (1), 73-84.
Steve Walker
Faculty of Mathematics, Computing and Society, The Open University // s.walker@open.ac.uk
Linda Creanor
The Caledonian Academy, Glasgow Caledonian University // l.creanor@gcal.ac.uk
ABSTRACT: In this paper, we go beyond what have been described as ‘mechanistic’ accounts of e-learning to explore the complexity of relationships between people and technology as encountered in cases of networked learning. We introduce from the social informatics literature the concept of sociotechnical interaction networks which focus on the interplay between participants, technology, learning artefacts and practices. We apply this concept to case material drawn from transnational trade union education to identify and to analyse three aspects of networked learning: the local sociotechnical networks of learners; the construction of an overarching, global sociotechnical network for learning; and the evolution of such networks over time. Finally we identify issues for further research highlighted by these models.
Keywords: Networked learning, Social informatics, Social action, Web 2.0
Walker, S., & Creanor, L. (2009). The STIN in the Tale: A Socio-technical Interaction Perspective on Networked Learning. Educational Technology & Society, 12 (4), 305–316.
Rob R. Weitz
Associate Professor, Department of Computing and Decision Sciences, Stillman School of Business, Seton Hall University, South Orange, NJ 07079, USA, weitzrob@shu.edu, Tel: 1-973-761-9540, Fax: 1-973-761-9217
Bert Wachsmuth
Associate Professor, Department of Mathematics and Computer Science, Seton Hall University, wachsmut@shu.edu, Tel: 1-973-761-9467, Fax: 1-973-275-2366
Danielle Mirliss
Instructional Designer, Teaching, Learning and Technology Center, Seton Hall University, mirlisda@shu.edu, Tel: 1-973-761-6021
ABSTRACT: This paper describes a pilot project with the purpose of evaluating the usefulness of tablet PCs for university professors. The focus is on the value of tablets primarily with respect to teaching and learning (and not for research or administrative work). Sixty-four professors, distributed across the various schools of a university, were provided with tablet PCs and were trained in their use. A survey was distributed to the participants at the end of the semester. There were 59 respondents, and of these 45 used the tablet in at least one of their classes. This paper describes the pilot project and the survey results. We observed that a) only a fraction of faculty are motivated to use tablet technology: roughly a third of faculty expressed an interest in replacing their notebook computer with a tablet computer and b) generally, participating faculty did indeed use tablet functionality in their classes and were convinced that this use resulted in a meaningful impact on teaching and learning.
Keywords: Tablet PC, Instructional technology, Higher education, Electronic whiteboard
Weitz, R. R., Wachsmuth, B. & Mirliss, D. (2006). The Tablet PC For Faculty: A Pilot Project. Educational Technology & Society, 9 (2), 68-83.
Tsungjunag Wang
Department of Architecture, National Taipei University of Technology, Taiwan // tjwang@ntut.edu.tw
ABSTRACT: The ever-expanding use of new information and communication technologies (ICTs) is especially significant to professional education in relatively isolated nations such as Taiwan. Interaction with university faculties outside the country would vastly improve the Taiwanese education of architects, for example, and this is sufficient reason for the full implementation of ICTs in architectural schools in that country. This article 1) explores how ICTs hold a promise for transforming the process of professional education in architecture, 2) examines the issues and difficulties of implementing ICTs in the teaching of architecture, and 3) discusses how a greater use of ICTs in architectural education would enhance both the ability of students to work collaboratively and the opportunity for professors to enjoy much greater participation and collegiality in the world-wide academic community of architectural educators. Particular attention is given throughout the paper to the epistemological and educational paradigm of constructivism and the cultural considerations of implementing ICTs in an Asian nation such as Taiwan.
Keywords: ICTs; professional education; collegiality TPCK; academic collaboration
Wang, T. (2009). The Transformational Promise of Information and Communications Technologies (ICTs) for the Professional Education of Architects. Educational Technology & Society, 12 (3), 206–213.
Shakir Hussain
Department of Primary Care & General Practice, University of Birmingham, UK, s.hussain@bham.ac.uk
Jörgen Lindh
Jönköping International Business School, Sweden, lijo@jibs.hj.se
Ghazi Shukur
Jönköping International Business School and Centre for Labour Market Policy (CAFO), Department of Economics and Statistics, Växjö University, Sweden, shgh@jibs.hj.se, ghazi.shukur@vxu.se
ABSTRACT: The purpose of this study is to investigate the effect of one year of regular “LEGO” training on pupils’ performances in schools. The underlying pedagogical perspective is the constructivist theory, where the main idea is that knowledge is constructed in the mind of the pupil by active learning. The investigation has been made in two steps. The first step was before the training and the second after training. For both cases we have constructed and included control groups. A logistic model is applied to the data under consideration to investigate whether the LEGO training leads to improving pupil’s performance in the schools. To analyse the opinion studies, GLM for matched pair models and the Quasi symmetry methods have been used. Preliminary results show better performances in mathematics for the trained group in grade five, and pupils who are good at mathematics tend to be more engaged and seem to be more successful when working with LEGO. The study has also shown that pupils have different learning styles in their approach to LEGO training. The role of the teacher, as a mediator of knowledge and skills, was crucial for coping with problems related to this kind of technology. The teacher must be able to support the pupils and to make them understand the LEGO Dacta material on a deeper level.
Keywords: Robotic Toys, Problem Solving, Constructivism, Multilevel Modelling
Hussain, S., Lindh, J., & Shukur, G. (2006). The effect of LEGO Training on Pupils’ School Performance in Mathematics, Problem Solving Ability and Attitude: Swedish Data. Educational Technology & Society, 9 (3), 182-194.
Yu-Chang Hsu
Instructional Systems Program, College of Education, Pennsylvania State University, 315 Keller Building, University Park, PA 16802, USA // Tel: (814) 865-0473 // Fax: (814) 865-0128 // yzh109@psu.edu
Huifen Lin
English Department, National Kaohsiung Normal University, Taiwan, 1F, 33, Lane 400, Sec.3, Mincyuan Rd., Tainan, Taiwan // Tel: 886-6-3500881 // Fax: 886-6-2050995 // huifen5612@yahoo.com.tw
Yu-Hui Ching
Instructional Systems Program, College of Education, Pennsylvania State University, 315 Keller Building, University Park, PA 16802, USA // Tel: (814) 865-0473 // Fax: (814) 865-0128 // yuc148@psu.edu
Francis M. Dwyer
Instructional Systems Program, College of Education, Pennsylvania State University, 315 Keller Building, University Park, PA 16802, USA // Tel: (814) 865-0473 // Fax: (814) 865-0128 // fmd@psu.edu
ABSTRACT: The purpose of this study was to examine whether matching navigation mode of a learning environment with learners’ preferred navigation mode would facilitate their learning in a web environment. Sixty-eight undergraduate students were randomly assigned to treatments (linear vs. nonlinear navigation mode) and received four criterion tests designed to measure different educational objectives immediately after interacting with the instructional material about human heart. The results suggested that matching or mismatching navigation mode of the learning environment with learners’ preference did not lead to significant differences in learning outcomes. However, there were significant differences in achievement between groups with different navigation mode preferences. Our findings indicated that students preferring nonlinear navigation had significantly higher achievement scores on higher levels of learning outcomes. Based on the results of the study, we discussed specific recommendations for instructional designers and the issue concerning matching/mismatching navigation modes with learning preferences.
Keywords: Navigation mode, Undergraduate students, Web-based instruction, Matching/mismatching, Navigation preference
Hsu, Y.-C., Lin, H., Ching, Y.-H., & Dwyer, F. M. (2009). The effects of web-based instruction navigation modes on undergraduates’ learning outcomes. Educational Technology & Society, 12 (1), 271–284.
Jyh-Chong Liang
Department of Holistic Wellness, Chin Min Institute of Technology, Taiwan // aljc@ms.chinmin.edu.tw
Chin-Chung Tsai
Graduate School of Technological and Vocational Education, National Taiwan University of Science and Technology, Taipei 106, Taiwan // cctsai@mail.ntust.edu.tw
ABSTRACT: The purpose of this study was to investigate medical students’ information commitments toward online web medical information. The sample consisted of 534 volunteer medical university students with internet experience from 6 medical universities in Taiwan. This study used the Information Commitment Survey (ICS) for an investigation of medical students’ standards of judging online information, and their search strategies on the Web. The results showed that the ICS was deemed to be sufficiently reliable for assessing medical students’ information commitments toward Web-based information. It was also found that gender difference existed in the students’ usage of certain searching strategies. Another finding was that students with more Internet experience tended to utilize the ‘elaboration’ searching strategy while being oriented towards employing quite ‘mixed’ standards for judging online information. The results also revealed that medical students held less sophisticated information commitments than university students in general, particularly when comparing to the female students. The findings strongly suggest that medical students need additional training for using the Internet to seek information and that medical educators implementing Internet-assisted instructional activities need to find some methods to help medical students, especially the female students, to develop more sophisticated information commitments.
Keywords: Information commitment, Medical studies, Gender, Internet
Liang, J.-C., & Tsai, C.-C. (2009). The information commitments toward web information among medical students in Taiwan. Educational Technology & Society, 12 (1), 162–172.
Russell Johnson
Massey University, Palmerston North, New Zealand // R.S.Johnson@massey.ac.nz
Elizabeth Kemp
Massey University, Palmerston North, New Zealand // E.Kemp@massey.ac.nz
Ray Kemp
Massey University, Palmerston North, New Zealand // R.Kemp@massey.ac.nz
Peter Blakey
Massey University, Palmerston North, New Zealand // P.Blakey@massey.ac.nz
ABSTRACT: This article reports on a project that explores strategies for narrowing the digital divide by providing a practicable e-learning option for the millions living outside the ambit of high performance computing and communication technology. The concept is introduced of a learning computer, a low bandwidth tool that provides a simplified, specialised e-learning environment which works with or without an internet connection. This concept is contrasted with the Learning Management System model widely adopted by universities, in which teaching material is accessed as web pages from a central repository. The development of an initial prototype and its field testing under realistic conditions is reviewed, and plans for future work outlined.
Keywords: Distance learning, Digital divide, Low bandwidth, Accessibility, Ubiquitous computing
Johnson, R., Kemp, E., Kemp, R., & Blakey, P. (2007). A theory for eLearning. Educational Technology & Society, 10 (4), 143-155.
Jung Lee
The Richard Stockton College of New Jersey, Pomona, NJ, USA // leej@stockton.edu
Frank A. Cerreto
The Richard Stockton College of New Jersey, Pomona, NJ, USA // Frank.Cerreto@stockton.edu
Jihyun Lee
College of Education, Seoul National University, Seoul, Korea // leeji1@snu.ac.kr
ABSTRACT: According to Ajzen’s Theory of Planned Behavior (TPB), behavioral intention (BI) is predicted by attitude toward the behavior (AB), subjective norm (SN), and perceived behavioral control (PBC). Previous studies using the TPB to explain teachers’ intentions to use technology have resulted in inconsistent findings. This inconsistency might be due to overly broad definitions of the target behavior. To investigate this potential weakness, we defined a specific target behavior, using computers only to create and deliver lessons, and then used the TPB to investigate teachers’ decisions. An elicitation study was used to identify teachers’ salient beliefs and develop a closed-ended questionnaire. Results of the closed-ended questionnaire revealed that AB, SN, and PBC all were significant predictors of teachers’ intentions. However, AB had twice the influence of SN and three times that of PBC. This finding suggests that teachers must have positive attitudes about using computers to create and deliver lessons. They are less concerned about what others think of this practice, and far less bothered by internal or external constraints. Results provide specific information that can be used to design effective teacher development programs and remind TPB researchers of the importance of using specific definitions of the target behavior.
Keywords: Theory of Planned Behavior, Behavioral intention, Technology usage, Teacher beliefs
Lee, J., Cerreto, F. A., & Lee, J. (2010). Theory of Planned Behavior and Teachers' Decisions Regarding Use of Educational Technology. Educational Technology & Society, 13 (1), 152–164.
Yanyan Li
School of Educational Technology, Beijing Normal University, China // liyy1114@gmail.com
Mingkai Dong
Corporate Technology, Siemens Limited China, Beijing, China // mingkai.dong@siemens.com
Ronghuai Huang
School of Educational Technology, Beijing Normal University, China // Huangrh@bnu.edu.cn
ABSTRACT: Online discussion forums provide open workspace allowing learners to share information, exchange ideas, address problems and discuss on specific themes. But the substantial impediment to its promotion as effective e-learning facility lies in the continuously increasing messages but with discrete and incoherent structure as well as the loosely-tied learners with response-freeness. To motivate and facilitate active collaborative learning, this paper describes the design of a semantic forum with semantic link networking on discussion transcripts. Based on domain ontology and text mining technologies, messages are automatically processed for structural modeling with semantic association and special interest groups are automatically discovered for topic-centric social context measurement, which lays the foundation for the fulfillment of distinctive functionalities in the semantic forum (i.e. semantic search, relational navigation and recommendation). Compared with traditional forums, the semantic forum has three outstanding features. First, it deals with the structural incoherence and content isolation within forums. Second, it enables active learning by providing learners with relational navigation to meet their learning demands. Third, it supports social context based ranking to recommend learning companions or transcripts for collaborative problem-solving.
Keywords: Semantic forum, Social context, Semantic link network, Relational navigation
Li, Y., Dong, M., & Huang, R. (2009). Toward a Semantic Forum for Active Collaborative Learning. Educational Technology & Society, 12 (4), 71–86.
Kevin Chihcheng Hsu
Department of Information Management, National Central University, Taiwan // khsu@mgt.ncu.edu.tw
Fang-Chuan Ou Yang
Department of Information Management, National Central University, Taiwan // Department of Information Management, Ching Yun University, Taiwan // ouyang@cyu.edu.tw
ABSTRACT: With the rapid advance of stand-alone e-learning systems, we believe a sharable and interoperable portal platform capable of integrating various existing learning systems is critical for the future development of e-learning systems. We highlight two problems as the root causes for current ineffective sharing of learning resources: learning object interoperability and learning activity interoperability. In this paper, we propose an open and interoperable e-learning portal architecture to solve these problems: 1) With regard to learning object interoperability, we propose WSRP+ service as an enhancement to WSRP standard to send presentation content and intercept crucial information from LMSs in order to facilitate the presentation-level integration of learning objects and keep the learner’s learning status in our e-learning portal. 2) With regard to learning activity interoperability, BPEL4WS is used for the task-based orchestration of course workflows among shared learning systems, in which value-added tasks such as grading, evaluation, recording, etc., can also be integrated as a whole. At the end of this paper, we present our prototype implementation to illustrate the feasibility of our approach.
Keywords: E-learning, WSRP (web service for remote portlets), BPEL4WS (business process execution language for web services), Workflow orchestration
Hsu, K. C., & Yang, F.-C. O. (2008). Toward an Open and Interoperable e-Learning Portal: OEPortal. Educational Technology & Society, 11 (2), 131-148.
Dickson K.W. Chiu
Dickson Computer Systems, 7 Victory Avenue, Kowloon, Hong Kong // dicksonchiu@ieee.org
Samuel P.M. Choi
School of Business and Administration, The Open University of Hong Kong // schoi@ouhk.edu.hk
Minhong Wang
Faculty of Education, University of Hong Kong // magwang@hkucc.hku.hk
Eleanna Kafeza
Department of Marketing & Communications, Athens University of Economics & Business, Greece // kafeza@aueb.gr
ABSTRACT: In distance education, communications among students, educators, and administrators have been one of the most important problems. The distance education programs in The Open University of Hong Kong (OUHK) span not only Hong Kong but also many cities over a large area in China. To improve and monitor the quality of communications among students, tutors, and staff, we propose a communications management infrastructure based on an alert mechanism. Requests and messages in these systems (referred to as alerts) have to be delivered and handled timely to provide ubiquitous distance education communication support and management. We also propose using this platform for the integration of partners in China with the OUHK offices. Presently, most systems cannot address urgency and alerts are often handled in an ad-hoc manner. In this paper, we propose a sophisticated alert management system (AMS) for ubiquitous communications management in distance education under various requirements. We develop a model for managing alerts, in which alerts are associated with communication tasks and a set of parameters are captured for message routing and urgency management. The AMS matches the specialties of the educators and staff who receive an alert, based on the alert specification. We then propose a routing mechanism that is initiated when the alert message is not acknowledged or handled within the deadline, so that the alert can be re-routed if necessary. Monitoring is especially essential to ensure timeliness and availability of consultation or decision, otherwise suitable exceptions should be raised and handled. We outline our implementation framework for communications among education administrators, education staff, students, and system administrators, enhanced by alter management via various communication devices for ubiquitous support of communication in distance education.
Keywords: Distance education, Ubiquitous communication, Alert management, Conceptual modeling, System design architecture
Chiu, D. K. W., Choi, S. P. M., Wang, M., & Kafeza, E. (2008). Towards Ubiquitous Communication Support for Distance Education with Alert Management. Educational Technology & Society, 11 (2), 92-106.
Bas Giesbers
Educational Technology Expertise Centre, Open University of the Netherlands, Heerlen, The Netherlands, Tel: +31 45 576 2209, Fax: +31 45 576 2907, bas.giesbers@ou.nl
Jan van Bruggen
Educational Technology Expertise Centre, Open University of the Netherlands, Heerlen, The Netherlands
Henry Hermans
Educational Technology Expertise Centre, Open University of the Netherlands, Heerlen, The Netherlands
Desirée Joosten-ten Brinke
Educational Technology Expertise Centre, Open University of the Netherlands, Heerlen, The Netherlands
Jan Burgers
Educational Technology Expertise Centre, Open University of the Netherlands, Heerlen, The Netherlands
Rob Koper
Educational Technology Expertise Centre, Open University of the Netherlands, Heerlen, The Netherlands
Ignace Latour
Citogroep, Nieuwe Oeverstraat 50, P.O. Box 1034, 6801 MG Arnhem, The Netherlands, Tel: +31 26 352 1111, Fax: +31 26 352 1356, ignace.latour@citogroep.nl
ABSTRACT: Educational modelling is the modelling of educational [sub-] systems. Such a model is a framework containing important concepts, processes and relations. Several models have been published but their development, which we call educational modelling, still is a tedious process. We lack clear guidelines or a methodology. In this article we present a case study in which we take first steps towards the development of a methodology for educational modelling. We do so by analysing our current practice that we typify as expert-driven, model-centred and consensus-based. We explicate the assumptions under this approach and investigate whether these assumptions are explicit and confirmed by our case study. The results give rise to a number of guidelines that can be used by future projects and that provide a first step towards a more systematic approach to educational modelling.
Keywords: Educational modelling, interoperability of educational [sub-] systems, educational ontologies, case study
Giesbers, B., van Bruggen, J., Hermans, H., Joosten-ten Brinke, D., Burgers, J., Koper, R., & Latour, I. (2007). Towards a methodology for educational modelling: a case in educational assessment. Educational Technology & Society, 10 (1), 237-247.
Martin Wolpers
Katholieke Universiteit Leuven, Belgium // martin.wolpers@cs.kuleuven.be
Jehad Najjar
Katholieke Universiteit Leuven, Belgium // jehad.najjar@cs.kuleuven.be
Katrien Verbert
Katholieke Universiteit Leuven, Belgium // katrien.verbert@cs.kuleuven.be
Erik Duval
Katholieke Universiteit Leuven, Belgium // erik.duval@cs.kuleuven.be
ABSTRACT: The information overload in learning and teaching scenarios is a main hindering factor for efficient and effective learning. New methods are needed to help teachers and students in dealing with the vast amount of available information and learning material. Our approach aims to utilize contextualized attention metadata to capture behavioural information of users in learning contexts that can be used to deal with the information overload in user centric ways. We introduce a schema and framework for capturing and managing such contextualized attention metadata in this paper. Schema and framework are designed to enable collecting and merging observations about the attention users give to content and their contexts. The contextualized attention metadata schema enables the correlation of the observations, thus reflects the relationships that exists between the user, her context and the content she works with. We illustrate with a simple demo application how contextualized attention metadata can be collected from several tools, the merging of the data streams into a repository and finally the correlation of the data.
Keywords: Context, Attention Metadata, Usage Data, User Behaviour, Attention Recorders
Wolpers, M., Najjar, J., Verbert, K., & Duval, E. (2007). Tracking Actual Usage: the Attention Metadata Approach. Educational Technology & Society, 10 (3), 106-121.
Ahmad Rafi
Faculty of Creative Multimedia, Multimedia University, Cyberjaya, Malaysia // Tel:+603-8312 5549 // Fax:+ 603-8312 5554 // ahmadrafi.eshaq@mmu.edu.my
Khairul Anuar Samsudin
Faculty of Information and Technology, Sultan Idris University of Education, Malaysia // khairul@ftmk.upsi.edu.my
Che Soh Said
Faculty of Information and Technology, Sultan Idris University of Education, Malaysia // chesoh@ftmk.upsi.edu.my
ABSTRACT: This paper reports the findings from an experimental study involving thirty three secondary school students (mean age = 15.5 years) in spatial visualization (SV) training through an interactive desktop virtual environment spatial trainer (iDVEST). Stratified random sampling was used to assign students into two experimental groups and one control group. The first experimental group trained in interaction-enabled DVEST (i-DVEST), the second experimental group trained in animation-enhanced DVEST (a-DVEST), and the control group received conventional training. A multi-factorial pretest posttest design procedure was used and data were analyzed using 2-way ANCOVA. Participants trained in i-DVEST made the highest improvement gain in SV, followed by those trained in a-DVEST, and the control group achieved the lowest improvement gain. In general, male participants achieved higher SV improvement gain compared to female participants. Interaction effect between method of training and gender was observed indicating that male students tended to benefit more when trained in i-DVEST, moderately in a-DVEST, and poorly in conventional method. On the other hand, female students seemed to benefit from training irrespective of the method used.
Keywords: Animation, navigation, visualization, virtual environment, VRML
Rafi, A., Samsudin, K. A., & Said, C. S. (2008). Training in spatial visualization: The effects of training method and gender. Educational Technology & Society, 11(3), 127-140.
Rosa Maria Bottino
Consiglio Nazionale delle Ricerche, Istituto Tecnologie Didattiche, Genova, Italy // Tel. +39 01 06 47 56 76 // Fax. 39 01 06 47 53 00 // bottino@itd.cnr.it
Elisabetta Robotti
Consiglio Nazionale delle Ricerche, Istituto Tecnologie Didattiche, Genova, Italy // Tel. +39 01 06 47 56 76 // Fax. 39 01 06 47 53 00 // robotti@itd.cnr.it
ABSTRACT: The paper discusses the results of a research project based on the field testing of a course aimed at developing arithmetic problem solving skills in primary school pupils. The course was designed to incorporate e-learning techniques, including the use of ARI@ITALES authoring tools. These tools allowed the integration in the course of constructivist activities based on interaction with a set of different microworlds. The aims of the project were twofold: to analyse how the adopted approach and tools could help the teacher design and manage classroom activities integrating technology; and to evaluate the effectiveness of the ARI@ITALES tools for supporting pupils’ acquisition of mathematical skills.
Keywords: E-learning, Authoring software, Primary education, Numeracy, Problem Solving
Bottino, R. M., & Robotti, E. (2007). Transforming classroom teaching & learning through technology: Analysis of a case study. Educational Technology & Society, 10 (4), 174-186.
Gulfidan Can
Department of Instructional Technology, Utah State University, Logan UT, 84322, USA, Tel: (435) 797 6922, gulfidan@cc.usu.edu
Kursat Cagiltay
Department of Computer Education and Instr Technology, Middle East Technical University, Ankara Turkey, Tel: +90 312 2103683, Fax: +90 312 2101006, kursat@metu.edu.tr
ABSTRACT: Teachers’ perceptions are critical to the success or failure of integrating computer games with educational features into classrooms. Consequently, it is essential to gather information about concerns they might have in regard to using these games in the classroom. This study was conducted to investigate the perceptions and future plans of a group of prospective computer teachers in Turkey. One-hundred sixteen students, from four different universities’ Computer Education and Instructional Technology (CEIT) departments, participated in this study. The results of the study reveal that the prospective computer teachers who participated have positive perceptions regarding the use of computer games with educational features in education. Moreover, most of the participants plan to use such games in their future professions, according to their responses. However, some of the participants have doubts, especially concerning the issues of classroom management and the educational effectiveness of computer games currently on the market.
Keywords: Computer games, Educational games, Technology integration, Prospective teachers
Can, G., & Cagiltay; K. (2006). Turkish Prospective Teachers' Perceptions Regarding the Use of Computer Games with Educational Features. Educational Technology & Society, 9 (1), 308-321.
Tshepo Batane
Department of Educational Technology, University of Botswana, P. O. Box 70014, Gaborone, Botswana // batane@mopipi.ub.bw // Tel. +267 355 2785
ABSTRACT: This paper reports on a pilot project of the Turnitin plagiarism detection software, which was implemented to determine the impact of the software on the level of plagiarism among University of Botswana (UB) students. Students’ assignments were first submitted to the software without their knowledge so as to gauge their level of plagiarism. The results recorded the average level of plagiarism among UB students to be 20.5%.The software was then introduced to the students and they were warned that their second assignments would be checked through the software. The results showed a 4.3% decrease in the level of plagiarism among students. A survey was conducted to find out the reasons why students plagiarise and also get the participants’ views on the use of the software to fight plagiarism. To win the fight against plagiarism, the paper recommends that the university adopt a more comprehensive approach in dealing with the problems that addresses, among other things, the fundamental reason why students plagiarise.
Keywords: Turnitin, Plagiarism, Assignments, Social Cognitive Theory
Batane, T. (2010). Turning to Turnitin to Fight Plagiarism among University Students. Educational Technology & Society, 13 (2), 1–12.
Karen Guldberg
School of Education, The University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK, K.K.Guldberg@bham.ac.uk
Rachel Pilkington
School of Education, The University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK, R.M.Pilkington@bham.ac.uk
ABSTRACT: This paper is concerned with teaching and learning in a blended e-learning course that supports students in reflecting on and transforming their practice. In this paper we focus on two key aspects of the online learning environment: (i) the selection of the topic of discussion (the discussion question) by the tutor and how this influences the quality of the discussion; (ii) the interventions of the tutor within the online discussion. The aim is to understand why some online discussions ‘take off’’ in terms of numbers of postings and quality of engagement whilst others are less successful. Our findings show that the nature of the question impacts on discussion outcomes and that it is therefore important for tutors to pose a range of different types of questions to students in line with learning objectives. If the tutor structures discussion and chooses questions carefully there may be less need to intervene to stimulate discussion or keep it on track than is sometimes assumed. This shifts the role of the tutor somewhat toward more preparatory and plenary work with less tutor participation required to support the development of discussion skills amongst students, particularly during later stages of the course.
Keywords: Tutor Roles, E-moderation, Dialogue and learning, Online discussion groups
Guldberg, K., & Pilkington, R. (2007). Tutor roles in Facilitating Reflection on Practice Through Online Discussion. Educational Technology & Society, 10 (1), 61-72.
Hsinyi Peng
Institute of Education, National Chiao Tung University, Hsinchu 300, Taiwan // hpeng@mail.nctu.edu.tw
Po-Ya Chuang
Institute of Education, National Chiao Tung University, Hsinchu 300, Taiwan // poya@dato.idv.tw
Gwo-Jen Hwang
Department of Information and Learning Technology, National University of Tainan, Tainan city 70005, Taiwan // Tel: 886-915396558//Fax: 886-3017001 // gjhwang@mail.nutn.edu.tw
Hui-Chun Chu
Department of Information and Learning Technology, National University of Tainan, Tainan city 70005, Taiwan // Tel: 886-915396558//Fax: 886-3017001 // carolchu@mail.nutn.edu.tw
Ting-Ting Wu
Department of Information and Learning Technology, National University of Tainan, Tainan city 70005, Taiwan // Tel: 886-915396558//Fax: 886-3017001 // danytingting@gmail.com
Shu-Xian Huang
Department of Information and Learning Technology, National University of Tainan, Tainan city 70005, Taiwan // Tel: 886-915396558//Fax: 886-3017001 // rumb-73716@yahoo.com.tw
ABSTRACT: Researchers have conducted various studies on applying wireless communication and ubiquitous computing technologies to education, so that the technologies can provide learners and educators with more active and adaptive support. This study proposes a Ubiquitous Performance-support System (UPSS) that can facilitate the seamless use of powerful new technologies in the school setting. In order to help the readers visualize these novel technologies in practice, we present one case study of a butterfly-ecology training course facilitated by the UPSS. The aim behind the case study is to inform the design and the development of context-aware ubiquitous computing system and its learning materials. The research inquiry centers around three themes: (1) the critical features to the data-driven decision making of teachers, (2) the perceptions of teachers and students to the UPSS, and (3) implementation issues. The results of the two rounds of formative evaluation indicate positive effects of the UPSS regarding motivation, interactivity, and effectiveness. In addition, teachers’ attitudes and teachers’ pedagogical approaches toward UPSS use are two key factors in the successful implementation of teaching with such innovative technology. This study can be a useful reference for those who are interested in conducting studies applying context-aware ubiquitous computing to educational contexts. Finally, this study presents suggestions and implications for future research and system development.
Keywords: Ubiquitous learning, Context awareness, Data-driven decision making, Performance-support system, Ubiquitous performance-support system
Peng, H., Chuang, P.-Y., Hwang, G.-J., Chu, H.-C., Wu, T.-T., & Huang, S.-X. (2009). Ubiquitous Performance-support System as Mindtool: A Case Study of Instructional Decision Making and Learning Assistant. Educational Technology & Society, 12 (1), 107–120.
Arif Altun
Department of Computers and Instructional Technology Education, Hacettepe University, Beytepe Ankara, Turkey, Tel.: +90 312 297 7176, Fax: +90 312 299 2083, altunar@ibu.edu.tr
Mehtap Cakan
Department of Educational Science, Abant Izzet Baysal University, Golkoy-Bolu, Turkey, cakanmehtap@hotmail.com
ABSTRACT: This paper reports an investigation of cognitive styles, achievement scores and attitudes toward computers among university students. Field dependence/field independence is a dimension of cognitive style that has been researched with various student groups as well as with attitudes. Nevertheless, there appears to be a dearth of published research in this area relevant to teacher trainees in an international setting. In this study, the standardised Group Embedded Figures Test was used to assess field dependency among 130 teacher trainees. Overall, it was found that there was no significant relationship between cognitive styles and academic achievement (r= .14, p= .15); cognitive styles and attitudes toward computers (r = .01, p= .84); and, cognitive styles and attitudes toward computers when their academic achievement scores were covariated (F(2,126) = .40, p > .05). The findings indicate that students’ attitudes toward computers are not associated with field dependency, even when their achievement levels were controlled. Attitude toward computers is found to function independently from cognitive styles.
Keywords: Cognitive styles, Achievement, Attitudes, Post-secondary education, Pedagogical issues
Altun, A., & Cakan, M. (2006). Undergraduate Students’ Academic Achievement, Field Dependent/Independent Cognitive Styles and Attitude toward Computers. Educational Technology & Society, 9 (1), 289-297.
Michael Klebl
Faculty of Philosophy and Education, Ergonomics and Industrial Pedagogy, Catholic University of Eichstätt-Ingolstadt, 85072 Eichstätt, Germany, Tel: +49 8421 93-1406, Fax: +49 8421 93-2406, michael.klebl@ku-eichstaett.de
ABSTRACT: Starting from the first public draft of IMS Learning Design in November 2002, a research project at the Catholic University Eichstaett-Ingolstadt in Germany was dedicated to the conceptual examination and empirical review of IMS Learning Design Level A. A prototypical runtime environment called ‘lab005’ was developed. It was built based on Moodle, a web-based, open source course management system. Development and use of the lab005 runtime environment were intensely evaluated. Several university courses provided a use case for the empirical review of IMS Learning Design, which covered mainly two issues: firstly, whether IMS Learning Design can be used to support mixed mode learning scenarios (use for blended learning), and secondly, how users interact in learning situations with a learning environment for IMS Learning Design (usability in terms of human-computer interaction). This article gives an overview of the web-based learning environment lab005, its underlying concepts and outcomes of experimental use and evaluation. Though limited in scope, the successful implementation of IMS Learning Design in higher education proves the possibility to support mixed mode learning scenarios. Key concepts for the graphical user interface of lab005 are illustrated in order to give insights into the use of IMS Learning Design in mixed mode learning scenarios. Details in the results of evaluation concern the classification of learning objects, the use of environment as an element in IMS Learning Design and challenges in the application with face-to-face situations and with real life objects in classroom learning scenarios.
Keywords: Blended Learning, Learning Environment, IMS Learning Design in Practice, Runtime Environment for IMS Learning Design, Moodle
Klebl, M. (2006). Usability of a Runtime Environment for the Use of IMS Learning Design in Mixed Mode Higher Education. Educational Technology & Society, 9 (1), 146-157.
Hong-Ren Chen
Department of Digital Content and Technology, National Taichung University, Taichung 403, Taiwan // hrchen@mail.ntcu.edu.tw
Hui-Ling Huang
A-lam Junior High School, Kaohsiung 822, Taiwan
ABSTRACT: Thanks to advanced developments in wireless technology, learners can now utilize digital learning websites at anytime and anywhere. Mobile learning captures more and more attention in the wave of digital learning. Evolving use of knowledge management plays an important role to enhance problem solving skills. Recently, innovative approaches for integrating knowledge management into practical teaching activities have been ignored. This is the first study to focus the design of a mobile knowledge management learning system that encourages learners to acquire, store, share, apply and create knowledge. When learners use different mobile devices to learn, larger screens perform better than smaller ones in the task performance and system working quality. Analyzed by learning achievements, the experimental group has a rather significant effect in adopting mobile knowledge management learning system than the control group of traditional classroom lectures. After evaluating the system acceptance by questionnaire survey, the experiment results indicate that (1) perceived easy to use can positively predict perceived usefulness by learners, (2) perceived easy to use and perceived usefulness can positively predict behavioral intention of the system acceptance. Perceived usefulness is the key factor for learners’ willingness to be guided through the system’s learning process.
Keywords: Mobile Learning, Knowledge Management, User Acceptance
Chen, H.-R., & Huang, H.-L. (2010). User Acceptance of Mobile Knowledge Management Learning System: Design and Analysis. Educational Technology & Society, 13 (3), 70–77.
António Constantino Martins
Knowledge Engineering and Decison Support Research (GECAD)- Institute of Engineering – Polytechnic of Porto, Porto, Portugal // const@dei.isep.ipp.pt
Luíz Faria
Knowledge Engineering and Decison Support Research (GECAD)- Institute of Engineering – Polytechnic of Porto, Porto, Portugal
Carlos Vaz de Carvalho
Institute of Engineering – Polytechnic of Porto, Porto, Portugal
Eurico Carrapatoso
Faculty of Engineering – University of Porto, Porto, Portugal
ABSTRACT: This document is a survey in the research area of User Modeling (UM) for the specific field of Adaptive Learning. The aims of this document are: To define what it is a User Model; To present existing and well known User Models; To analyze the existent standards related with UM; To compare existing systems. In the scientific area of User Modeling (UM), numerous research and developed systems already seem to promise good results, but some experimentation and implementation are still necessary to conclude about the utility of the UM. That is, the experimentation and implementation of these systems are still very scarce to determine the utility of some of the referred applications. At present, the Student Modeling research goes in the direction to make possible reuse a student model in different systems. The standards are more and more relevant for this effect, allowing systems communicate and to share data, components and structures, at syntax and semantic level, even if most of them still only allow syntax integration.
Keywords: Adpative Hypermedia System, E-learning, User Model
Martins, A. C., Faria, L., Vaz de Carvalho, C., & Carrapatoso, E. (2008). User Modeling in Adaptive Hypermedia Educational Systems. Educational Technology & Society, 11 (1), 194-207.
Shih-Hsien Yang
Department of Applied Foreign Languages, National Formosa University, YunLin, Taiwan // Tel: 886-5-631-5822 // Fax: 886-5-6365927 // Email: shiyang@nfu.edu.tw
ABSTRACT: Using the theories of critical reflection and community of practice, the aim of this paper was to explore the use of blogs as a reflective platform in the training processes of English as a Foreign Language (EFL) student teachers, who were learning to teach English for future employment in Taiwan. They made use of blogs as a platform to critically reflect on their learning processes as well as to gauge the impact of blogs on their own professional growth. Forty-three student teachers in two teacher-education programs at two science and technology institutions in central Taiwan participated in this study. Two instructors created a blog for use as a discussion forum so that the student teachers could engage in and examine their own reflection process. The data collected was qualitative in nature, consisting of student teachers’ posting messages and comments on the blog, surveys on the student teachers’ reflective experiences using blogs as reflection tools, and group reflective dialogues recorded by instructors in class meetings over the implementation of blogs during the course. The results showed that the student teachers actively discussed teaching theories and their implications through blogs. All of the 43 teachers who took part in this study were reflective, and some critically reflected on their thoughts and made significant comments; and the participants considered technology a useful platform for reflecting and communicating with each other. The positive implications for the use of blogs as a medium to provide and promote critical reflection for EFL teachers are discussed.
Keywords: Blog, Hypermedia instructional programs, Virtual community, Reflective journal for language learning, Technology for language learning, Computer-mediated communication
Yang, S.-H. (2009). Using Blogs to Enhance Critical Reflection and Community of Practice. Educational Technology & Society, 12 (2), 11–21.
So Young Kwon
The University of Texas Health Science Center at Houston School of Nursing, USA // Tel: +1 713 500 2069 // Fax: +1 713 500 0272 // soyoungkwon@gmail.com
Lauren Cifuentes
Department of Educational Psychology, Texas A&M University, USA // Tel: +1 979 845 7806 // laurenc@tam.edu
ABSTRACT: Five eighth grade science classes of students in at a middle school were assigned to three treatment groups: those who individually concept mapped, those who collaboratively concept mapped, and those who independently used their study time. The findings revealed that individually generating concept maps on computers during study time positively influenced science concept learning above and beyond independent use of study time, but that collaboratively generating concept maps did not. Students in both individual and collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration software. However, students in the collaborative concept mapping group did not like working in a group. This study contributes to the limited body of knowledge concerning the comparative effectiveness of individually and collaboratively-generating concept maps on computers for learning.
Keywords: Collaborative learning, Computer-based learning, Concept mapping, Meaningful learning, Science learning
Kwon, S. Y., & Cifuentes, L. (2007). Using Computers to Individually-generate vs. Collaboratively-generate Concept Maps. Educational Technology & Society, 10 (4), 269-280.
Yu-Liang Ting
Department of Communication Engineering, Oriental Institute of Technology, Taipei, Taiwan // ff031@mail.oit.edu.tw
ABSTRACT: This study validates a pedagogical framework, which integrates a mainstream game to teach the technology supporting that game. Technologies in learning games can engage students and make the learning contents interesting to them. However, technologies themselves are seldom the subject of learning in the game they support. In addition, learning activities in a gaming context usually engage students temporarily in the subject. As soon as the game is over, students’ desire for learning may cease. The framework tries to achieve the transition of students’ interests from the initial interest motivated by the game to the later-developed cognitive and personal interests in the subject. Based on the framework, this study designs and experiments a practice to evaluate the proposed framework. Participants’ subjective responses show their satisfaction about the practice of learning and developing interest of the subject matter. This study not only provides a dual aspect of game technology adoption for motivating students, but also proposes a pedagogical framework for students’ lasting learning. It is expected to provide a new and valuable idea about the use of technologies and games in education.
Keywords: Mainstream game, Interest framework, Game technology, Science teaching
Ting, Y.-L. (2010). Using Mainstream Game to Teach Technology through an Interest Framework. Educational Technology & Society, 13 (2), 141–152.
Diane M. Bender
College of Design, Arizona State University, P.O. Box 872105, Tempe, AZ 85287-2105, USA, Tel: +1 480-965-8684, diane.bender@asu.edu
Jon D. Vredevoogd
School of Planning, Design, and Construction, Michigan State University, 309 Human Ecology, East Lansing, MI 48824 USA, Tel: +1 517-353-3054, vredevoo@msu.edu
ABSTRACT: Technology is transforming the education and practice of architecture and design. The newest form of education is blended learning, which combines personal interaction from live class sessions with online education for greater learning flexibility (Abrams & Haefner, 2002). Reluctant to join the digital era are educators teaching studio courses (Bender & Good, 2003), who may be unaware of the possibilities and benefits of teaching with technology. The argument proposed in this study is that blended learning will enhance studio courses. Studios are unique learning environments embedded in an historical context. This article presents a process of infusing a traditional studio with online technologies. The result is a more streamlined course that enhances student learning, provides targeted instruction to individual students, serves a larger group of students than a traditional studio, and does not increase faculty workload.
Keywords: Online education, Studio, Faculty workload
Bender, D. M., & Vredevoogd, J. D. (2006). Using Online Education Technologies to Support Studio Instruction. Educational Technology & Society, 9 (4), 114-122.
Ioannis Padiotis
The Educational Approaches to Virtual Reality Technologies Laboratory, The University of Ioannina, Greece // ioannispad@gmail.com
Tassos A. Mikropoulos
The Educational Approaches to Virtual Reality Technologies Laboratory, The University of Ioannina, Greece // amikrop@uoi.gr
ABSTRACT: The present research investigates the contribution of an interactive educational virtual environment on milk pasteurization to the learning outcomes of 40 students in a technical secondary school using SOLO taxonomy. After the interaction with the virtual environment the majority of the students moved to higher hierarchical levels of understanding on the structure and operation of the pasteurization apparatus, the different paths and temperatures of fresh and pasteurized milk, hot and cold water, and the way heat is exchanged. The functional nature knowledge the students constructed, led them to develop physical nature knowledge, knowledge of the relationship between physical and functional nature, and finally process knowledge. The design of the three dimensional virtual environment, its content and the meaningful learning tasks are important for technology knowledge.
Keywords: Virtual reality, Educational virtual environments, Technology education, SOLO taxonomy
Padiotis, I., & Mikropoulos, T. A. (2010). Using SOLO to Evaluate an Educational Virtual Environment in a Technology Education Setting. Educational Technology & Society, 13 (3), 233–245.
Shirley Alexander
Institute for Interactive Media and Learning, University of Technology, Sydney, Sydney, Australia, Tel.: +612 9514 2480, shirley.alexander@uts.edu.au
Tanja Golja
Institute for Interactive Media and Learning, University of Technology, Sydney, Sydney, Australia, Tel.: +612 9514 1627, tanja.golja@uts.edu.au
ABSTRACT: Higher education institutions undertake a range of approaches to evaluating and making judgments about the quality of their e-learning provision. This paper begins by exploring benchmarking as one current strategy in common use in universities to identify and implement quality practices: from the use of checklists (for example, of best practices and standards) to a more contemporary dynamic systems approach involving continuous cycles of feedback and improvement centred around the learners’ experiences of e-learning. These practices are influenced by the teachers’ design of e-learning and emerging technologies as well as by the institutional and societal contexts in which both learners and teachers operate. We give an account of two major evaluation studies at the University of Technology, Sydney (UTS), utilising a systems approach to investigate the consequences of e-learning, and we inquire into the value of this particular institutional approach for deriving e-learning quality. We use selections from the large dataset to describe and analyse students’ and teaching staff’s experiences of an e-learning system (LMS) over a two-year period. Our findings reveal that learners’ experiences warrant consideration in shaping future e-learning developments at UTS, and that students value e-learning in facilitating their access to education for making choices about their learning and for enabling engagement in collaborative and interactive learning activities, while they also recognise the current constraints on e-learning imposed by the developers of LMS technologies.
Keywords: E-learning quality, Benchmarking, Complex dynamic systems, Learning Management Systems (LMS)
Alexander, S. & Golja, T. (2007). Using Students’ Experiences to Derive Quality in an e-Learning System: An Institution’s Perspective. Educational Technology & Society, 10 (2), 17-33.
Wen-Chung Shih
Department of Computer Science, National Chiao Tung University, Taiwan // gis90805@cis.nctu.edu.tw
Shian-Shyong Tseng
Department of Computer Science, National Chiao Tung University, Taiwan // sstseng@cis.nctu.edu.tw // Department of Information Science and Applications, Asia University, Taiwan // sstseng@asia.edu.tw
Chao-Tung Yang
Department of Computer Science and Information Engineering, Tunghai University, Taiwan // ctyang@thu.edu.tw
ABSTRACT: With the flourishing development of e-Learning, more and more SCORM-compliant teaching materials are developed by institutes and individuals in different sites. In addition, the e-Learning grid is emerging as an infrastructure to enhance traditional e-Learning systems. Therefore, information retrieval schemes supporting SCORM-compliant documents on grid environments are gaining its importance. To minimize the query processing time and content transmission time, our idea is to use a bottom-up approach to reorganize documents in these sites based on their metadata, and to manage these contents in a centralized manner. In this paper, we design an indexing structure named Taxonomic Indexing Trees (TI-trees). A TI-tree is a taxonomic structure and has two novel features: 1) reorganizing documents according to the Classification metadata such that queries by classes can be processed efficiently and 2) indexing dispersedly stored documents in a centralized manner which is suitable for common grid middleware. This approach is composed of a Construction phase and a Search phase. In the former, a local TI-tree is built from each Learning Object Repository. Then, all local TI-trees are merged into a global TI-tree. In the latter, a Grid Portal processes queries and presents results with estimated transmission time to users. Experimental results show that the proposed approach can efficiently retrieve SCORM-compliant documents with good scalability.
Keywords: e-Learning, SCORM, Grid computing, Globus Toolkit, Information retrieval
Shih, W.-C., Tseng, S.-S., & Yang, C.-T. (2008). Using Taxonomic Indexing Trees to Efficiently Retrieve SCORM-compliant Documents in e-Learning Grids. Educational Technology & Society, 11 (2), 206-226.
Robert Winter
Institute of Information Management, University of St. Gallen, Switzerland // robert.winter@unisg.ch // Tel.: +41 71 224 2190 // Fax: +41 71 224 2189
Anke Gericke
Institute of Information Management, University of St. Gallen, Switzerland // anke.gericke@unisg.ch // Tel.: +41 71 224 2190 // Fax: +41 71 224 2189
Tobias Bucher
Institute of Information Management, University of St. Gallen, Switzerland // tobias.bucher@unisg.ch // Tel.: +41 71 224 2190 // Fax: +41 71 224 2189
ABSTRACT: Business intelligence and information logistics have become an important part of teaching curricula in recent years due to the increased demand for adequately trained graduates. Since these fields are characterized by a high amount of software and methodology innovations, teaching materials and teaching aids require constant updating. Teradata has teamed up with lecturers and researchers to build and run a portal to support teaching business intelligence and information logistics. This article describes how faculty can use the Teradata University Network (TUN) to prepare and run courses by reusing teaching materials and running state-of-the-art commercial software provided in an application service provider model. It furthermore describes experiences with an actual course on management information systems taught by the authors. Students’ feedback on the course design is presented and conclusions are drawn on two similar courses. Our action research results show that students’ adoption of and feedback about such courses has been very encouraging.
Keywords: Business intelligence, Information logistics, Data warehousing, Teaching resources, Teaching platform
Winter, R., Gericke, A., & Bucher, T. (2008). Using Teradata University Network (TUN), a Free Internet Resource for Teaching and Learning. Educational Technology & Society, 11(4), 113–127.
Pao-Ta Yu
Department of Computer Science and Information Engineering, National Chung Cheng University, Taiwan // csipty@cs.ccu.edu.tw
Yen-Shou Lai
Department of Computer Science and Information Engineering, National Chung Cheng University, Taiwan // lys@cs.ccu.edu.tw
Hung-Hsu Tsai
Department of Information Management, National Formosa University, Huwei, Yulin, Taiwan // thh@nfu.edu.tw
Yuan-Hou Chang
Department of Computer Science and Information Engineering, National Chung Cheng University, Taiwan // cyh88@cs.ccu.edu.tw
ABSTRACT: This paper describes a multimodality approach that helps primary-school students improve their learning performance during music instruction. Multimedia instruction is an effective way to help learners create meaningful knowledge and to make referential connections between mental representations. This paper proposes a multimodal, dual-channel, multimedia learning (DML) system that provides efficient control over several multimedia objects such as Word files, PowerPoint files, web pages, images, films, and real-time videos. The multimodal DML system was applied in an experiment in which 32 fourth-grade students were assigned to the experimental group, where they received twelve 40-minute music lessons using multimodal presentation over a period of eight weeks. The control group consisted of 32 fourth-grade students who received the same twelve 40-minute lessons, but with musical notations. The results reveal that students in the experimental group showed a higher level of learning achievement and motivation than those in the conventional group. The conclusion was that multimodal presentations are helpful to scaffold learning.
Keywords: Elementary education, Improving classroom teaching, Media in education, Multimedia system, Music instruction
Yu, P.-T., Lai, Y.-S., Tsai, H.-S., & Chang, Y.-H. (2010). Using a Multimodal Learning System to Support Music Instruction. Educational Technology & Society, 13 (3), 151–162.
Shaaron Ainsworth
School of Psychology and Learning Sciences Research Institute, University of Nottingham, UK Tel: +44 115 9515315 // Fax: +44 115 9515324 // Email: Shaaron.Ainsworth@nottingham.ac.uk
ABSTRACT: For a single authoring environment to be sufficiently general to be applicable to contexts across the whole lifespan of learning, some of the benefits that come from knowledge-rich domain specificity have to be sacrificed. Consequently, it is an open question as to whether it is possible to achieve effective learning environments from a generic tool. REDEEM is an authoring environment that aims to achieve this by creating adapted and interactive learning environments from existing courseware. In this paper, a 10-year research program is described that has assessed the usability, functionality, and effectiveness of REDEEM’s approach.
Keywords: Authoring environments, Evaluation, Usability, Pedagogy, Learning outcomes
Ainsworth, S. (2007). Using a Single Authoring Environment across the Lifespan of Learning. Educational Technology & Society, 10 (3), 22-31.
Yueh-Min Huang
Department of Engineering Science, National Cheng Kung University, Taiwan // Tel: +886-6-2757575 ext. 63336 // Fax: +886-6-2766549 // huang@mail.ncku.edu.tw
Tien-Chi Huang
Department of Engineering Science, National Cheng Kung University, Taiwan // Tel: +886-6-2757575 ext. 63336 // Fax: +886-6-2766549 // kylin@easylearn.org
Meng-Yeh Hsieh
Department of Information Science, Hsing-Kuo University of Management, Taiwan // Tel: +886-6-2872035 // tab.hsieh@mail.hku.edu.tw
ABSTRACT: This study describes the development of a ubiquitous cooperative learning environment using proposed annotation services, wireless communication devices, and the Jigsaw method of cooperative learning. The purpose of the study is to investigate the potential benefits of studying digital course materials with embedded annotations. The SQ3R study method is introduced during the individual study phase of a series of Jigsaw learning activities, enabling students to access and familiarize themselves with course content. In this phase, learners use the SQ3R method to enhance the quality of their annotations. It is noted that during this phase, individual students worked in separate locations. After the individual study phase, an expert group meeting process refines the annotations made by student experts and then the annotations discussed are provided to all members of the Jigsaw group during the group meeting phase. Importantly, annotations from different levels of literal meaning and connotation are assigned to different learners to help the group members develop a greater sense of context awareness of the different aspects of the topics under study. Analysis of data collected from questionnaires given to participants at the end of the study indicates that the proposed annotation services using handheld devices can enhance students’ learning potential. The results also indicate the suitability and practicality of annotation services in an ubiquitous Jigsaw cooperative learning environment.
Keywords: Ubiquitous learning, Mobile learning, Annotation services, Jigsaw method, SQ3R study method, Context-awareness
Huang, Y.-M., Huang, T.-C., & Hsieh, M.-Y. (2008). Using annotation services in a ubiquitous Jigsaw cooperative learning environment. Educational Technology & Society, 11 (2), 3-15.
Jesús García Laborda
Department of Applied Linguistics, Polytechnic University of Valencia at Gandía // jgarcial@upvnet.upv.es // Tel. +34 666 28 45 57 // Fax. +34 962849309
ABSTRACT: A long-standing debate in native and foreign language learning revolves around the use of computers to promote genuine social and professional communication. Webquests are a very common way of using Web resources to research a variety of topics, and if appropriately used can trigger the situations necessary to develop both written and oral communication. A webquest is a research activity that requires the learner “to collect information about a subject using the web” (Sharma & Barrett, 2007: 24). Much has been said about synchronous and asynchronous communication but relatively little research has been carried out on the effect of webquests in in-classroom communication. The aim of webquests is to motivate and promote students’ critical thinking in order to solve problems or develop projects. This paper presents a practical background for using webquests, mainly orally. Oral use of webquests is rarely addressed in research and is especially valid for students of foreign languages for professional purposes, and specifically English. The framework hereby presented addresses three main aspects of the use of webquests: as a social constructivist learning approach, as a professional development activity and as an oral development task. If the use of webquests is associated with students’ professional needs, their implementation can be very successful and help students’ skills both in language development and cooperative work. This paper also provides a real example to facilitate the understanding of the theoretical concepts.
Keywords: Webquests, oral development, English for the professions, Tourism
Laborda, J. G. (2009). Using webquests for oral communication in English as a foreign language for Tourism Studies. Educational Technology & Society, 12 (1), 258–270.
Hao-Chang Lo
General Education Center, Chung Shan Medical University, Taiwan // Tel: +886-4-24730022-17123 // Fax: +886-4-23248184 // simonlo@csmu.edu.tw
ABSTRACT: This study aims to strategically use computer-mediated communication (CMC) tools to build online communication environments for problem-based learning (PBL). A six-stage process was proposed for online PBL learning in this study: 1) identifying the problem, 2) brainstorming, 3) collecting and analyzing information, 4) synthesizing information, 5) co-building knowledge, and 6) refining the outcomes. The one hundred undergraduate students who participated in this study were randomly grouped into 13 groups. Multiple methods of data collection were adopted to investigate students’ learning activities in the online PBL course. The methods of data triangulation and investigator triangulation were used to analyze the following: 1) the use of CMC tools, 2) students’ learning achievement, 3) students’ experience in the online PBL course, and 4) group learning activities. The empirical evidence showed that students were able to communicate, discuss, and co-build the knowledge from the collected information. With the online communication, they were able to seek solutions to the problems in learning activities. Meanwhile, students were satisfied with the online PBL course. The successful experience of course design in this study can encourage instructors to use open-source or free-hosted CMC services to develop online PBL courses.
Keywords: Blog, Computer-mediated communication (CMC), Microsoft Network (MSN), Problem-based learning (PBL), Wiki
Lo, H.-C. (2009). Utilizing Computer-mediated Communication Tools for Problem-based Learning. Educational Technology & Society, 12 (1), 205–213.
Chao-ning Liao
National Cheng-Kung University, Department of Economics, Taiwan // Tel.: +886-6-275-7575-56321 // Fax: +886-6-276-6491 // cnliao@mail.ncku.edu.tw
LiChun Chiang
National Cheng-Kung University, Department of Political Science, Taiwan // Tel.: +886-6-275-7575-50223 // Fax: +886-6-276-6498 // lcchiang@mail.ncku.edu.tw
ABSTRACT: To help the civil servants in both central and local governments in Taiwan operating administrative works smoothly under a new digitalized system launched in 1994, a series of courses related to information technology were offered free to them annually by the central governments. However, due to the budget deficit in recent years, the government is considering decreasing or completely canceling the assistantship for these IT courses. Choosing the Tainan City Council as a research case, ‘the contingent valuation method’ is applied in the study to explore the monetary value of these IT courses in the employees’ mind. The result shows that the individuals’ perception of benefit from these IT courses, measured in monetary term is close to the costs of the courses currently offered. Thus, the central government should continue the support of the IT training courses.
Keywords: E-learning, Contingent Valuation Method, Willingness to Pay, Information Technology
Liao, C.-N., & Chiang, L. (2008). Valuation of IT Courses – A Contingent Valuation Method Approach. Educational Technology & Society, 11 (1), 238-247.
Fuhmei Wang
Department of Economics, National Cheng Kung University, Taiwan // fmwang@mail.ncku.edu.tw
ABSTRACT: Physicians have acknowledged information technology (IT) efficiency and now utilize it in their professional practice and patient management. The benefits of IT within the health care environment has received academic attention, however existing literature currently pertains to limited areas, including the financial effects of telemedicine networks, and both the acceptability of this branch of medical care and the perceptions of patients and clinicians. Studies on welfare valuation of telecommunication health services in an economy are deficient. Based on a welfare concept valuation method, this research provides systematic as well as empirical analysis of telemedicine and finds that online CME plays a key role in enhancing the health care environment. The quantity of health services, the quality of the health care environment, as well as a consumer surplus all increased with online CME lectures. Such lectures are underprovided in telemedicine systems. Appropriate government intervention or programs, through adding physicians for local on-site visits with the electronic health care program and increasing the availability and quality of online CME, could possibly remedy the situation and establish a stable, well-structured, and effective medical care system for rural areas.
Keywords: Continuing medical education (CME), Telemedicine, Effectiveness, Welfare valuation
Wang, F. (2008). Valuation of Online Continuing Medical Education and Telemedicine in Taiwan. Educational Technology & Society, 11 (4), 190–198.
Magnus Haake
Dept. of Design Sciences, LTH, Lund University, P.O.Box 118, SE-221 00, Lund, Sweden // Tel: +46-(0)46-2227916 // Fax: +46-(0)46-2224431 // magnus.haake@design.lth.se
Agneta Gulz
LUCS (Div. of Cognitive Science), Lund University, Kungshuset, Lundagård, SE-222 22, Lund, Sweden // Tel: +46-(0)46-2223269 // Fax: +46-(0)46-2224424 // agneta.gulz@lucs.lu.se
ABSTRACT: The paper deals with the use of visual stereotypes in virtual pedagogical agents and its potential impact in digital learning environments. An analysis of the concept of visual stereotypes is followed by a discussion of affordances and drawbacks as to their use in the context of traditional media. Next, the paper explores whether virtual pedagogical characters introduce anything novel with regard to the use of visual stereotypes – as compared both to real life interaction between humans and to the use of visual stereotypes in traditional non-interactive media such as magazines, film, television and video. It is proposed that novel affordances, as well as novel drawbacks, indeed are being introduced with the use of visual stereotypes in virtual characters. The conclusion of the paper is that knowledge on these matters can be useful both for developers of educational systems and for educators in enabling them to strengthen some pedagogical settings and activities.
Keywords: Pedagogical agent, Virtual character, Visual stereotype, Learning, Gender
Haake, M., & Gulz, A. (2008). Visual Stereotypes and Virtual Pedagogical Agents. Educational Technology & Society, 11 (4), 1–15.
Christian Glahn
ELSTEC, Open University of the Netherlands, PO Box 2960, 6401DL Heerlen, The Netherlands // christian.glahn@ou.nl // Tel: +31-45-57622584 // Fax: +31-45-57622800
Marcus Specht
CELSTEC, Open University of the Netherlands, PO Box 2960, 6401DL Heerlen, The Netherlands // marcus.specht@ou.nl // Tel: +31-45-57622584 // Fax: +31-45-57622800
Rob Koper
CELSTEC, Open University of the Netherlands, PO Box 2960, 6401DL Heerlen, The Netherlands // rob.koper@ou.nl // Tel: +31-45-57622584 // Fax: +31-45-57622800
ABSTRACT: Contextualised and ubiquitous learning are relatively new research areas that combine the latest developments in ubiquitous and context aware computing with educational approaches in order to provide structure to more situated and context aware learning. The majority of recent activities in contextualised and ubiquitous learning focus on mobile scenarios, with location as the primary contextual dimension. However, the meaning of context aware learner support is not limited to location based solutions, as it is highlighted by the educational paradigms of situated learning and communities of practice. This paper analyses learner participation as a contextual dimension of adapting graphical indicators of interaction data for engaging and motivating learners in participating and contributing to an open community. The analysis is based on interaction data and interviews with participants in a nine week lasting design study, during which we compared the effect of two indicators on the engagement of the participants in the group activities. The trend of study results supports the presumption that the learners' perception of their activity visualisations is context dependent. We found that more engaging visualisation polarised the participants in this group: while contributing participants were attracted to contribute more to the community, non-contributing participants were distracted by the same visualisation.
Keywords: Learner support, Self-directed learning, Information visualisation, Context-awareness, Evaluation
Glahn, C., Specht, M., & Koper, R. (2009). Visualisation of interaction footprints for engagement in online communities. Educational Technology & Society, 12 (3), 44–57.
Hoda Baytiyeh
College of Education, American University of Beirut, Beirut, Lebanon // hb36@aub.edu.lb
Jay Pfaffman
College of Education, University of Tennessee-Knoxville, Knoxville, TN, USA // jay@utk.edu
ABSTRACT: Wikipedia is a reliable encyclopedia with over seven million articles in several languages all contributed and maintained by volunteers. To learn more about what drives people to devote their time and expertise to building and maintaining this remarkable resource, surveys with Likert-scaled items measuring different types of motivations were completed by 115 Wikipedia administrators. The survey also included comments and open-ended questions that were used to check the validity of the Likert-scaled items and allow participants to express their reasons for being a Wikipedian. The Likert-scaled items showed that Wikipedia administrators are largely driven by motivations to learn and create. The comments and open-ended questions indicated that altruism — the desire to create a public repository for all knowledge — is one of the most important factors.
Keywords: Collaboration, Online communities, Motivation, Community of practice
Baytiyeh, H., & Pfaffman, J. (2010). Volunteers in Wikipedia: Why the Community Matters. Educational Technology & Society, 13 (2), 128–140.
Hsungrow Chan
Associate Professor, Department of Mathematics Education, National Pingtung University of Education, No.4-18, Minsheng Rd., Pingtung City, Pingtung County 900, Taiwan (R.O.C.), hchan@mail.npttc.edu.tw, Tel: +886-8-7226141#6200 or 6210, Fax: +886-8-7239860
Pengheng Tsai
Doctoral Student, Department of Industrial Technology Education, National Kaohsiung Normal University, No.58, Lane 59, Longsing St., Cianjhen District, Kaohsiung City 806, Taiwan (R.O.C.), pengheng.tsai@msa.hinet.net, Tel: +886-7-7510048, Fax: +886-7-7510445
Tien-Yu Huang
Professor, Department of Computer Science, National Pingtung University of Education, No.4-18, Minsheng Rd., Pingtung City, Pingtung County 900, Taiwan (R.O.C.), tyhuang@mail.npttc.edu.tw, Tel: +886-8-7226141#3107 or 3110, Fax: +886-8-7215034
ABSTRACT: This study concerns applying Web-based learning with learner controlled instructional materials in a geometry course. The experimental group learned in a Web-based learning environment, and the control group learned in a classroom. We observed that the learning method accounted for a total variation in learning effect of 19.1% in the 3rd grade and 36.5% in the 6th grade. The main factor in the difference was attributed to the students’ ability to apply information technology. We further found that students need more communication with peers, teachers, and lecture materials when learning via the Internet. We are encouraged that progress in the technological advances of the Internet will make it more convenient and more effective for use in Web-based learning.
Keywords: Classroom learning, Geometry curriculum, Learner control, Van Hiele level of geometric thought, Web-based learning
Chan, H., Tsai, P., & Huang, T.-Y. (2006). Web-based Learning in a Geometry Course. Educational Technology & Society, 9 (2), 133-140.
Kuo-En Chang
Department of Information and Computer Education, Center of Research for Educational Evaluation and Development, National Taiwan Normal University, Taipei, Taiwan, Tel: +886223622841, Fax: +886223512772, kchang@ice.ntnu.edu.tw
Yao-Ting Sung
Department of Educational Psychology and Counseling, Center of Research for Educational Evaluation and Development, National Taiwan Normal University, Taipei, Taiwan, Tel: +886223952445, Fax: +886223413865, sungtc@cc.ntnu.edu.tw
Huei-Tse Hou
Department of Information and Computer Education, National Taiwan Normal University, Taipei, Taiwan, Tel: +886223622841, Fax: +886223512772, ho@ice.ntnu.edu.tw
ABSTRACT: Educational software for teachers is an important, yet usually ignored, link for integrating information technology into classroom instruction. This study builds a web-based teaching material design and development system. The process in the system is divided into four stages, analysis, design, development, and practice. Eight junior high school history teachers participated in the evaluation of the system. Through experts’ reviews and content analyses of their instructional materials and interviews, we found that instructional materials produced using the system appear to be more coherent and systematic, provide deeper and broader information for learning, apply more adequate teaching strategies, and lessen the design and development load on teachers.
Keywords: Integrated technology into instruction, web-based teaching material design and development, Instructional design
Chang, K.-E., Sung, Y.-T., & Hou, H.-T. (2006). Web-based Tools for Designing and Developing Teaching Materials for Integration of Information Technology into Instruction. Educational Technology & Society, 9 (4), 139-149.
Nicole Wagner
DeGroote School of Business, McMaster University, Canada // wagnernm@mcmaster.ca
Khaled Hassanein
DeGroote School of Business, McMaster University, Canada // hassank@mcmaster.ca
Milena Head
DeGroote School of Business, McMaster University, Canada // headm@mcmaster.ca
ABSTRACT: Successful implementation of e-learning is dependent on the extent to which the needs and concerns of the stakeholder groups involved are addressed. This paper discusses e-learning, describes the needs and concerns of the various stakeholder groups, and derives a Stakeholders' Responsiblity Matrix to summarize the responsibilities of each stakeholder group. Fulfilling the responsibilities described in the Stakeholders’ Responsibility Matrix will address the needs and concerns of each stakeholder groups, thereby encouraging the success of e-learning in higher education.
Keywords: E-learning, Higher education, Stakeholder analysis
Wagner, N., Hassanein, K., & Head, M. (2008). Who is responsible for E-Learning Success in Higher Education? A Stakeholders' Analysis. Educational Technology & Society, 11 (3), 26-36.
Cheng-Chih Wu
Graduate Institute of Information and Computer Education, National Taiwan Normal University, 162, Heping East Road, Section 1, Taipei, Taiwan // Tel: +886 2 23622841 ext. 13 // chihwu@ntnu.edu.tw
Chin-Yuan Lai
National Taichung Nursing College, 193, Sanmin Road, Section 1, Taichung, Taiwan // Tel: +886 4 22196964 // yuan@mail.ntcnc.edu.tw
ABSTRACT: This paper reports our implementation and evaluation of a wireless handheld learning environment used to support a clinical nursing practicum course. The learning environment was designed so that nursing students could use handhelds for recording information, organizing ideas, assessing patients, and also for interaction and collaboration with peers during an on-site clinical practicum. Our wireless handheld learning environment was field tested during a three-week practicum session. Analysis of data showed that both the instructor and the student benefited from using the Personal Digital Assistant (PDA) environment. The handhelds not only provided students with scaffolds to enhance learning but also facilitated peer cooperation and interaction with the instructor. Issues resulted from our implementation included things like the capacity of handhelds, network access, and participants’ preconceptions on using PC-based systems.
Keywords: Wireless, Handhelds, Clinical nursing practicum, Nursing education, PDAs
Wu, C.-C., & Lai, C.Y. (2009). Wireless Handhelds to Support Clinical Nursing Practicum. Educational Technology & Society, 12 (2), 190–204.
Stavros Demetriadis
Department of Informatics, PO Box 888, Aristotle University of Thessaloniki, 54124, Thessaloniki, Greece, sdemetri@csd.auth.gr
Andreas Pombortsis
Department of Informatics, PO Box 888, Aristotle University of Thessaloniki, 54124, Thessaloniki, Greece, apombo@csd.auth.gr
ABSTRACT: This study investigates the level of students’ learning when using e-lectures to increase the flexibility of the learning experience. Two cohorts of students were presented with the same material in lecture format. The control group attended a traditional live lecture, while the treatment group was offered an e-lecture with the same content. Both groups were asked to work on specific review questions and encouraged to pose their own, as preparation for a knowledge-acquisition post-test. There were no significant differences in post-intervention measures regarding students’ level of knowledge, but students in the e-lecture group (lacking immediate teacher-student communication) employed a strongly acquisitive mode of learning, thus undermining teacher-student dialogue later in classroom. The results of this study indicate that students may learn efficiently at the introductory level by using e-lecturing material and they are also satisfied by the flexibility of the experience. However, the adoption of e-lectures to support flexible learning should be explored in close relationship to models of course re-engineering that also foster instructional cohesiveness, by integrating the various learning events as interrelated nodes of a productive learning network.
Keywords: Digitized lectures, e-Lectures, Flexible learning, Blended learning, Media in education
Demetriadis, S., & Pombortsis, A. (2007). e-Lectures for Flexible Learning: a Study on their Learning Efficiency. Educational Technology & Society, 10 (2), 147-157.
Rosa Lanzilotti
Dipartimento di Informatica, Università di Bari, 70125, Bari, Italy, Lanzilotti@di.uniba.it
Carmelo Ardito
Dipartimento di Informatica, Università di Bari, 70125, Bari, Italy, Ardito@di.uniba.it
Maria F. Costabile
Dipartimento di Informatica, Università di Bari, 70125, Bari, Italy, costabile@di.uniba.it
Antonella De Angeli
School of Informatics, University of Manchester, PO BOX 88, M601QD, UK, Antonella.de-angeli@manchester.ac.uk
ABSTRACT: Quality of e-learning systems is one of the important topics that the researchers are investigating in the last years. This paper refines the concept of quality of e-learning systems and proposes a new framework, called TICS (Technology, Interaction, Content, Services), which focuses on the most important aspects to be considered when designing or evaluating an e-learning system. Our proposal emphasizes user-system interaction as one of such important aspects. Guidelines that address the TICS aspects and an evaluation methodology, called eLSE (e-Learning Systematic Evaluation) have been derived. eLSE methodology combines a specific inspection technique with user-testing. This inspection, called AT inspection, uses evaluation patterns, called Abstract Tasks (ATs), that precisely describe the activities to be performed during inspection. The results of an empirical validation of the AT inspection technique, carried out to validate this technique, have shown an advantage of the AT inspection over the other two usability evaluation methods, demonstrating that Abstract Tasks are effective and efficient tools to drive evaluators and improve their performance.
Keywords: E-learning systems, Quality, Evaluation, Controlled experiment
Lanzilotti, R., Ardito, C., & Costabile, M. F., & De Angeli, A. (2006). eLSE Methodology: a Systematic Approach to the e-Learning Systems Evaluation. Educational Technology & Society, 9 (4), 42-53.
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|''Name:''|zh-HantTranslationPlugin|
|''Description:''|Translation of TiddlyWiki into Traditional Chinese|
|''Source:''|http://tiddlywiki-zh.googlecode.com/svn/trunk/|
|''Subversion:''|http://svn.tiddlywiki.org/Trunk/association/locales/core/zh-Hant/locale.zh-Hant.js|
|''Author:''|BramChen (bram.chen (at) gmail (dot) com)|
|''Version:''|2.6|
|''Date:''|Oct 13, 2009|
|''Comments:''|Please make comments at http://groups.google.com/group/TiddlyWiki-zh/|
|''License:''|[[Creative Commons Attribution-ShareAlike 3.0 License|http://creativecommons.org/licenses/by-sa/3.0/]]|
|''~CoreVersion:''|2.4.1|
***/
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// --
// -- Translateable strings
// --
// Strings in "double quotes" should be translated; strings in 'single quotes' should be left alone
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config.options.txtFileSystemCharSet = 'BIG5';
if (config.options.txtUserName == 'YourName' || !config.options.txtUserName) // do not translate this line, but do translate the next line
merge(config.options,{txtUserName: "YourName"});
merge(config.tasks,{
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sync: {text: "同步", tooltip: "將你的資料內容與外部伺服器與檔案同步", content: '<<sync>>'},
importTask: {text: "導入", tooltip: "自其他檔案或伺服器導入文章或套件", content: '<<importTiddlers>>'},
tweak: {text: "選項", tooltip: "改變此 TiddlyWiki 的顯示與行為的設定", content: '<<options>>'},
upgrade: {text: "更新", tooltip: "更新 TiddlyWiki 核心程式", content: '<<upgrade>>'},
plugins: {text: "套件管理", tooltip: "管理已安裝的套件", content: '<<plugins>>'}
});
merge(config.optionsDesc,{
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chkRegExpSearch: "啟用正規式搜尋",
chkCaseSensitiveSearch: "搜尋時,區分大小寫",
chkIncrementalSearch: "隨打即找搜尋",
chkAnimate: "使用動畫顯示",
chkSaveBackups: "儲存變更前,保留備份檔案",
chkAutoSave: "自動儲存變更",
chkGenerateAnRssFeed: "儲存變更時,也儲存 RSS feed",
chkSaveEmptyTemplate: "儲存變更時,也儲存空白範本",
chkOpenInNewWindow: "於新視窗開啟連結",
chkToggleLinks: "點擊已開啟文章連結時,將其關閉",
chkHttpReadOnly: "非本機瀏覽文件時,隱藏編輯功能",
chkForceMinorUpdate: "修改文章時,不變更作者名稱與日期時間",
chkConfirmDelete: "刪除文章前須確認",
chkInsertTabs: "使用 tab 鍵插入定位字元,而非跳至下一個欄位",
txtBackupFolder: "存放備份檔案的資料夾",
txtMaxEditRows: "編輯模式中顯示列數",
txtTheme: "使用的佈景名稱",
txtFileSystemCharSet: "指定儲存文件所在之檔案系統之字集 (僅適用於 Firefox/Mozilla only)"});
// Messages
merge(config.messages,{
customConfigError: "套件載入發生錯誤,詳細請參考 PluginManager",
pluginError: "發生錯誤: %0",
pluginDisabled: "未執行,因標籤設為 'systemConfigDisable'",
pluginForced: "已執行,因標籤設為 'systemConfigForce'",
pluginVersionError: "未執行,套件需較新版本的 TiddlyWiki",
nothingSelected: "尚未作任何選擇,至少需選擇一項",
savedSnapshotError: "此 TiddlyWiki 未正確存檔,詳見 http://www.tiddlywiki.com/#Download",
subtitleUnknown: "(未知)",
undefinedTiddlerToolTip: "'%0' 尚無內容",
shadowedTiddlerToolTip: "'%0' 尚無內容, 但已定義隱藏的預設值",
tiddlerLinkTooltip: "%0 - %1, %2",
externalLinkTooltip: "外部連結至 %0",
noTags: "未設定標籤的文章",
notFileUrlError: "須先將此 TiddlyWiki 存至檔案,才可儲存變更",
cantSaveError: "無法儲存變更。可能的原因有:\n- 你的瀏覽器不支援此儲存功能(Firefox, Internet Explorer, Safari and Opera 經適當設定後可儲存變更)\n- 也可能是你的 TiddlyWiki 檔名包含不合法的字元所致。\n- 或是 TiddlyWiki 文件被改名或搬移。",
invalidFileError: " '%0' 非有效之 TiddlyWiki 文件",
backupSaved: "已儲存備份",
backupFailed: "無法儲存備份",
rssSaved: "RSS feed 已儲存",
rssFailed: "無法儲存 RSS feed ",
emptySaved: "已儲存範本",
emptyFailed: "無法儲存範本",
mainSaved: "主要的TiddlyWiki已儲存",
mainFailed: "無法儲存主要 TiddlyWiki,所作的改變未儲存",
macroError: "巨集 <<\%0>> 執行錯誤",
macroErrorDetails: "執行巨集 <<\%0>> 時,發生錯誤 :\n%1",
missingMacro: "無此巨集",
overwriteWarning: "'%0' 已存在,[確定]覆寫之",
unsavedChangesWarning: "注意! 尚未儲存變更\n\n[確定]存檔,或[取消]放棄存檔?",
confirmExit: "--------------------------------\n\nTiddlyWiki 以更改內容尚未儲存,繼續的話將遺失這些更動\n\n--------------------------------",
saveInstructions: "SaveChanges",
unsupportedTWFormat: "未支援此 TiddlyWiki 格式:'%0'",
tiddlerSaveError: "儲存文章 '%0' 時,發生錯誤。",
tiddlerLoadError: "載入文章 '%0' 時,發生錯誤。",
wrongSaveFormat: "無法使用格式 '%0' 儲存,請使用標准格式存放",
invalidFieldName: "無效的欄位名稱:%0",
fieldCannotBeChanged: "無法變更欄位:'%0'",
loadingMissingTiddler: "正從伺服器 '%1' 的:\n\n工作區 '%3' 中的 '%2' 擷取文章 '%0'",
upgradeDone: "已更新至 %0 版\n\n點擊 '確定' 重新載入更新後的 TiddlyWiki"});
merge(config.messages.messageClose,{
text: "關閉",
tooltip: "關閉此訊息"});
merge(config.messages,{
backstage: {
open: {text: "控制台", tooltip: "開啟控制台執行編寫工作"},
close: {text: "關閉", tooltip: "關閉控制台"},
prompt: "控制台:",
decal: {
edit: {text: "編輯", tooltip: "編輯 '%0'"}
}}});
merge(config.messages,{
listView: {
tiddlerTooltip: "檢視全文",
previewUnavailable: "(無法預覽)"}});
merge(config.messages,{
dates: {
months: ["一月", "二月", "三月", "四月", "五月", "六月", "七月", "八月", "九月", "十月", "十一月", "十二月"],
days: ["星期日", "星期一","星期二", "星期三", "星期四", "星期五", "星期六"],
shortMonths: ["一", "二", "三", "四", "五", "六", "七", "八", "九", "十", "十一", "十二"],
shortDays: ["日", "一","二", "三", "四", "五", "六"],
daySuffixes: ["st","nd","rd","th","th","th","th","th","th","th",
"th","th","th","th","th","th","th","th","th","th",
"st","nd","rd","th","th","th","th","th","th","th",
"st"],
am: "上午",
pm: "下午"}});
merge(config.messages.tiddlerPopup,{
});
merge(config.views.wikified.tag,{
labelNoTags: "未設標籤",
labelTags: "標籤: ",
openTag: "開啟標籤 '%0'",
tooltip: "顯示標籤為 '%0' 的文章",
openAllText: "開啟以下所有文章",
openAllTooltip: "開啟以下所有文章",
popupNone: "僅此文標籤為 '%0'"});
merge(config.views.wikified,{
defaultText: "",
defaultModifier: "(未完成)",
shadowModifier: "(預設)",
dateFormat: "YYYY年0MM月0DD日",
createdPrompt: "建立於"});
merge(config.views.editor,{
tagPrompt: "設定標籤之間以空白區隔,[[標籤含空白時請使用雙中括弧]],或點選現有之標籤加入",
defaultText: ""});
merge(config.views.editor.tagChooser,{
text: "標籤",
tooltip: "點選現有之標籤加至本文章",
popupNone: "未設定標籤",
tagTooltip: "加入標籤 '%0'"});
merge(config.messages,{
sizeTemplates:
[
{unit: 1024*1024*1024, template: "%0\u00a0GB"},
{unit: 1024*1024, template: "%0\u00a0MB"},
{unit: 1024, template: "%0\u00a0KB"},
{unit: 1, template: "%0\u00a0B"}
]});
merge(config.macros.search,{
label: " 尋找",
prompt: "搜尋本 Wiki",
accessKey: "F",
successMsg: " %0 篇符合條件: %1",
failureMsg: " 無符合條件: %0"});
merge(config.macros.tagging,{
label: "引用標籤:",
labelNotTag: "無引用標籤",
tooltip: "列出標籤為 '%0' 的文章"});
merge(config.macros.timeline,{
dateFormat: "YYYY年0MM月0DD日"});
merge(config.macros.allTags,{
tooltip: "顯示文章- 標籤為'%0'",
noTags: "沒有標籤"});
config.macros.list.all.prompt = "依字母排序";
config.macros.list.missing.prompt = "被引用且內容空白的文章";
config.macros.list.orphans.prompt = "未被引用的文章";
config.macros.list.shadowed.prompt = "這些隱藏的文章已預設內容";
config.macros.list.touched.prompt = "自下載或新增後被修改過的文章";
merge(config.macros.closeAll,{
label: "全部關閉",
prompt: "關閉所有開啟中的 tiddler (編輯中除外)"});
merge(config.macros.permaview,{
label: "引用連結",
prompt: "可存取現有開啟之文章的連結位址"});
merge(config.macros.saveChanges,{
label: "儲存變更",
prompt: "儲存所有文章,產生新的版本",
accessKey: "S"});
merge(config.macros.newTiddler,{
label: "新增文章",
prompt: "新增 tiddler",
title: "新增文章",
accessKey: "N"});
merge(config.macros.newJournal,{
label: "新增日誌",
prompt: "新增 jounal",
accessKey: "J"});
merge(config.macros.options,{
wizardTitle: "增訂的進階選項",
step1Title: "增訂的選項儲存於瀏覽器的 cookies",
step1Html: "<input type='hidden' name='markList'></input><br><input type='checkbox' checked='false' name='chkUnknown'>顯示未知選項</input>",
unknownDescription: "//(未知)//",
listViewTemplate: {
columns: [
{name: 'Option', field: 'option', title: "選項", type: 'String'},
{name: 'Description', field: 'description', title: "說明", type: 'WikiText'},
{name: 'Name', field: 'name', title: "名稱", type: 'String'}
],
rowClasses: [
{className: 'lowlight', field: 'lowlight'}
]}
});
merge(config.macros.plugins,{
wizardTitle: "擴充套件管理",
step1Title: "- 已載入之套件",
step1Html: "<input type='hidden' name='markList'></input>", // DO NOT TRANSLATE
skippedText: "(此套件因剛加入,故尚未執行)",
noPluginText: "未安裝套件",
confirmDeleteText: "確認是否刪除所選套件:\n\n%0",
removeLabel: "移除 systemConfig 標籤",
removePrompt: "移除 systemConfig 標籤",
deleteLabel: "刪除",
deletePrompt: "永遠刪除所選套件",
listViewTemplate : {
columns: [
{name: 'Selected', field: 'Selected', rowName: 'title', type: 'Selector'},
{name: 'Tiddler', field: 'tiddler', title: "套件", type: 'Tiddler'},
{name: 'Description', field: 'desc', title: "說明", type: 'String'},
{name: 'Version', field: 'Version', title: "版本", type: 'String'},
{name: 'Size', field: 'size', tiddlerLink: 'size', title: "大小", type: 'Size'},
{name: 'Forced', field: 'forced', title: "強制執行", tag: 'systemConfigForce', type: 'TagCheckbox'},
{name: 'Disabled', field: 'disabled', title: "停用", tag: 'systemConfigDisable', type: 'TagCheckbox'},
{name: 'Executed', field: 'executed', title: "已載入", type: "Boolean", trueText: "是", falseText: "否"},
{name: 'Startup Time', field: 'startupTime', title: "載入時間", type: 'String'},
{name: 'Error', field: 'error', title: "載入狀態", type: 'Boolean', trueText: "錯誤", falseText: "正常"},
{name: 'Log', field: 'log', title: "紀錄", type: 'StringList'}
],
rowClasses: [
{className: 'error', field: 'error'},
{className: 'warning', field: 'warning'}
]}
});
merge(config.macros.toolbar,{
moreLabel: "+",
morePrompt: "顯示更多工具列命令",
lessLabel: "-",
lessPrompt: "隱藏部份工具列命令",
separator: "|"
});
merge(config.macros.refreshDisplay,{
label: "刷新",
prompt: "刷新此 TiddlyWiki 顯示"
});
merge(config.macros.importTiddlers,{
readOnlyWarning: "TiddlyWiki 於唯讀模式下,不支援導入文章。請由本機(file://)開啟 TiddlyWiki 文件",
wizardTitle: "自其他檔案或伺服器導入文章",
step1Title: "步驟一:指定伺服器或來源文件",
step1Html: "指定伺服器類型:<select name='selTypes'><option value=''>選取...</option></select><br>請輸入網址或路徑:<input type='text' size=50 name='txtPath'><br>...或選擇來源文件:<input type='file' size=50 name='txtBrowse'><br><hr>...或選擇指定的饋入來源:<select name='selFeeds'><option value=''>選取...</option></select>",
openLabel: "開啟",
openPrompt: "開啟檔案或",
openError: "讀取來源文件時發生錯誤",
statusOpenHost: "正與伺服器建立連線",
statusGetWorkspaceList: "正在取得可用之文章清單",
errorGettingTiddlerList: "取得文章清單時發生錯誤,請點選「取消」後重試。",
step2Title: "步驟二:選擇工作區",
step2Html: "輸入工作區名稱:<input type='text' size=50 name='txtWorkspace'><br>...或選擇工作區:<select name='selWorkspace'><option value=''>選取...</option></select>",
cancelLabel: "取消",
cancelPrompt: "取消本次導入動作",
statusOpenWorkspace: "正在開啟工作區",
statusGetTiddlerList: "正在取得可用之文章清單",
step3Title: "步驟三:選擇欲導入之文章",
step3Html: "<input type='hidden' name='markList'></input><br><input type='checkbox' checked='true' name='chkSync'>保持這些文章與伺服器的連結,便於同步後續的變更。</input><br><input type='checkbox' name='chkSave'>儲存此伺服器的詳細資訊於標籤為 'systemServer' 的文章名為:</input> <input type='text' size=25 name='txtSaveTiddler'>",
importLabel: "導入",
importPrompt: "導入所選文章",
confirmOverwriteText: "確定要覆寫這些文章:\n\n%0",
step4Title: "步驟四:正在導入%0 篇文章",
step4Html: "<input type='hidden' name='markReport'></input>", // DO NOT TRANSLATE
doneLabel: "完成",
donePrompt: "關閉",
statusDoingImport: "正在導入文章 ...",
statusDoneImport: "所選文章已導入",
systemServerNamePattern: "%2 位於 %1",
systemServerNamePatternNoWorkspace: "%1",
confirmOverwriteSaveTiddler: "此 tiddler '%0' 已經存在。點擊「確定」以伺服器上料覆寫之,或「取消」不變更後離開",
serverSaveTemplate: "|''Type:''|%0|\n|''網址:''|%1|\n|''工作區:''|%2|\n\n此文為自動產生紀錄伺服器之相關資訊。",
serverSaveModifier: "(系統)",
listViewTemplate: {
columns: [
{name: 'Selected', field: 'Selected', rowName: 'title', type: 'Selector'},
{name: 'Tiddler', field: 'tiddler', title: "文章", type: 'Tiddler'},
{name: 'Size', field: 'size', tiddlerLink: 'size', title: "大小", type: 'Size'},
{name: 'Tags', field: 'tags', title: "標籤", type: 'Tags'}
],
rowClasses: [
]}
});
merge(config.macros.upgrade,{
wizardTitle: "更新 TiddlyWiki 核心程式",
step1Title: "更新或修補此 TiddlyWiki 至最新版本",
step1Html: "您將更新至最新版本的 TiddlyWiki 核心程式 (自 <a href='%0' class='externalLink' target='_blank'>%1</a>)。 在更新過程中,您的資料將被保留。<br><br>請注意:更新核心可能不相容於其他套件。若對更新的檔案有問題,詳見 <a href='http://www.tiddlywiki.org/wiki/CoreUpgrades' class='externalLink' target='_blank'>http://www.tiddlywiki.org/wiki/CoreUpgrades</a>",
errorCantUpgrade: "j無法更新此 TiddlyWiki. 您只能自本機端的 TiddlyWiki 檔案執行更新程序",
errorNotSaved: "執行更新之前,請先儲存變更",
step2Title: "確認更新步驟",
step2Html_downgrade: "您的 TiddlyWiki 將自 %1 版降級至 %0版。<br><br>不建議降級至較舊的版本。",
step2Html_restore: "此 TiddlyWiki 核心已是最新版 (%0)。<br><br>您可以繼續更新作業以確認核心程式未曾毀損。",
step2Html_upgrade: "您的 TiddlyWiki 将自 %1 版更新至 %0 版",
upgradeLabel: "更新",
upgradePrompt: "準備更新作業",
statusPreparingBackup: "準備備份中",
statusSavingBackup: "備份檔案",
errorSavingBackup: "備份檔案時發生問題",
statusLoadingCore: "核心程式載入中",
errorLoadingCore: "載入核心程式時,發生錯誤",
errorCoreFormat: "新版核心程式發生錯誤",
statusSavingCore: "正在儲存新版核心程式",
statusReloadingCore: "新版核心程式載入中",
startLabel: "開始",
startPrompt: "開始更新作業",
cancelLabel: "取消",
cancelPrompt: "取消更新作業",
step3Title: "已取消更新作業",
step3Html: "您已取消更新作業"
});
merge(config.macros.sync,{
listViewTemplate: {
columns: [
{name: 'Selected', field: 'selected', rowName: 'title', type: 'Selector'},
{name: 'Tiddler', field: 'tiddler', title: "文章", type: 'Tiddler'},
{name: 'Server Type', field: 'serverType', title: "伺服器類型", type: 'String'},
{name: 'Server Host', field: 'serverHost', title: "伺服器主機", type: 'String'},
{name: 'Server Workspace', field: 'serverWorkspace', title: "伺服器工作區", type: 'String'},
{name: 'Status', field: 'status', title: "同步情形", type: 'String'},
{name: 'Server URL', field: 'serverUrl', title: "伺服器網址", text: "檢視", type: 'Link'}
],
rowClasses: [
],
buttons: [
{caption: "同步更新這些文章", name: 'sync'}
]},
wizardTitle: "將你的資料內容與外部伺服器與檔案同步",
step1Title: "選擇欲同步的文章",
step1Html: '<input type="hidden" name="markList"></input>', // DO NOT TRANSLATE
syncLabel: "同步",
syncPrompt: "同步更新這些文章",
hasChanged: "已更動",
hasNotChanged: "未更動",
syncStatusList: {
none: {text: "...", display:null, className:'notChanged'},
changedServer: {text: "伺服器資料已更動", display:null, className:'changedServer'},
changedLocally: {text: "本機資料已更動", display:null, className:'changedLocally'},
changedBoth: {text: "已同時更新本機與伺服器上的資料", display:null, className:'changedBoth'},
notFound: {text: "伺服器無此資料", display:null, className:'notFound'},
putToServer: {text: "已儲存更新資料至伺服器", display:null, className:'putToServer'},
gotFromServer: {text: "已從伺服器擷取更新資料", display:null, className:'gotFromServer'}
}
});
merge(config.macros.annotations,{
});
merge(config.commands.closeTiddler,{
text: "關閉",
tooltip: "關閉本文"});
merge(config.commands.closeOthers,{
text: "關閉其他",
tooltip: "關閉其他文章"});
merge(config.commands.editTiddler,{
text: "編輯",
tooltip: "編輯本文",
readOnlyText: "檢視",
readOnlyTooltip: "檢視本文之原始內容"});
merge(config.commands.saveTiddler,{
text: "完成",
tooltip: "確定修改"});
merge(config.commands.cancelTiddler,{
text: "取消",
tooltip: "取消修改",
warning: "確定取消對 '%0' 的修改嗎?",
readOnlyText: "完成",
readOnlyTooltip: "返回正常顯示模式"});
merge(config.commands.deleteTiddler,{
text: "刪除",
tooltip: "刪除文章",
warning: "確定刪除 '%0'?"});
merge(config.commands.permalink,{
text: "引用連結",
tooltip: "本文引用連結"});
merge(config.commands.references,{
text: "引用",
tooltip: "引用本文的文章",
popupNone: "本文未被引用"});
merge(config.commands.jump,{
text: "捲頁",
tooltip: "捲頁至其他已開啟的文章"});
merge(config.commands.syncing,{
text: "同步",
tooltip: "本文章與伺服器或其他外部檔案的同步資訊",
currentlySyncing: "<div>同步類型:<span class='popupHighlight'>'%0'</span></"+"div><div>與伺服器:<span class='popupHighlight'>%1 同步</span></"+"div><div>工作區:<span class='popupHighlight'>%2</span></"+"div>", // Note escaping of closing <div> tag
notCurrentlySyncing: "無進行中的同步動作",
captionUnSync: "停止同步此文章",
chooseServer: "與其他伺服器同步此文章:",
currServerMarker: "\u25cf ",
notCurrServerMarker: " "});
merge(config.commands.fields,{
text: "欄位",
tooltip: "顯示此文章的擴充資訊",
emptyText: "此文章沒有擴充欄位",
listViewTemplate: {
columns: [
{name: 'Field', field: 'field', title: "擴充欄位", type: 'String'},
{name: 'Value', field: 'value', title: "內容", type: 'String'}
],
rowClasses: [
],
buttons: [
]}});
merge(config.shadowTiddlers,{
DefaultTiddlers: "[[GettingStarted]]",
GettingStarted: "使用此 TiddlyWiki 的空白範本之前,請先修改以下預設文章:\n* SiteTitle 及 SiteSubtitle:網站的標題和副標題,顯示於頁面上方<br />(在儲存變更後,將顯示於瀏覽器視窗的標題列)。\n* MainMenu:主選單(通常在頁面左側)。\n* DefaultTiddlers:內含一些文章的標題,可於載入TiddlyWiki 後的預設開啟。\n請輸入您的大名,作為所建立/ 編輯的文章署名:<<option txtUserName>>",
MainMenu: "[[使用說明|GettingStarted]]\n\n\n版本:<<version>>",
OptionsPanel: "這些設定將暫存於瀏覽器\n請簽名<<option txtUserName>>\n (範例:WikiWord)\n\n <<option chkSaveBackups>> 儲存備份\n <<option chkAutoSave>> 自動儲存\n <<option chkRegExpSearch>> 正規式搜尋\n <<option chkCaseSensitiveSearch>> 區分大小寫搜尋\n <<option chkAnimate>> 使用動畫顯示\n----\n [[進階選項|AdvancedOptions]]",
SiteTitle: "我的 TiddlyWiki",
SiteSubtitle: "一個可重複使用的個人網頁式筆記本",
SiteUrl: '',
SideBarOptions: '<<search>><<closeAll>><<permaview>><<newTiddler>><<newJournal " YYYY年0MM月0DD日" "日誌">><<saveChanges>><<slider chkSliderOptionsPanel OptionsPanel "偏好設定 \u00bb" "變更 TiddlyWiki 選項">>',
SideBarTabs: '<<tabs txtMainTab "最近更新" "依更新日期排序" TabTimeline "全部" "所有文章" TabAll "分類" "所有標籤" TabTags "更多" "其他" TabMore>>',
StyleSheet: '[[StyleSheetLocale]]',
TabMore: '<<tabs txtMoreTab "未完成" "內容空白的文章" TabMoreMissing "未引用" "未被引用的文章" TabMoreOrphans "預設文章" "已預設內容的隱藏文章" TabMoreShadowed>>'
});
merge(config.annotations,{
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EditTemplate: "此預設文章裡的 HTML template 將決定文章進入編輯模式時的顯示版面。",
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Mary Beth Rosson
College of IST, Pennsylvania State University, USA // Tel: +1-814-863-2478 // mrosson@ist.psu.edu
Hansa Sinha
College of IST, Pennsylvania State University, USA // Tel: +1-814-863-2478 // hsinha@ist.psu.edu
Dejin Zhao
College of IST, Pennsylvania State University, USA // Tel: +1-814-863-2478 // dzhao@ist.psu.edu
John Carroll
College of IST, Pennsylvania State University, USA // Tel: +1-814-863-2478 // jcarroll@ist.psu.edu
Craig Ganoe
College of IST, Pennsylvania State University, USA // Tel: +1-814-863-2478 // cganoe@ist.psu.edu
Jan Mahar
College of IST, Pennsylvania State University, USA // Tel: +1-814-863-2478 // jmahar@ist.psu.edu
ABSTRACT: We describe our work on seeding and building a developmental learning community for recruiting and retaining women in educational programs and careers related to computing and information science (CIS). Our approach is explicitly participatory: we work with young women to better understand how they view and approach CIS and to build activities that may attract women who would otherwise be disinclined toward computing. In this paper we focus primarily on what we have learned through focus groups with women at different developmental levels with respect to CIS, and the tools we have been building to engage them in community-building activities.
Keywords: Online community, Learning community, Developmental community, Women in information sciences
Rosson, M. B., Sinha, H., Zhao, D., Carroll, J., Ganoe, C., & Mahar, J. (2009). wConnect: Cultivating a Landscape of Online Places for a Developmental Learning Community. Educational Technology & Society, 12 (4), 87–97.
Parimala Inamdar
Center for Research In Cognitive Systems, NIIT Institute of Information Technology (TNI), Mumbai, India, Tel: 91-22-40103000 (Board) // Fax: 91-22-40103333 // parimalai@tni.edu.in
Arun Kulkarni
Center of Quantitative Research, B-6 Kalabasant Society, 15th Lane, Prabhat Road, Pune 411 004, India, Telefax: 91- 20-25659268 // arun.cqr@vsnl.com
ABSTRACT: Earlier work at unsupervised playground computer kiosks in rural India, popularly called 'hole-in-the-wall', showed that children exposed to these kiosks learn to use computers on their own and that they are able to clear school examinations in computer science, without any classroom teaching for it. Extending this, our recent research work examines the possible impact on attainments in other curricular subjects, arising from self-directed use of these kiosks. This paper investigates the impact of use of the playground computer kiosk, on school examination results, of students in a rural school in India over a 2.5-year period from 2002-2004. A comparative study was conducted, of students from a kiosk school and a non-kiosk school, as well as of frequent and infrequent users of the kiosk. The study covered groups of a total of 161 students who were aged 13-14 in 2004. Students were measured for differences in their intelligence, creativity potential, leadership potential, and frequency of kiosk use. The school results show a significant impact of kiosk usage on Mathematics achievement.
Keywords: Hole-in-the-wall, Collaboration, Learning, Technology, Mathematics
Inamdar, P., & Kulkarni, A. (2007). ‘Hole-In-The-Wall’ Computer Kiosks Foster Mathematics Achievement - A comparative study. Educational Technology & Society, 10 (2), 170-179.