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Abstract
Is the negative stereotype of women with regard to computer competence still exerting power in our society? In this study, 206 participants observed a target person (either a woman or a man) on a video who was about to solve a complex computer task. Participants had to estimate whether the target person was successful on this task in a limited amount of time. After they had received the information that the target person had solved the task successfully in the required time period, and that the person’s performance was above average, they were asked to provide a reason for the success (luck vs. skill attribution) and to evaluate the general computer competence of the target. Then, participants had to evaluate their own (hypothetical) computer competence in comparison to the target. Results suggest that for the direct evaluation of the target persons and for the causal attribution of success, no systematic gender-related biases occurred. In the self-ratings of participants; however, findings showed that (a) women judged their computer competence to be lower than did men, and (b) both women and men judged their own hypothetical performance in the computer-related task to be relatively higher when comparing it to the identically scripted performance of a woman vs. a man.
Article Outline
1. Introduction
1.1. Women, computer competence, and attribution
1.2. Research questions and hypotheses
2. Method
2.1. Sample
2.2. Procedure
2.3. Training of targets
2.4. Instruments and scales
2.4.1. Predicted performance and time estimation
2.4.2. Evaluation of the target’s performance
2.4.3. Self-evaluation of computer competence
2.5. Statistical analyses
2.5.1. Performance prediction and time estimation
2.5.2. Performance evaluation of the target
2.5.3. Self-evaluation of computer competence
3. Results
3.1. Predicted performance and time estimation
3.2. Performance evaluation of the target
3.3. Self-evaluation of computer competence
4. Discussion
4.1. Gender effects on self-evaluation
4.2. Limitations of the study
4.4. Conclusions and outlook
Acknowledgements
References
Abstract
This research aims to determine whether the use of specific types of visualization (3D illustration, 3D animation, and interactive 3D animation) combined with narration and text, contributes to the learning process of 13- and 14- years-old students in science courses. The study was carried out with 212 8th grade students in Greece. This exploratory study utilizes three different versions of an interactive multimedia application called “Methods of separation of mixtures”, each one differing from the other two in a type of visuals. The results indicate that multimedia applications with interactive 3D animations as well as with 3D animations do in fact increase the interest of students and make the material more appealing to them. The findings also suggest that the most obvious and essential benefit of static visuals (3D illustrations) is that they leave the time control of learning to the students and decrease the cognitive load.
Article Outline
1. Introduction
2. Materials and methods
2.1. Presentation of the experimental research
2.2. Hypotheses to be tested in the research
2.3. Architecture of the educational multimedia application
2.4. Description of the educational multimedia application
2.5. Questions and management of the answers
2.6. Collection of information
2.7. Research methodology
3. Results
3.1. Pilot research
3.2. Main research
4. Discussion
5. Conclusions
References
Abstract
In this article we describe the use of mental states approach, more specifically the belief-desire-intention (BDI) model, to implement the process of affective diagnosis in an educational environment. We use the psychological OCC model, which is based on the cognitive theory of emotions and is possible to be implemented computationally, in order to infer the learner’s emotions from his actions in the system interface. In our work we profit from the reasoning capacity of the BDI model in order to infer the student’s appraisal (a cognitive evaluation of a person that elicits an emotion), which allows us to deduce student’s emotions. The system reasons about an emotion-generating situation and tries to infer the user’s emotion by using the OCC model. Besides, the BDI model is very adequate to infer and also model students affective states since the emotions have a dynamic nature.
Article Outline
1. Introduction
2. What are emotions, moods and motivation?
3. Recognising and modelling user’s emotions
3.1. Determining the events in the educational environment
3.2. Determining the student’s goals
3.3. The event’s desirability
3.4. Intensity of the emotions
3.5. The student’s emotions
3.5.1. Elicited emotions when a student has mastery goal orientation
3.5.2. Elicited emotions when a student has performance goal orientation
4. The BDI model
4.1. X-BDI: the logical model utilised
4.2. The syntax of the X-BDI tool
5. Affective recognition and diagnosis through mental states
6. Conclusions
References
Abstract
In a context-aware ubiquitous learning environment, learning systems can detect students’ learning behaviors in the real-world with the help of context-aware (sensor) technology; that is, students can be guided to observe or operate real-world objects with personalized support from the digital world. In this study, an optimization problem that models the objectives and criteria for determining personalized context-aware ubiquitous learning paths to maximize the learning efficacy for individual students is formulated by taking the meaningfulness of the learning paths and the number of simultaneous visitors to each learning object into account. Moreover, a Heuristic Algorithm is proposed to find a quality solution. Experimental results from the learning activities conducted in a natural science butterfly-ecology course of an elementary school are also given to depict the benefits of the innovative approach.
Article Outline
1. Background and motivation
2. Objectives and problem definition
3. A Heuristic Algorithm for determining personalized learning paths
3.1. Determining the relevance between learning objects
3.2. Determining the optimal learning paths
4. A practical application
5. Experiments and analysis
5.1. Feedback from the teachers
5.2. Learning achievements and student feedback
5.3. Performance evaluation of the Heuristic Algorithm
6. Conclusions
Acknowledgements
References
Abstract
While public key cryptography is continuously evolving and its installed base is growing significantly, recent research works examine its potential use in e-learning or m-learning environments. Public key infrastructure (PKI) and attribute certificates (ACs) can provide the appropriate framework to effectively support authentication and authorization services, offering mutual trust to both learners and service providers. Considering PKI requirements for online distance learning networks, this paper discusses the potential application of ACs in a proposed trust model. Typical e-learning trust interactions between e-learners and providers are presented, demonstrating that robust security mechanisms and effective trust control can be obtained and implemented. The application of ACs to support m-learning is also presented and evaluated through an experimental test-bed setup, using the general packet radio service network. The results showed that AC issuing is attainable in service times while simultaneously can deliver flexible and scalable solutions to both learners and e-learning providers.
Article Outline
1. Introduction
2. Trust model specification and architecture
2.1. Model components and interactions
2.2. Further architectural issues
2.3. Additional security issues
3. E-learning scenario
4. Testing ACs performance in a mobile scenario
4.1. Test bed setup
4.2. Measurements results
5. Conclusions
Acknowledgements
References
Abstract
A limitation of current Web-based collaborative learning is the restricted ability of students to create and share individual annotations with annotated documents. Applying Web 2.0 collaborative annotation systems and analyzing students’ annotation behavior has attracted attention to improve collaborative learning. This study designed a personalized annotation management system 2.0 (PAMS 2.0) for managing, sharing, and reusing individual and collaborative annotations as well as providing a shared mechanism for discussion about shared annotations among multiple users.
The purposes of this study are three-fold: (1) to understand students’ perceived attitudes toward the use of PAMS 2.0; (2) to investigate the effects of different annotation sharing scenarios on quantity of annotation and its influence on learning achievements; and (3) to examine the relationship between learning achievements and quantity of annotation. A quasi-experiment was conducted with two classes of college students for fifteen weeks.
According to the results of the experiments, most of students in the experimental group are satisfied with the use of PAMS 2.0 for helping them create individual annotations and share their own annotations in collaborative learning context. Majorly students were interested in practical learning scenarios with PAMS 2.0 and thought this system is particularly useful for doing learning tasks. The analytical results of learning achievements show that the use of PAMS 2.0 can increase learning achievements in collaborative learning environments. Moreover, the results show that the influence of annotation on learning achievements becomes stronger with the use of the sharing mechanism.
Article Outline
1. Introduction
2. Literature review
2.1. Theories of collaborative and Web-based collaborative learning
2.2. Annotation and annotation systems
2.3. Technology acceptance model: TAM
3. Design and development of the PAMS 2.0 system
3.1. The system architecture
3.2. Annotation modeling
3.2.1. Representation of annotation management model
3.2.2. Storage of annotation management model
3.3. Annotation creation
3.4. Annotation retrieval
3.5. Annotation discussion
4. Research objective and methodology
4.1. Participants and subjects
4.2. Instruments
4.2.1. Self-prepared teaching and learning materials
4.2.2. Personalized annotation management system 2.0: PAMS 2.0
4.2.3. Web-based discussion board systems
4.2.4. Other tools
4.3. Procedures
4.4. Research structure and research variables
5. Results and discussions
5.1. Reliability and validity of the questionnaire
5.2. Results of the questionnaire analysis
5.2.1. In comparison with PAMS 2.0 and Web-based discussion board systems
5.3. Analysis of learning achievements
5.3.1. Scenario of the first collaborative learning
5.3.1.1. The results of independent samples T-test: learning achievements
5.3.1.2. Correlation between learning achievements and quantity of annotation
5.3.2. Scenario of the second collaborative learning
5.3.2.1. The results of independent samples T-test: learning achievements
5.3.2.2. Correlation between learning achievements and quantity of annotation
5.3.3. Scenario of the third collaborative learning for midterm exam
5.3.3.1. The results of independent samples T-test: learning achievements
5.3.3.2. Correlation between learning achievements and quantity of annotation
5.3.4. Scenario of the fourth collaborative learning
5.3.4.1. The results of independent samples T-test: learning achievements
5.3.4.2. Correlation between learning achievements and quantity of annotation
5.3.5. Scenario of the fifth collaborative learning for final exam
5.3.5.1. The results of independent samples T-test: learning achievements
5.3.5.2. Correlation between learning achievements and quantity of annotation
5.4. Summary of results
6. Conclusions
Acknowledgements
References
Abstract
Problem-based learning is a goal directed and constructive process for learners. When meeting problems, learners usually force themselves to form work groups in order to find a solution. Currently, blogs are becoming more popular and in fact has formed a community wherein people can share their learning experiences with others. Many pedagogical applications have adopted what are posted in the community for supplementary learning. Integrating blogs in an intelligent tutoring system means that learners can better regulate and enhance their own learning. In this study, a novel learning device, a blog-based dynamic learning map, which employs both information retrieval and automated scheduling techniques, is designed to provide useful blog articles to help learning. The relevant articles in blogs are used to promote learner engagement in their interactions with the learning map and hence achieve their goals more easily. An experimental course has been implemented and the results show that learners make use of the blog-based learning aid in a very positive way and can eventually cross the specified threshold in a test. The proposed approach can encapsulate the dynamic learning principles in cohesive and supportive ways. Thus it can lead learners to gain useful supplementary materials, shorten the learning time and offering expanded alternative viewpoints to use in the solution of assigned problems. Our results show that both the learners and lectures are very positive to the design of our blog-based dynamic learning map.
Article Outline
1. Introduction
2. Related studies
2.1. Object-based learning content and its mechanism
2.2. Blog community
2.3. Learning map design
2.4. Summary of the related studies
3. Building a blog-based dynamic learning map
3.1. The framework of the blog-based dynamic learning process
3.2. Formalize the blog-based dynamic learning map and its rule
4. Application
4.1. The learning template
4.2. The Blog Knowledgebase
4.3. The content agent for retrieving the relevant blog articles
4.4. The learning interface
5. The learning effect with the blog-based dynamic learning map
5.1. The learning course devised for lecturers
5.2. The usefulness of the blog-based dynamic learning map
6. Conclusions
Acknowledgements
References
Abstract
Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders’ cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math learning through five-week computer math gaming, but there was no significant effect of computer gaming on students’ cognitive test performance or metacognitive awareness development. The in-field observation and students’ think-aloud protocol informed that not every computer math drill game would engage children in committed learning. The study findings have highlighted the value of situating learning activities within the game story, making games pleasantly challenging, scaffolding reflections, and designing suitable off-computer activities.
Article Outline
1. Introduction
2. Methods
2.1. Site
2.2. Study participants
2.3. Games and instruments
2.4. Data collection and analysis
2.5. Researcher’s position
3. Findings and discussion
3.1. Quantitative results
3.2. Qualitative results
3.2.1. Learning outside of the gameplay versus learning within the gameplay
3.2.1.1. Wandering mouse – Random clicking
3.2.1.2. Learning situated within the gameplay
3.2.2. Gaming without reflection
3.2.3. Play-based communication
3.2.3.1. Peer scaffolding is not naturalistic
3.2.3.2. Boys versus girls
3.2.3.3. Quiet achiever
3.2.4. Offline learning tools
3.2.4.1. Paper with pencil versus calculator
3.2.4.2. Instructor’s guidance
4. Conclusions and implications
4.1. Integrating goals of gameplay and learning
4.2. Instructional support features in educational computer gaming
4.3. Game-based instructional strategies
4.4. Limitations
References
Abstract
This paper is the first of its series that studies the power children have in game-play and examines its implications for teaching and learning. As a start, the paper describes a framework of power based on a synthesis of various types of power underlined in literature. The paper then looks into the power issue through observation and interviews of one twelve-year-old boy’s game-play. Several initial findings are delineated. Connections are made between the framework of power and different kinds of power that the twelve-year-old negotiates in playing games. The study sets a foundation for further research in the power issue in education.
Article Outline
1. Introduction
2. Conceptual framework
2.1. Typologies of power
2.2. Knowledge and power
2.3. Power over oneself
2.4. Outcomes of power attempts
3. Pilot study
3.1. Research method
3.2. Data collection
4. Findings and analyses
4.1. The first observation and interview: Rise of Nations
4.2. The second observation and interview: Timez Attack
4.3. The third observation and interview: The Sims
5. Discussion and implications
6. Limitations and future studies
7. Conclusion
References
Abstract
The aim of this study is to investigate whether personalization of mathematical word problems affects student achievement; and if it does, to find out whether the outcomes vary depending on computer and class environment in the teaching of mathematics. The sample of the research, conducted in the 2006–2007 fall semester, consists of 90 seventh grade in four sub-groups. During the application in the classroom, paper-based personalized and paper-based non-personalized problems were given. As to the computer environment, web-based personalized and web-based non-personalized problems were presented. After the application, an achievement test was performed as an achievement post-test parallel to the pre-test. The results show no significant difference between the scores of the groups who used personalized materials and the groups who used non-personalized materials. The results also indicate that no significant difference exists between those who studied in the computer-based environment and those in the paper-based environment.
Article Outline
1. Introduction
2. Method
2.1. Participants
2.2. Instruments
2.2.1. Attitude towards mathematics scale
2.2.2. Attitude towards computers scale
2.2.3. Information form
2.2.4. Achievement tests
2.3. Instructional materials
2.4. Data collection
2.5. Data analysis
3. Results
3.1. General comparison
3.2. The effect of personalization and environment
4. Discussion
5. Implications
References
Abstract
The computer marking of short-answer free-text responses of around a sentence in length has been found to be at least as good as that of six human markers. The marking accuracy of three separate computerised systems has been compared, one system (Intelligent Assessment Technologies FreeText Author) is based on computational linguistics whilst two (Regular Expressions and OpenMark) are based on the algorithmic manipulation of keywords. In all three cases, the development of high-quality response matching has been achieved by the use of real student responses to developmental versions of the questions and FreeText Author and OpenMark have been found to produce marking of broadly similar accuracy. Reasons for lack of accuracy in human marking and in each of the computer systems are discussed.
Article Outline
1. Introduction
2. A comparison of the marking of the IAT software and human markers
2.1. Methodology
2.2. Results
2.3. Reasons for inaccuracies in human marking
2.3.1. The marking guidelines were not sufficiently clear and/or detailed
2.3.2. The response was partially correct, so there was uncertainty over whether a mark was justified or not
2.3.3. The response was ‘borderline’ so there was uncertainty over whether a mark was justified or not
2.3.4. Lack of subject knowledge or understanding on behalf of the human marker
2.3.5. Slips/inconsistencies
2.4. Reasons for inaccuracies in IAT marking
2.4.1. Omission of a mark scheme template
2.4.2. Failure to correctly identify miss-spelled or incorrectly used words
2.4.3. Failure to properly identify the sentence structure
2.4.4. Failure to identify an incorrect qualification (where a correct response is nullified by an incorrect one)
2.4.5. Marking a correct response as incorrect because it matches a ‘do not accept’ mark scheme
2.4.6. Marking an incorrect response as correct due to misinterpretation of IAT confidence levels
2.5. Discussion of human-computer marking comparison
3. A comparison of the marking of different computer systems
3.1. Two algorithmic approaches to matching free-text responses
3.2. Methodology for computer–computer marking comparison
3.3. Results
3.4. Responses that were difficult to match with OpenMark
3.4.1. Responses where a qualifier could not be linked positively to its object
3.4.2. Failure to correctly identify miss-spelled words
3.4.3. Failure to identify an incorrect qualification (where a correct response is nullified by an incorrect one)
3.5. Discussion of computer–computer marking comparison
3.5.1. Learning from student responses
3.5.2. How many responses are required?
3.5.3. Advantages and disadvantages of computational linguistics and algorithmic approaches
3.5.4. Is the achieved accuracy of the marking satisfactory?
3.5.5. Do responses in formative and summative modes differ?
3.5.6. How complex is the response matching?
3.5.7. Is there logic behind the OpenMark response matching?
4. Recommendations for further work
Acknowledgements
Appendix A:. The seven questions
Appendix B:. OpenMark response matching features as at June 2009 (features indicated * have been introduced since the study described in this paper)
References
Abstract
This study focuses on how students in vocational high schools and universities interpret the algorithms in structural computer programming that concerns time-efficiency. The targeted research group consisted of 242 students from two vocational high schools and two departments of the Faculty of Education in Istanbul. This study used qualitative and quantitative research methods together. During the study the students were asked to evaluate the algorithms given to them in terms of their run-time efficiency. The analysis of the data has used descriptive statistics and the results of the independent sample T-tests to compare the groups. The findings of this study slightly stress that the students have misconceptions about algorithms. Students in high schools and in computer education and instructional education departments have the same observed misconceptions, while mathematics education students are better at interpreting the misconceptions.
Article Outline
1. Introduction
1.1. Purpose
2. Methodology
2.1. Research population
2.2. Research instruments
3. Findings
4. Discussion
References
Abstract
This paper presents the design, features and pilot evaluation study of a web-based environment -the SORTING environment- for the learning of sorting algorithms by secondary level education students. The design of this environment is based on modeling methodology, taking into account modern constructivist and social theories of learning while at the same time acknowledging the role of hands-on experience, the significance of students’ expressing their previous knowledge, the importance of interlinked multiple representation systems (MRS) and the role of constructive feedback on student learning. Although SORTING supports student learning of typical sorting algorithms such as Bubble-sort, Quick-sort and Selection-sort, it can also be adapted to integrate more sorting algorithms. The analysis of the data emerging from the pilot evaluation study of SORTING has shown that students used all the representation systems (RS) provided and found them attractive and easy to use. On the whole, student interactions within SORTING helped them to become aware of both the intuitive and the typical sorting procedures used, to conceptualize them, to overcome learning difficulties, to correct themselves and to make connections between different representations of the sorting algorithms used.
Article Outline
1. Introduction
2. The rationale for the design of SORTING
2.1. The student model
2.2. The subject- matter model
2.3. The learning model
3. Features of the SORTING environment
4. The formative-evaluation pilot study
5. Results
5.1. Phase 1: Students’ intuitive sorting approaches
5.1.1. Student sorting attempts using SROs
5.1.2. Student attempts using TRS
5.1.3. Student attempts at using PCRS
5.2. Phase 2: Student approaches to the ‘Bubble sort’ algorithm
5.2.1. Student sorting attempts using SROs
5.2.2. Student attempts using TRS
5.2.3. Student attempts using PCRS
5.3. Phase 3: Student approaches to the ‘Selection sort’ algorithm
5.3.1. Student sorting attempts using SROs
5.3.2. Student attempts using TRS
5.3.3. Student attempts at using PCRS
5.3.4. Usability issues
6. Discussion
7. Conclusions
Acknowledgements
References
Abstract
The purpose of this study was to investigate the effects of type of question prompt and level of prior knowledge on non-routine mathematical problem solving. A computer game was blended within the pattern reasoning tasks, along with question prompts, in order to demonstrate and enhance the connections between viable problem-solving strategies and the content knowledge in a visible manner. Seventy-eight 9th graders from two classes in a public junior high school participated in the 6-week experimental instruction. Participants were randomly assigned to the specific-prompt group and the general-prompt group to receive the one-hour weekly treatment. The results revealed that (a) the interaction of question prompts and prior knowledge was not significant, and (b) for the problem-solving performances, the specific-prompt group outperformed the general-prompt group and the high prior-knowledge group outperformed the low prior-knowledge group. Further, students receiving specific prompts outperformed those receiving general prompts in the problem-solving performance: reasoning for two variables. Students with high prior knowledge outperformed those with low prior knowledge in the two problem-solving performances: reasoning for one variable and reasoning for two variables. It was also found that prior knowledge and comprehensive mathematical ability were important predictors for the two problem-solving performances: reasoning for one variable and reasoning for two variables. However question prompts and mathematics attitude were not significant predictors for predicting the problem-solving performance of reasoning for one variable. Lastly, implications for these results and recommendations for future research were discussed.
Article Outline
1. Introduction
2. Literature review
2.1. Non-routine mathematical problem solving
2.2. Game and learning
3. Purpose of this study
4. Methodology
4.1. Research design and participants
4.2. Materials
4.2.1. The frog leaping problem
4.2.2. Two major tasks
4.2.3. Learning support
4.3. Instruments
4.3.1. Pattern reasoning test (PRT)
4.3.2. Mathematical attitude scale (MAS)
4.3.3. Teaching website and worksheets
4.4. Treatment and data collection procedure
5. Results
6. Discussion
6.1. Summary
6.2. Two problem-solving performances: reasoning for one variable and reasoning for two variables
6.3. Implications and further research
Appendix. Appendix
References
Abstract
Problem-based learning (PBL) is an instructional approach that is organized around the investigation and resolution of problems. Problems are neither uniform nor similar. (Jonassen, 1997) and (Jonassen, 2000) in his design theory of problem solving has categorized problems into two broad types – well-structured and ill-structured. He has also described a host of mediating skills that impact problem solving outcomes. The thrust of this paper rests in the argument that the basis of these mediating skills is information search literacy and particularly, in view of the utility of the Internet as an informational repository, effective information searching skills. This study was an investigation of how different Internet information seeking strategies can be used to engage in problem solving. A conceptual framework that explains how different Internet information searching strategies can be employed in successfully solving well and ill-structured problems was devised and empirically tested. The research site was a newly established polytechnic in Singapore that employs problem-based learning to support its curricular implementation. The sample population of students came from a class of 25 first-year students. The research findings of this study inform that information searching skills indeed play an important role in problem solving. The findings affirm the need for students to be systematically instructed in the skills of information searching to be able to accomplish problem solving. The information searching necessary for solving well-structured problems is constrained and readily manageable. Thus, students only have to be acquainted with fundamental information searching skills to solve well-structured problems. On the other hand, the information needs of ill-structured problems are usually complex, multi-disciplinary and expansive. Hence, students have to be trained to apply a more advanced set of information searching skills in resolving ill-structured problems.
Article Outline
1. Introduction
2. Review of the literature
2.1. Problem solving
2.2. Design theory of problem solving
2.3. Information searching in problem solving
2.4. Information search strategies
2.5. Inquiry-based learning
3. Research methods and procedures
3.1. Research design
3.2. Participants
3.3. Data collection and analysis procedures
3.4. Intervention
3.5. Skill 1 – learning about Internet search tools
3.6. Skill 2 – using information search strategies and techniques
3.7. Skill 3 – framing essential and foundation research questions
3.8. Skill 4 – developing and organizing search keywords
3.9. Instruments
3.10. Tasks
4. Findings & discussion
4.1. Pre-intervention survey
4.2. Phase 1 problem (well-structured)
4.3. Phase 2 problem (ill-structured)
4.4. Phase 3 problem (well-structured)
4.5. Phase 4 problem (ill-structured)
4.6. Phase 5 problem (well-structured)
4.7. Phase 6 problem (ill-structured)
4.8. Impact of information searching skills on problem solving
5. Conclusions
Appendix A. : Pre-intervention survey
References
Abstract
In constructivist principles, learning is a process in which individuals construct knowledge. Research in Mathematics Education looks for ways to make mathematics education less dry and more attractive. When solving polynomial equations of the first degree, it is very common for teachers to work with the mistaken idea of “changing the sign” when “moving” the member. To minimize this problem, a balance can be used to illustrate the idea of equilibrium and also properties of equality. The objectives of this study were (1) develop a computational tool to replace a conventional balance in practical mathematics exercises thereby solving two material challenges for Brazilian teachers: verifying the accuracy of balances and the lack of student physical and social activity through direct participation; (2) determine how substituting the conventional balance with a computational tool for the solution of first degree polynomial equations affected the aspects inherent in the learning process like motivation, cooperation, dialogue, discussion, reflection, reciprocity, negotiation and responsibility. The results indicate that the cognitive computational tool met the challenges of Brazilian teachers. First, because it lacks mechanisms that need to be verified for accuracy in order to demonstrate equilibrium. Second, because it allows the direct participation of students (physical experience) and the use of the tool in small groups (social experience). The hands on completion of the activity, realistic appearance, the interaction with the tool, visual feedback on the panel, and two students using the same tool awakened motivation, responsibility for completing the activity, dialogue, cooperation, discussion and reflection. Doing the experiment with others aroused concern about the learning of others and reciprocity of knowledge for the improvement of the procedure to be constructed for solving 1st degree equations.
Article Outline
1. Introduction
2. Theoretical research model
3. The environment and architecture of the computational tool
4. Materials and methods
5. Results and discussion
6. Conclusion
Acknowledgements
References
Abstract
Context-aware ubiquitous learning (u-learning) is an innovative approach that integrates wireless, mobile, and context-awareness technologies to detect the situation of learners in the real world and provide adaptive support or guidance accordingly. In this paper, a context-aware u-learning environment is developed for guiding inexperienced researchers to practice single-crystal X-ray diffraction operations. Experimental results showed that the benefits of this innovative approach are that it is “systematic”, “authentic”, and “economical”, which implies the potential of applying it to complex science experiments, such as physics, chemistry or biotechnology experiments, for graduate and PhD students in colleges, or research workers in research institutes.
Article Outline
1. Introduction
2. Relevant research
2.1. Technical aspect
2.2. Pedagogical aspect
2.3. Benefit aspects
3. Problem description
3.1. Objectives of single-crystal X-ray structure determination
3.2. Procedure of single-crystal X-ray structure determination
3.3. Problems to be coped with
4. Context-aware u-learning environment for conducting complex experimental procedures
4.1. Learning portfolio database
4.2. Instructional expert system
4.3. Tutoring-strategy knowledge base
5. Experiment and analysis
5.1. Learning environment and scenarios
5.2. Participants and experimental procedure
5.3. Findings
5.4. Limitations
6. Conclusions
Acknowledgements
References
Abstract
A literature review of the development of the information technology (IT) curriculum in recent decades in Hong Kong reveals that the aim of the curriculum has shifted from Computer Studies to the development of information literacy (IL). Based on a survey of all schools in Hong Kong and in response to the demand for IL in society, a curriculum framework is proposed that fosters the IL of students. The curriculum framework is based on the rationale of significant learning and designed on the principles of providing authenticity and creating reflection. It consists of three parts: a core IT curriculum; use of knowledge about IT and information processing across curricula; and a school culture that fosters IL. Four issues that are critical for the successful implementation of the proposed curriculum framework are discussed: school-based implementation models; the provision of service learning activities; support from parents; and reduction of the digital divide between students.
Article Outline
1. Introduction
2. Information literacy
2.1. Mastery of knowledge about information processing in the cognitive and the meta-cognitive domains
2.2. Cultivation of attitudes towards information processing in the affective and the socio-cultural domains
3. The need for a curriculum that fosters information literacy
4. Curriculum framework
4.1. The core IT curriculum
4.2. Use of knowledge about information technology and information processing across school curricula
4.3. A school culture that fosters information literacy
5. Implementation issues of the proposed curriculum framework
5.1. School-based implementation models
5.2. Provision of service learning activities
5.3. Support from parents
5.4. Reduction of the digital divide
6. Conclusion
References
Abstract
Increased use of technology for instructional purposes has caused some debates about ethical and/or moral use of computers. All teachers, as practitioners of ICT in learning settings, must feel responsible for educating students on “what is right and what is wrong?” of computer use. This study aimed to determine prospective teachers’ unethical computer using behaviors at a faculty of education in Turkey. The results showed that the participating prospective teachers are sensitive to ethical computer use. However, the general mean of the surveys is above the average by a small degree that makes the participants’ judgments of ethical use inconsiderable. It can be concluded that they undermine ethical computer use. Science teachers and computer education teachers’ judgments were less ethical than those of classroom teachers and social sciences teachers. The results also revealed that female candidate teachers were more concerned about ethical issues and that prospective teachers who had up to five years of PC experience considered ethical computer use more than those with five years and beyond. After the survey analysis, the study was completed with qualitative data gathered from semi-structured interviews with nine students.
Article Outline
1. Introduction
1.1. Computer ethics
1.2. Unethical use of ICT in education
2. Methodology
2.1. Introduction
2.2. Participants
2.3. Instrumentation
2.4. Procedures
3. Results
3.1. Differences between female and male prospective teachers’ ethical judgments on computer use
3.2. Differences among prospective teachers’ ethical judgments on computer use from the point of programs they were studying
3.3. Differences among prospective teachers’ ethical judgments on computer use depending on years of PC experience
3.4. Interview results
3.4.1. Intellectual property
3.4.2. Social impact
3.4.3. Safety and quality
3.4.4. Net integrity
3.4.5. Information integrity
4. Discussion
4.1. Female and male prospective teachers’ ethical judgments on computer use
4.2. Prospective teachers’ ethical judgments on computer use from the point of programs they were studying
4.3. Prospective teachers’ ethical judgments on computer use depending on years of PC experience
5. Conclusion
References
Abstract
This paper presents an initial test of the group task demands-resources (GTD-R) model of group task performance among IT students. We theorize that demands and resources in group work influence formation of perceived group work pressure (GWP) and that heightened levels of GWP inhibit group task performance. A prior study identified 11 factors relating to the task, group, individual, or environment as source factors to GWP. We extended this research by creating and validating scales for each source factor within an integrated GWP instrument. We then applied the instrument in an initial test of the GTD-R model. Results show the GTD-R model provides good predictions of GWP and group task performance. In addition we find GWP, task complexity, and time pressure factors to be higher in IT tasks vs. non-IT tasks described by our student participants. The findings extend demands-resources research from its prior focus on job burnout and exhaustion in individual tasks to incorporate less-intense pressure levels and group task contexts.
Article Outline
1. Introduction
2. Group task demands-resources research model
3. Research method
3.1. Procedure
3.2. Participants
3.3. Stage 1: instrument development
3.4. Stage 2: scale refinement
3.5. Stage 3: model testing
4. Results
4.1. Instrument validation
4.2. Test of the GTD-R model
4.3. Contrast of task group focus
5. Discussion
5.1. Implications for research
5.2. Implications for pedagogy
6. Directions for future research
7. Conclusion
Appendix A. GWP instrument
References
Abstract
This paper presents the IPS-I-model: a model that describes the process of information problem solving (IPS) in which the Internet (I) is used to search information. The IPS-I-model is based on three studies, in which students in secondary and (post) higher education were asked to solve information problems, while thinking aloud. In-depth analyses of the thinking-aloud protocols revealed that the IPS-process consists of five constituent skills: (a) defining information problem, (b) searching information, (c) scanning information, (d) processing information, and (e) organizing and presenting information. Further, the studies revealed that regulation skills prove to be crucial for the on-going IPS-process. The IPS-I-model depicts the constituent skills, regulation skills, and important conditional skills. The model gives an initial impetus for designing IPS-instruction.
Article Outline
1. Introduction
2. The IPS-I-model
2.1. The five constituent skills
2.2. Regulation activities
2.3. Conditional skills
3. Research questions and hypotheses
4. Method
4.1. Participants
4.2. Tasks to measure the IPS-skill
4.3. Instrument to analyse the thinking aloud protocols
4.4. Design and procedure
4.5. Data analyses
5. Results
5.1. Time investment in the constituent skills
5.2. The constituent skills and regulation activities
5.3. Sequence of used constituent skills: an example
5.4. Conditional skills
5.4.1. Reading
5.4.2. Evaluation of results, sources and information
6. Conclusion and discussion
Appendix A. Supplementary data
References
Abstract
The Internet enables learners to be brought together where they can cooperate in learning in groups without space and time limitations. It is, however, quite a challenge to form ideal groups in a short time and ensure satisfactory interaction for learners in cyberspace. In this study, we propose a useful grouping method to help teachers improve group-learning in e-learning by first establishing effective groups with rules based on data mining, and then facilitating student interaction using a system that monitors members’ communication status. Field observations and quantitative evidence show the validity and practicability of the proposed method.
Article Outline
1. Introduction
2. Data mining from high-interaction groups
2.1. Attribute selection
2.1.1. Learning periods (time)
2.1.2. Regions
2.1.3. Ages
2.1.4. Value types
2.2. Learning group’s attributes
2.3. Research data
2.4. Mining results
3. Forming groups by clustering techniques
3.1. Grouping implementation
3.2. Research sample and course schedule
3.3. Cluster-grouping
4. Design of the “interaction monitor”
5. Research results
6. Conclusion
Appendix A. Appendix
References
Abstract
This paper presents both the design and the pilot formative evaluation study of a computer-based problem-solving environment (named LECGO: Learning Environment for programming using C using Geometrical Objects) for the learning of computer programming using C by beginners. In its design, constructivist and social learning theories were taken into account. The general design has taken into consideration models of the learning process and subject matter as well as potential learner behaviour in dealing with fundamental tasks. The main emphasis has been placed on the role of: (a) multiple external representations in student learning, (b) motivation, through performing problem-solving activities taken from the familiar and meaningful context of drawing, using simple geometrical objects, (c) the active participation of students in their own learning by using hands-on experience, (d) appropriate feedback on the actions taken by students, to aid their self-correction, and (e) holistic, activity-based, multi-media, multi-representational and multi-layered content for the learning of basic concepts of programming using C. LECGO was pilot evaluated in the field through a qualitative and comparative study where nine 12th grade (18-year-old) students participated. In fact, students faced three similar yet not identical sets of four tasks across three learning environments, namely; paper and pencil (p–p), Turbo C and LECGO. The data emerging from this field evaluation study indicates that students gain better results within LECGO than in both the p–p environment and the typical programming environment of Turbo C, while performing similar activities.
Article Outline
1. Introduction
2. The rationale behind the design of LECGO
2.1. The learner model
2.2. The subject matter model
2.3. The learning model
3. The general architecture and features of LECGO
3.1. The learning content integrated in LECGO
3.1.1. 1st layer: presentation of complex examples for the learning of programming using C
3.1.2. 2nd layer: presentation of simple examples for the learning of programming using C
3.1.2.1. Example 1
3.1.2.2. Example 2
3.1.3. 3rd layer: presentation of basic aspects and topics for the learning of programming in C
3.1.4. 4th layer: presentation of fundamentals for the learning of programming
3.1.5. 5th layer: presentation of broad information for the learning of programming using C at various locations on the WWW
3.2. The working space integrated in LECGO
3.2.1. Drawing-visual representations using hands-on experience
3.2.2. Free-text-based representations
3.2.3. Text-based representations using the imperative and specific expressions
3.2.4. Pseudo-code based representations
3.2.5. Representations in C
3.2.6. Graphic output of the written programs
4. The pilot formative evaluation study of LECGO
4.1. The theoretical framework and the aims of the study
4.2. The learning experiment
4.3. The tasks
4.4. The process of analyzing the data
5. Results
5.1. Task1: student sequential programming problem-solving strategies within; p–p, Turbo C and LECGO
5.1.1. Paper and pencil and student involvement when facing the 1st task
5.1.1.1. Type and correctness of programs written by the students
5.1.1.2. Student difficulties
5.1.1.3. Student questions
5.1.1.4. Graphic functions used
5.1.1.5. MRS used
5.1.2. Turbo C and student involvement when facing the 1st task
5.1.2.1. Type and correctness of programs written by the students
5.1.2.2. Student difficulties
5.1.2.3. Student questions
5.1.2.4. Graphic functions used
5.1.2.5. MRS used
5.1.3. LECGO and student involvement when facing the 1st task
5.1.3.1. Type and correctness of programs written by the students
5.1.3.2. Student difficulties
5.1.3.3. Student questions
5.1.3.4. Graphic functions used
5.1.3.5. MRS used
5.2. Task 2: student programming problem-solving strategies using iteration structures within: paper and pencil, Turbo C and LECGO
5.2.1. Paper and pencil and student involvement when facing the 2nd task
5.2.1.1. Type and correctness of the programs written by the students
5.2.1.2. Student difficulties
5.2.1.3. Student questions
5.2.1.4. Graphic functions used
5.2.1.5. MRS used
5.2.2. Turbo C and student involvement in facing the 2nd task
5.2.2.1. Type and correctness of the programs written by the students
5.2.2.2. Student difficulties
5.2.2.3. Student questions
5.2.2.4. Graphic functions used
5.2.2.5. MRS used
5.2.3. LECGO and student involvement in facing the 2nd task
5.2.3.1. Type and correctness of the programs written by the students
5.2.3.2. Student difficulties
5.2.3.3. Student questions
5.2.3.4. Graphic functions used
5.2.3.5. MRS used
5.3. Time spent in p–p, Turbo C and LECGO
5.4. The use of learning content provided in p–p, Turbo C and LECGO
6. Discussion
7. Conclusions
Acknowledgements
References
Vitae
Abstract
During the past decade, many enterprises have been re-directing their resources into critical business areas to keep up with economic and market changes. They have adopted electronic business (EB) systems, such as supply chain management, enterprise resource planning (ERP), and enterprise application integration (EAI), to ensure seamless integration with internal processes as well as suppliers and customers. This phenomenon indicates that EB systems are playing an important role in attaining the effectiveness of enterprise operations. However, there is a constant complaint from recruiters that EB professionals with the right skills are hard to come by. To gauge the rapid changes in EB education and industry demand, EB curricula from top universities and job announcements from popular career Web sites in both the US and Taiwan are collected. We analyze the data and compare the results between the two countries to recommend remedial actions for narrowing the gap between industry and academia.
Article Outline
1. Introduction
2. Literature review
2.1. Categories of e-business curricula
2.2. Categories of e-business professional jobs
3. Research method
3.1. Sample
3.2. Data collection and classification
3.2.1. Investigation of e-business curricula
3.2.2. Investigation of e-business job demand
3.2.3. Data coding and classification of e-business curricula
3.2.4. Data coding and classification of e-business jobs
3.3. Reliability and validity of data
3.4. Fit-gap analysis of curricula and job demand
4. Results and discussion
4.1. E-business curricula in the US
4.2. Demand for EB professionals in the US
4.3. Significant fits and gaps in the US
4.3.1. Managerial courses and job demand in the US
4.3.2. Technical courses and job demand in the US
4.4. E-business curricula in Taiwan
4.5. Demand for EB professionals in Taiwan
4.6. Significant fits and gaps in Taiwan
4.6.1. Managerial courses and job demand in Taiwan
4.6.2. Technical courses and job demand in Taiwan
4.7. A comparison of e-business curricula and industry needs in Taiwan and the US
5. Conclusions and recommendations
5.1. Enhancing training in ICTs
5.2. Increasing e-marketing training
5.3. Increasing e-business programmer training
5.4. Increasing networking specialist training
6. Limitations and future research
Acknowledgements
References
Vitae
Abstract
This paper reports on a five-year study (2005–2009) of biomedical students’ on-campus use of the Internet. Internet usage logs were used to investigate students’ sessional use of key websites and technologies. The most frequented sites and technologies included the university’s learning management system, Google, email and Facebook. Email was the primary method of electronic communication. However, its use declined over time, with a steep drop in use during 2006 and 2007 appearing to correspond with the rapid uptake of the social networking site Facebook. Both Google and Wikipedia gained in popularity over time while the use of other key information sources, including the library and biomedical portals, remained low throughout the study. With the notable exception of Facebook, most ‘Web 2.0’ technologies attracted little use. The ‘Net Generation’ students involved in this study were heavy users of generalist information retrieval tools and key online university services, and prefered to use externally hosted tools for online communication. These and other findings have important implications for the selection and provision of services by universities.
Article Outline
1. Introduction
2. Methods
2.1. Participants
2.2. Materials
2.3. Measures
3. Results
3.1. Overall use
3.2. Information seeking
3.3. Communication
3.4. University services
3.5. Information sharing
4. Discussion
5. Conclusions
References
Abstract
The purpose of this study was to examine individual differences in the effectiveness of learning objects in secondary school classrooms. Specifically, gender, age, grade, subject area, and computer comfort (self-efficacy) were examined in 850 students. Effectiveness was measured in terms of student attitude (learning, quality, and engagement) and student performance. No gender differences were observed between males and females with respect to student attitudes or performance. Age was significantly correlated with student attitudes and performance, however correlation coefficients were small. Grade 12 students were more positive about learning objects and performed better than grade 9 and 10 students. Science students had significantly more positive attitudes and performed better than mathematics students. Finally, students who were more comfortable about computers, appreciated learning objects more than their less confident peers, however performance was unaffected.
Article Outline
1. Literature review
1.1. Impact of learning objects
1.2. Individual differences in computer related behaviour
1.2.1. Gender
1.2.2. Age and grade
1.2.3. Subject area
1.2.4. Computer comfort
1.2.5. Computer ability
1.3. Individual differences with respect to learning objects
1.4. Purpose
2. Method
2.1. Overview
2.2. Sample
2.2.1. Students
2.2.2. Teachers
2.2.3. Learning objects
2.3. Procedure
2.4. Data sources
2.4.1. Explanatory variables
2.4.2. Dependent variables
2.5. Key questions and data analysis
3. Results
3.1. Overall variability
3.2. Gender differences
3.3. Age differences
3.4. Grade differences
3.5. Subject taught differences
3.6. Computer comfort
4. Discussion
4.1. Overall variability
4.2. Gender differences
4.3. Age differences
4.4. Grade differences
4.5. Subject differences
4.6. Computer comfort
4.7. Implications for education
4.8. Future research
4.9. Conclusion
Appendix A. Appendix
Appendix B. Appendix
Appendix C. Appendix
References
Abstract
This paper describes a complete lab work management framework designed and developed in the authors’ department to help teachers to manage the small projects that students are expected to complete as lab assignments during their graduate-level computer engineering studies. The paper focuses on an application example of the framework to a specific lab work related to Low Level Input/Output. Special emphasis is laid on the most complex aspects of such environments. The management framework provides specific tools for dealing with these issues: the management of student work delivery and evaluation results accessibility, automatic or semi-automatic assessment of student work, and detection of lab assignments that are highly suspect of having been copied. Additionally, the lab work framework represents a method through which a closer peer-to-peer or one-to-many communication with students can be attained. The lab work described in the paper is a small project based on a specification document. It is designed to get students to gain an in-depth knowledge of the computer Input/Output subsystem. While the framework has been in use for over 10 years, the specific Input/Output lab work has been managed by the framework tool-chain for the last 6 years, and used by over 2000 students. The lab work management framework is a step towards the feasibility of a closer-to-the-student higher education system, where the main interaction between students and teachers can be based on individual or on small group tutorials. Using the tool-chain, the academic load of teachers in mass course environments can be kept at acceptable levels, making for higher quality education.
Article Outline
1. Introduction
2. Laboratory Work Management Framework
2.1. Interaction with the framework
3. The case study: Low level device handler
4. Development environment
5. Delivery Agent
6. Automatic project evaluator
6.1. Teacher tasks: An example of test configuration files
7. Plagiarism detection assistant
8. System benefits
8.1. Benefits for students
8.2. Benefits for teachers
9. Conclusions
References
Abstract
Recent developments in computing and mobile technologies have enabled the mobile and ubiquitous learning approach, which situates students in an environment that combines real-world and digital-world learning resources. Although such an approach seems to be innovative and interesting, several problems have been revealed when applying it to practical learning activities. One major problem is owing to the lack of proper learning strategies or tools that can guide or assist the students to learn in such a complex learning scenario. Students might feel excited or interested when using the mobile devices to learn in the real world; however, their learning achievements could be disappointing. To cope with this problem, in this study, a knowledge engineering approach is proposed to develop Mindtools for such innovative learning scenarios. Experimental results from a natural science course of an elementary school show that this innovative approach not only enhances learning motivation, but also improves the learning achievements of the students.
Article Outline
1. Introduction
2. Relevant research
3. An innovative mindtool for context-aware ubiquitous learning
3.1. Learning objectives and scenarios
3.2. Enhanced repertory grid model for developing mindtools
3.3. Development of a mindtool for context-aware ubiquitous learning
4. Experiment and analysis
4.1. Participants
4.2. Procedure
4.3. Pre- and post-test results
4.4. Results of questionnaire and interview responses
5. Conclusions
Acknowledgements
References
Abstract
With the growing demand in e-learning, numerous research works have been done to enhance teaching quality in e-learning environments. Among these studies, researchers have indicated that adaptive learning is a critical requirement for promoting the learning performance of students. Adaptive learning provides adaptive learning materials, learning strategies and/or courses according to a student’s learning style. Hence, the first step for achieving adaptive learning environments is to identify students’ learning styles. This paper proposes a learning style classification mechanism to classify and then identify students’ learning styles. The proposed mechanism improves k-nearest neighbor (k-NN) classification and combines it with genetic algorithms (GA). To demonstrate the viability of the proposed mechanism, the proposed mechanism is implemented on an open-learning management system. The learning behavioral features of 117 elementary school students are collected and then classified by the proposed mechanism. The experimental results indicate that the proposed classification mechanism can effectively classify and identify students’ learning styles.
Article Outline
1. Introduction
2. Related works
2.1. Learning style
2.2. The basic concepts of genetic algorithms (GA)
3. The learning style classification mechanism using enhanced k-NN classification combined with GA
3.1. Basic definitions of k-NN classification
3.2. Enhanced k-NN classification
3.3. GA-based behavioral feature extraction
3.4. The learning style classification mechanism
4. Experimental results
4.1. Iris dataset experiment
4.2. Actual student experiment
5. Conclusion
Appendix An. illustrative example for the classification mechanism
References
Vitae
Abstract
Novak and Iuli [Novak, J. D. & Iuli, R. J. (1991). The use of meta-cognitive tools to facilitate knowledge production. In A paper presented at the fourth Florida AI research symposium (FLAIRS ’91), Pensacola Beach, FL, May, 1991.] discuss the use of Concept Maps as meta-cognitive tools that help people to think about thinking. This work describes a network-enabled meta-cognitive tool based upon extensions to Concept Maps that can be used to help course designers visualize and plan course organizations. This tool permits the user to create a novel type of course description based on the idea of an advance organizer. Course arrangements created by this method do not have the arbitrary linear sequences of topics typically found in traditional courses at the college level. The tool is part of an environment that is designed to foster meaningful learning and reuse of course design and instructional content. This paper presents a description of this software tool, an approach to the creation of a course depiction from a Concept Map, an example of a course that was developed iteratively using the tool, and a discussion of the ways that the tool fosters course and content reuse.
Article Outline
1. Introduction
2. Literature pertaining to meta-cognitive tools
3. LEO: a meta-cognitive tool for courseware design
3.1. A description of LEO
3.2. Creating a basic course organizer
4. Transforming Concept Maps into course Organizers
4.1. The basic process
4.2. An example: NUCES
4.3. The revised Concept Map
4.4. Alternative course organizations
5. Fostering reuse of course content
5.1. Reusing course description components
5.2. Cataloguing instructional resources for reuse
6. Summary and discussion
Acknowledgements
References
Abstract
Economic pressures on universities and the emergence of new technologies have spurred the creation of new systems for delivering engineering laboratories in education, in particular simulations and remote-access laboratory systems. Advocates of simulation argue that physical labs needlessly consume university space and students’ time. However, proponents of hands-on laboratories argue that student engineers should be exposed to real environments. Remote laboratories have appeared as a third option. These laboratories are similar to simulation techniques in that they require minimal space and time, because the experiments can be rapidly configured and run over the Internet. But unlike simulations, they provide real data. Studying the relative effectiveness of these modes of delivering student laboratories is complex, for the underlying technology of the laboratory is just one of many possible factors that could influence effectiveness. For example, the interface to the equipment may be of importance, as might the discussions students have among themselves. This paper presents a model for testing the relative effectiveness of engineering laboratories in education that takes account of these and other factors. The results are presented for an assessment study comparing versions of remote labs versus hands-on labs in a junior-level mechanical engineering course on machine dynamics and mechanisms. The results suggest that students learned lab content information equally well from both types of laboratories, and that they have a realistic understanding and appreciation of the practical advantages of remote laboratories.
Article Outline
1. Introduction
2. Technology background
2.1. Technology architecture
2.2. Sample experiment
2.3. Pedagogical use of the technology
3. The assessment model
3.1. Overview
3.2. Experiment and experiment interface
3.3. Social coordination and the coordination interface
3.4. Lab frame and lab technology
3.5. Individual differences
4. Pilot study
4.1. Procedure
4.2. Measures
4.3. Student perceptions of remote labs
4.4. Learning outcomes
4.5. Individual differences in perceptions of the labs
4.6. Discussion
5. Future research
6. Conclusion
Acknowledgements
References
Abstract
This paper presents a novel instructional model for e-learning and an evaluation study to determine the effectiveness of this model for teaching Java language programming to information technology specialists working for the Spanish Public Administration. This is a general-purpose model that combines objectivist and constructivist learning theories and is based on the concept of learning objective. The purpose of the evaluation study is to find out whether the results of using this distance learning instructional model to teach this subject are comparable to learning in a traditional face-to-face classroom, with the plus of eliminating travel and maintenance expenses of the public servants attending the course and also saving time. The learners, selected at random to participate in this study, were divided into three groups depending on the type of teaching/learning they received: traditional classroom, distance learning with virtualized course contents and distance learning based on the proposed instructional model. The results indicate that the grades and satisfaction levels were similar for learners taught using the proposed instructional model and learners taught in the traditional classroom. Moreover, they were substantially better than for distance learning with virtualized contents, although the mean course learning time is greater.
Article Outline
1. Introduction
2. The moderate constructivist instructional model
2.1. Learning objectives
2.2. Developing and executing and e-learning course
2.2.1. Analysis
2.2.2. Design
2.2.3. Implementation
2.2.4. Execution
2.2.5. Evaluation
3. Experimental study design
4. Results and discussion
5. Conclusions
Acknowledgements
References
Abstract
With the popularization of computer and communication technologies, researchers have attempted to develop computer-assisted testing and diagnostic systems to help students improve their learning performance on the Internet. In developing a diagnostic system for detecting students’ learning problems, it is difficult for individual teachers to address the exact relationships between the test items and the concepts. To cope with this problem, this study proposes an innovative approach to eliciting and integrating the weightings of test item-concept relationships from multiple experts. Based on the proposed approach, a testing and diagnostic system has been implemented; moreover, an experiment was conducted to evaluate the performance of our approach. By analyzing the results from four groups of students using learning suggestions provided by different models, it was found that the learning performance of the students who received learning suggestions by applying the innovative approach was significantly better than for those who received guidance based on the original model.
Article Outline
1. Background and motivation
2. The concept-effect relationship (CER) model
3. A multi-expert approach for determining test item-concept relationships
3.1. Eliciting <test item, concept> weightings from individual experts
3.2. Integrating corresponding weightings from multiple experts
3.3. Developing testing and diagnostic system
4. System development
5. Evaluation and analysis
5.1. Experiment design
5.2. Analysis of pre-test
5.3. Analysis of learning achievement
6. Conclusions and discussions
6.1. Contribution of the proposed approach to educational technology areas
6.2. Guidelines for researchers and practitioners to apply the proposed approach
6.3. Limitation of the approach
Acknowledgements
References
Abstract
This work describes a new Moodle module developed to give support to the practical content of a basic computer organization course. This module goes beyond the mere hosting of resources and assignments. It makes use of an automatic checking and verification engine that works on the VHDL designs submitted by the students. The module automatically keeps up to date information about their state, and significantly reduces the overload that a continuous assessment demands to the teacher. Additionally, this new module is oriented to promote a collaborative teamwork allowing to define student teams in a more operative way than built-in Moodle groups. The module has been designed according to the Moodle philosophy and its application can be extended to other similar subjects.
Article Outline
1. Introduction
2. Context of the course
3. Moodle development
4. Overview of the module CTPracticals
5. Student interaction
5.1. Team creation
5.2. Practical submission and feedback
6. Teacher interaction
6.1. Control block
6.2. Activity management
6.2.1. Practicals management tab
6.2.2. Testers management tab
6.2.3. Submissions management tab
7. Automatic verification and assessment
8. Site configuration, security issues and other features
9. Results
10. Conclusions
Acknowledgements
References
Abstract
In recent years, e-learning system has become more and more popular and many adaptive learning environments have been proposed to offer learners customized courses in accordance with their aptitudes and learning results. For achieving the adaptive learning, a predefined concept map of a course is often used to provide adaptive learning guidance for learners. However, it is difficult and time consuming to create the concept map of a course. Thus, how to automatically create a concept map of a course becomes an interesting issue. In this paper, we propose a Two-Phase Concept Map Construction (TP-CMC) approach to automatically construct the concept map by learners’ historical testing records. Phase 1 is used to preprocess the testing records; i.e., transform the numeric grade data, refine the testing records, and mine the association rules from input data. Phase 2 is used to transform the mined association rules into prerequisite relationships among learning concepts for creating the concept map. Therefore, in Phase 1, we apply Fuzzy Set Theory to transform the numeric testing records of learners into symbolic data, apply Education Theory to further refine it, and apply Data Mining approach to find its grade fuzzy association rules. Then, in Phase 2, based upon our observation in real learning situation, we use multiple rule types to further analyze the mined rules and then propose a heuristic algorithm to automatically construct the concept map. Finally, the Redundancy and Circularity of the concept map constructed are also discussed. Moreover, we also develop a prototype system of TP-CMC and then use the real testing records of students in junior high school to evaluate the results. The experimental results show that our proposed approach is workable.
Article Outline
1. Introduction
2. Related work
3. Two-phase concept map construction (TP-CMC)
3.1. Grade fuzzy association rule mining process
3.1.1. Grade fuzzification
3.1.2. Anomaly diagnosis
3.1.3. Fuzzy data mining
3.2. Concept map constructing process
3.2.1. Concept map constructor
4. Grade fuzzy association rule mining process
4.1. Grade fuzzification
4.2. Anomaly diagnosis
4.3. Fuzzy data mining
5. Concept map constructing process
5.1. Concept map constructor
6. Evaluating the redundancy and circularity of concept map
7. The experiment of TP-CMC in physics course
7.1. Experimental results
8. Conclusion
Acknowledgements
References
Abstract
Knowledge discovery is a wide ranged process including data mining, which is used to find out meaningful and useful patterns in large amounts of data. In order to explore the factors having impact on the success of university students, knowledge discovery software, called MUSKUP, has been developed and tested on student data. In this system a decision tree classification is employed as a data mining technique. With this software system all the tasks involved in the knowledge discovery process are kept together. The advantage of this approach is to have access to all the functionalities of SQL server and Analysis Services through single software. The study was carried out on the data from university students. According to results of the study, the types of registration to the university and the income levels of the students’ family were found to be associated with student success.
Article Outline
1. Introduction
1.1. Knowledge discovery process
2. Methodology
2.1. Preparation of database
2.2. MUSKUP (Mugla University Student Knowledge discovery Unit Program)
2.3. Architecture of MUSKUP
2.4. Classification of students by using decision trees
2.5. Software technologies used in knowledge discovery
3. Results of knowledge discovery in databases
3.1. Correlations of some of the input columns with target columns
3.2. Columns used in modeling and decision tree views
3.3. Model validation and lift graphics
4. Conclusions and suggestions
References
Abstract
Although previous research has demonstrated the benefits of applying the Internet facilities to the learning process, problems with this strategy have also been identified. One of the major difficulties is owing to the lack of an online learning environment that can record the learning portfolio of using the Internet facilities in education, such that the teacher can analyze and evaluate the learning performance of students, and hence the teaching strategies can be adjusted accordingly. In this paper, we propose a web-search learning environment, called Meta-Analyzer, which is able to assist the teachers in analyzing student learning behaviors of using search engines for problem solving. Two-hundred and twenty students and 54 teachers contributed to the trial of the system. The results have shown that the novel approach is able to gain a better understanding about students’ learning processes and searching strategies in technology-enhanced environments, as well as to assist the teachers to acquire more about the learning status of students, and hence more constructive suggestions can be given accordingly.
Article Outline
1. Introduction
2. Method
2.1. System development
2.2. Teacher data collection and analysis
2.3. Student data collection and analysis
3. Results and discussion
3.1. Teacher data
3.2. Student data
4. Conclusions
Acknowledgements
References
Abstract
For students of English as a Foreign Language (EFL), reading exercises are critical not only for developing strong reading comprehension, but also for developing listening, speaking, and writing skills. Prior research suggests that social, collaborative learning environments are best suited for improving language ability. However, opportunities for English learners to collaboratively practice reading comprehension are minimal, and due to resource constraints and a lack of accurate evaluation methods, English instructors rarely assess student literacy effectively. In response to these problems, we propose a Tag-based Collaborative reading learning System (TACO) that makes use of Web 2.0 Internet social tagging techniques to provide a collaborative environment for reading English. We test our system’s ability to both improve reading comprehension and aid teachers in accurately assessing literacy by conducting a three-month trial with 56 participating Taiwanese high school students from February to May 2009. During this period, post-testing results show a significant improvement in reading scores among participants in our tag-based system, and survey feedback from teachers suggests an improved capacity for literacy assessment.
Article Outline
1. Introduction
1.1. Background and motivations
1.1.1. Reading exercises
1.1.2. Collaborative learning
1.1.3. Social tagging
1.2. Research purpose
1.3. Research questions
2. Method
2.1. A tag-based reading learning approach
2.2. Tag-based scoring mechanism
2.2.1. Preprocessing
2.2.1.1. Data sparseness in student tag sets and reading articles
2.2.1.2. Reading article summarization
2.2.1.3. Article terms and student tag weighting
2.2.2. Scoring function for reading comprehension
2.3. Developing a tag-based collaborative reading learning system
2.3.1. System development
3. Experimental design
4. Experimental results
4.1. Statistical characteristics of the student tag set regarding reading comprehension
4.2. A multi-expert validity survey
4.3. Analysis of learning performance
4.3.1. Pre-test
4.3.2. Post-test
4.4. Analysis of satisfaction with system
5. Discussion
6. Conclusions
7. Future work and recommendations
Acknowledgements
Appendix A. Questionnaire
Appendix B. Reading challenge activity information
References
Abstract
Many researchers have advocated the use of games (and simulations) to enhance students’ learning. Research has shown that in order to promote a deeper understanding of material, students ought to be engaged with what they are doing. However, there are limited interactive games for classroom teaching, especially within the operations management subject area. In light of this, this paper proposes the development of a plug and play interactive game pathway to enhance students learning.
The proposed game pathway would provide four advantages to support learning: (a) making knowledge accessible; (b) making thinking visible; (c) making learning fun; and (d) promoting autonomous learning. The benefit of a plug and play (PnP) platform is that it allows future games to be added to suit various students’ level. This paper reports the experiment results and discusses the implications of this study on classroom teaching.
Article Outline
1. Introduction
2. Plug and play approach
2.1. PnP components
2.2. PnP framework
2.3. Game learning pathway
2.4. PnP platform development
2.5. The PnP description
3. Research methodology
4. Evaluation results
5. Discussion and conclusion
Appendix A
A.1. “Pre” questionnaire
A.2. Post questionnaire
References
Abstract
Following the rapid development of Internet, particularly web page interaction technology, distant e-learning has become increasingly realistic and popular. To solve the problems associated with sharing and reusing teaching materials in different e-learning systems, several standard formats, including SCORM, IMS, LOM, and AICC, etc., recently have been proposed by several different international organizations. SCORM LOM, namely learning object metadata, facilitates the indexing and searching of learning objects in a learning object repository through extended sharing and searching features. However, LOM suffers a weakness in terms of semantic-awareness capability. Most information retrieval systems assume that users have cognitive ability regarding their needs. However, in e-learning systems, users may have no idea of what they are looking for and the learning object metadata. This study presents an ontological approach for semantic-aware learning object retrieval. This approach has two significant novel features: a fully automatic ontology-based query expansion algorithm for inferring and aggregating user intention based on their original short query, and another “ambiguity removal” procedure for correcting inappropriate user query terms. This approach is sufficiently generic to be embedded to other LOM-based search mechanisms for semantic-aware learning object retrieval.
Focused on digital learning material and contrasted to other traditional keyword-based search technologies, the proposed approach has experimentally demonstrated significantly improved retrieval precision and recall rate.
Article Outline
1. Introduction and motivation
2. Background and problem
2.1. SCORM learning objects
2.2. IEEE-LOM
2.3. Related work
2.3.1. On-To-Knowledge
2.3.2. Ontoweb
2.3.3. OntoBroker
2.3.4. OntoSeek
2.4. Ontology definition
2.4.1. Computing curricula 2001 and Java learning object ontology
2.4.2. Concept and concept hierarchy of JLOO
2.5. The problem
3. System architecture
3.1. A semantic-aware learning objects retrieval framework
3.2. The ontology query expansion algorithm
3.2.1. Process user query
3.2.2. Match concepts and weight evaluation
3.2.3. Construct the user intention tree (UIT)
3.2.4. Ambiguity removal
3.2.5. Expand query terms
3.2.6. Point to learning object metadata
4. Experiment results and discussion
4.1. Analysis
4.2. Experimental results
5. Conclusions
Acknowledgements
References
Abstract
This paper presents a quantitative approach to multimodal discourse analysis for analyzing online collaborative learning. The coding framework draws together the fields of systemic functional linguistics and Activity Theory to analyze interactions between collaborative-, content- and technology-related discourse. The approach is used to examine how the task subject matter, the activity design, and the choice of interface affected interaction and collaboration for a computing course conducted in a web-conferencing environment. The analysis revealed the critical impact of activity design on the amount and type of discourse that transpired. Student-centred designs resulted in over six times more student discourse as compared to teacher-centred designs and created a learning environment where students took greater ownership over the tasks and contributed more to the content-based discussion. The paper also incorporates a rationale for the approach to coding and a reflection on its efficacy for discourse analysis in technology-based learning environments.
Article Outline
1. Introduction
2. Background literature
2.1. Student-centred collaborative learning in online environments
2.2. An Activity Theory perspective
2.3. Multimodal discourse analysis
2.4. Designing the coding frame
3. Method
3.1. The context
3.2. Categorizing the technology design
3.3. Categorizing the (inter)activity design
3.4. Categorizing the task design
3.5. Sampling learning tasks
3.6. Multimodal discourse analysis coding frame
3.7. Segmenting and coding textual discourse and actions
3.8. Measuring reliability – objectivity of coding scheme application
4. Results
4.1. Within episode results – an example from Iteration 1 of Topic 10
4.2. Global results
4.2.1. Subject of textual discourse results
4.2.2. Nature of Interaction results
4.3. Learning design results
5. Discussion
5.1. Findings in this study
5.2. Reflection upon the technique
6. Conclusion
References
Abstract
This paper presents the results of a 3-year quasi-experimental study of three Masters courses in computing. The purpose of this study was to investigate the extent to which the teaching and learning of these courses were enhanced by being developed and delivered in an online format as compared to face-to-face full-time and part-time delivery. Key methodological questions and issues to be examined were: (a) any observable difference in student performance as measured by end-of-module grades/marks; (b) any observable difference between coursework and exam performance in the technically-oriented modules; (c) any observable difference in dropout rates, student satisfaction and faculty satisfaction. The study examined the results from 4684 module enrolments, consisting of 269 online students, 796 part-time students, and 3619 full-time students distributed across 7 modules and 79 module instantiations. The data was gathered using a variety of different means which included interviews, end of module questionnaires, student records and enrolment data. The results show that the online students consistently perform better then the face-to-face students and the paper reflects on this finding.
Article Outline
1. Introduction
2. Previous research
2.1. Media comparison studies
2.2. Meta-analysis studies
3. The structure of the online Masters courses in computing
4. Experimental design
4.1. Selection and size of groups
4.2. Prior knowledge and ability of students
4.3. Instructor effects
4.4. Time on task
4.5. Learner familiarity with technology
5. Analysis of results
5.1. Student satisfaction
5.2. Faculty satisfaction
6. Conclusions and future directions
References
Abstract
As it happens in other fields of engineering, blended learning is widely used to teach process control topics. In this paper, the inclusion of a reactive element – a Fuzzy Logic based controller – is proposed for a blended learning approach in an introductory control engineering course. This controller has been designed in order to regulate the workload for each student, according to his activity and performance. The proposed course is based on a web tool called ControlWeb, which includes a complete vision of control topics and is used intensively along the course. The results of the evaluation of the methodology attest its efficiency in terms of learning degree and performance of the students.
Article Outline
1. Introduction and description of the course
2. Educational framework
3. Application to the proposed course
4. Description of the simulation tool
5. A sample exercise
6. Evaluation of the course
6.1. Evaluation of the proposed methodology
6.2. Evaluation of ControlWeb as distance learning tool
7. Conclusions
References
Abstract
With the rapid development of the information communication and technology (ICT) infrastructure in the Caribbean, there is an increasing demand for skilled software developers to meet the ICT needs of the region. Consequently, the web-based applications course offered at the University of the West Indies, has been redeveloped. One major part of its upgrading is the use of virtual worlds, such as the negotiate and deal environment (NADE) system, to bridge the disconnect that can occur between the technical/academic skills and the issues associated with developing software in a competitive business environment. NADE is a role-playing virtual environment for teaching the art of creating secure, Java, web-based systems for information processing and backend applications. The system provides an environment where group interactivity and strategic planning are key success factors.
Article Outline
1. Introduction
2. Virtual worlds
3. The NADE system
3.1. The interaction environment
3.2. The technology environment
3.3. The competition
4. Results
4.1. Direct observation
4.2. Competition
4.3. Survey
4.4. The final application
5. Discussion
6. Conclusion
References
Abstract
The Mathematics and Technology Attitudes Scale (MTAS) is a simple scale for middle secondary years students that monitors five affective variables relevant to learning mathematics with technology. The subscales measure mathematics confidence, confidence with technology, attitude to learning mathematics with technology and two aspects of engagement in learning mathematics. The paper presents a model of how technology use can enhance mathematics achievement, a review of other instruments and a psychometric analysis of the MTAS. It also reports the responses of 350 students from 6 schools to demonstrate the power of the MTAS to provide useful insights for teachers and researchers. ‘Attitude to learning mathematics with technology’ had a wider range of scores than other variables studied. For boys, this attitude is correlated only with confidence in using technology, but for girls the only relationship found was a negative correlation with mathematics confidence. These differences need to be taken into account when planning instruction.
Article Outline
1. Introduction
1.1. The hypothesized model
2. The need for another scale
3. Key concepts considered
3.1. Mathematics confidence
3.2. Confidence with technology
3.3. Attitude towards use of technology for learning mathematics
3.4. Affective and behavioural engagement
4. Compiling the scale
5. Evaluating the scale
5.1. Factor structure and reliability of the preliminary and MTAS scale
6. Using the MTAS to explore school and gender variation
6.1. Variation of MTAS scores amongst schools
6.2. Gender differences
7. Conclusion
Acknowledgements
Appendix A. Mathematics and Technology Attitudes Scale
References
Abstract
This study aims to provide teachers with ways and means to facilitate learners to develop nomenclature knowledge of family trees through the establishment of resource-based learning environments (RBLEs). It discusses the design of an RBLE in the classroom by selecting an appropriate context with the assistance of computer-mediated learning resources and tools and employing the inquiry learning approach as the pedagogy. This study reports on the creation of the RBLE within the learning context of family trees. The computer-mediated learning resources and tools comprise three components: an audio-visual database for guided and coupled inquiry, an interactive interface for conceptualising the nomenclature and a tool for learners to construct their own family trees. Scaffolds were designed for an inquiry mode of learning and teaching to support the use of the resources and tools in learning about family trees. The learning and teaching process, including the outcomes for learners, through the RBLE with inquiry learning approach are studied. The findings of an interview and a pre-test/post-test study indicate that the RBLE can assist learners to build knowledge of family trees. The role of teachers in such an environment is to guide and encourage learners to inquire during the learning process.
Article Outline
1. Introduction
1.1. Resource-based learning environments
1.2. Computer-mediated learning resources and tools
1.3. The inquiry learning approach
2. Aim and objectives of the study
3. The establishment of a resource-based learning environment in the classroom
3.1. Selection of the context in which to establish the RBLE
3.2. Design of the resources and tools of the RBLE
3.2.1. Audio-visual database of the nomenclature
3.2.2. An interface for conceptualising the nomenclature
3.2.3. A tool for constructing family trees
3.3. Designing the scaffolds of the RBLE
4. A study of the learning and teaching process in an RBLE
4.1. The learning and teaching process in the classroom
4.2. Classroom scenarios of using computer-mediated learning resources and tools
4.3. Learning outcomes of the learners
5. Conclusion
Appendix A. Test on knowledge of family trees
References
Abstract
This research investigated the application of knowledge maps in e-learning materials design and hypothesized that knowledge maps would be more effective than e-learning in general at improving the performance and satisfaction of e-learning. In order to test the hypotheses, we conducted an experiment with 175 participants and randomly assigned them into knowledge map-based and browse-based groups. Both groups of participants needed to acquire specific skills and knowledge to write the target ADO.NET program. In the end of each training session subjects received an assessment to understand their learning score, satisfaction level, and computer self-efficacy. Our statistical analysis result showed that knowledge map-based learning group outperformed browse-based group in these three measurements. Thus, the proposed hypotheses were supported. We concluded that if knowledge map-based materials design approach were employed novice users would acquire the ADO.NET programming in a more effective manner. In addition, the satisfaction and computer self-efficacy of users could be improved substantially as a result of knowledge map-based materials design approach.
Thus, we propose that if knowledge maps are employed to adequately present the relationships of learning contents that knowledge could be better understood and learning performance could be improved.
Article Outline
1. Introduction
2. Theoretical background and research model
2.1. Knowledge maps
2.2. Research model
3. E-learning materials design with knowledge maps
3.1. Selection of e-learning subjects and contents
3.2. Knowledge map-based materials design
4. Experimental design
4.1. Participants
4.2. Measurements
4.3. E-learning materials
4.4. Experiment procedure
5. Data analysis
5.1. Discrimination and difficulty for learning evaluation
5.2. Reliability of post-test questionnaire
5.3. Examination of pre-test questionnaire
5.4. Hypothesis testing
5.4.1. Learning performance
5.4.2. Computer self-efficacy
5.4.3. Computer self-efficacy and learning performance
6. Discussion and conclusion
References
Abstract
Web-based learning has become an important way to enhance learning and teaching, offering many learning opportunities. A limitation of current Web-based learning is the restricted ability of students to personalize and annotate the learning materials. Providing personalized tools and analyzing some types of learning behavior, such as students’ annotation, has attracted attention as a means to enhance Web-based learning. We describe a Web-based tool for creating and sharing annotations and investigate the effect on learning of its use with college students. First, an annotation tool was designed and implemented for the research. Second, learning support mechanisms, including full and group annotation sharing, were developed to promote students’ motivation for annotation. Lastly, experiments with individual and shared annotation were conducted and the results show that the influence of annotation on learning performance becomes stronger with the use of sharing mechanisms. We conclude that there is value in further study of collaborative learning through shared annotation.
Article Outline
1. Introduction
2. Literature review
2.1. Annotation and annotation systems
2.2. Characteristics of learner
2.3. Technology acceptance model: TAM
2.4. Theories of collaborative and cooperative learning
3. Research design
3.1. Objectives
3.2. Research procedure
3.3. Data collection
3.4. Research tools
3.5. Research variables
4. Results and discussions
4.1. Reliability of the questionnaire
4.2. Validity of the questionnaire
4.3. Results of questionnaire analysis
4.4. Correction between FIs/FDs cognitive style and quantity of annotation
4.5. Correlation between learning achievements and quantity of annotation
4.5.1. Scenario of individual reading
4.5.2. Scenario of group annotation sharing
4.5.2.1. The results of independent samples T-test: learning achievements
4.5.2.2. The results of independent samples T-test: annotation quantity of high and low achievement group in experiment class
4.5.2.3. Correlation between learning achievements and quantity of annotation
4.5.3. Scenario of full annotation sharing and reading
4.5.3.1. The results of independent samples T-test: learning achievements
4.5.3.2. The results of independent samples T-test: annotation quantity of high and low achievement groups in the experiment class
4.5.3.3. Correlation between learning achievements and quantity of annotation
4.5.4. Scenario of final examination
5. Conclusion and discussion
Acknowledgements
References
Abstract
This study proposes a research model that examines the determinants of student learning satisfaction in a blended e-learning system (BELS) environment, based on social cognitive theory. The research model is tested using a questionnaire survey of 212 participants. Confirmatory factor analysis (CFA) was performed to test the reliability and validity of the measurements. The partial least squares (PLS) method was used to validate the measurement and hypotheses. The empirical findings indicate that computer self-efficacy, performance expectations, system functionality, content feature, interaction, and learning climate are the primary determinants of student learning satisfaction with BELS. The results also show that learning climate and performance expectations significantly affect learning satisfaction. Computer self-efficacy, system functionality, content feature and interaction significantly affect performance expectations. Interaction has a significant effect on learning climate. The findings provide insight into those factors that are likely significant antecedents for planning and implementing a blended e-learning system to enhance student learning satisfaction.
Article Outline
1. Introduction
2. Basic concepts and theoretical foundation
2.1. Blended e-learning system
2.2. Social cognitive theory
3. Research model and hypotheses
3.1. Cognitive factors
3.2. Technological environment
3.3. Social environment
4. Method
4.1. Instrument development
4.2. Participants
5. Results
5.1. Measurement validation
5.2. Hypotheses testing
6. Conclusion
Appendix A. Supplementary material
References
Abstract
This article investigates the relationship between policy (conceptualised as goals, values and resources), organisational culture and e-learning use. Through both qualitative and quantitative research methods, we gathered data about staff and student perspectives from four diverse South African universities representing a selection of ICT in education policy types (Structured and Unstructured) and organisational cultural types of “collegium, bureaucracy, corporate and enterprise” (McNay, 1995). While our findings show a clear relationship between policy and use of ICTs for teaching and learning, organisational culture is found crucial to policy mediation and the way that e-learning use is embedded within the organisation. We conclude that although a Structured Corporate institutional type enables the attainment of a “critical mass” within e-learning, Unstructured Collegium institutions are better at fostering innovation. Unstructured Bureaucratic institutions are the least enabling of either top down or bottom up e-learning change.
Article Outline
1. Introduction
2. Framing the study
2.1. Policy
2.2. Organisational culture
3. The study
4. Findings
4.1. Policies
4.2. Resource issues
4.3. Course use
4.4. Individual use: frequency
4.5. Individual use: variation
5. Discussion
6. Conclusion
Role of the funding source
References
Abstract
This research aims to examine, from an innovation adoption perspective, Chinese students’ intention of taking up e-learning degrees. A survey of Chinese students was conducted to reveal their perceptions concerning innovation attributes relevant to e-learning and their intentions of taking e-learning programmes provided by UK universities. Given the rapid development in e-learning and its potential impact on how learning takes place, this research argues that e-learning take-up represents adoption of an innovation in educational services, rather than just an IT technology. It therefore examined e-learning adoption using Rogers’s relational model of perceived innovation attributes. Rogers’s model was adapted to the e-learning context. A questionnaire survey was developed to collect data from a sample of Chinese students (n = 215). Prior to final analysis the dimensionality and validity of the implementation of Rogers relational model was assessed. Findings suggested that only perceived compatibility and trialability have significant influence on e-learning adoption intention.
Article Outline
1. Introduction
2. E-learning in China
3. Literature review and theoretical framework
3.1. E-learning as an innovation
3.2. Rogers relational model
3.3. Research hypotheses
4. Research method and result analysis
4.1. Survey instruments development
4.2. Data collection and respondents’ profile
4.3. Validity and reliability analysis
4.4. Hypothesis testing
5. Discussion and conclusion
References
Abstract
The purpose of this study is to explore the learning effect related to different learning styles in a Web-based virtual science laboratory for elementary school students. The online virtual lab allows teachers to integrate information and communication technology (ICT) into science lessons. The results of this experimental teaching method demonstrate that: (a) students in the experimental group using the online virtual lab achieved better grades than those in the control group under traditional class instruction, (b) in the experimental group, grade achievements of students having different learning styles were not significantly different from each other leading us to conclude that the Web-based virtual learning environment is suitable for various learning styles, (c) students with the “accommodator” learning style made the most significant achievements in this study, the scores obtained by the experimental group being remarkably better than those in the control group, and (d) up to 75% of the students surveyed indicated that they preferred using the Web-based virtual lab to reading textbooks only. The results of the experimental teaching and the survey show the feasibility and effectiveness of the Web-based learning environment being studied. It encourages further development of the Web-based virtual lab.
Article Outline
1. Introduction
1.1. The meaning of integrating information into teaching
1.2. Information-integrated teaching and online teaching
1.3. The research and development of online learning
1.4. Learning styles
2. Method
2.1. Research method
2.2. System structure
2.3. Operation of the Web-based lab
2.4. Research of the experiment
2.4.1. Sampling
2.4.2. Experimental design
2.4.3. Experiment tools
2.4.4. Data processing
2.4.4.1. Data selection
2.4.4.2. Statistical analysis
3. Results
3.1. Significantly different influences brought from the experimental treatment
3.2. No significant differences of science achievement were found among all learning styles in the experimental group
3.3. Around three quarters of students were delighted to receive instructions from the Web-based lab
4. Discussion
4.1. The influence of the Web-based lab on students’ achievement in natural sciences
4.2. The influence of the natural science Web-based lab on the learning of students with different learning styles
4.3. Analysis of the questionnaire for the Web-based lab science teaching
5. Conclusion
Acknowledgements
References
Abstract
Distance education courses must cope with the difficulties imposed by delivering a class at a distance. As most courses only emphasize the cognitive aspects of the class and neglect the course’s effect on the students, this gives no help for reaching the affective domain teaching goals. Especially for younger students, in distance education, when younger students are out of the sight of teachers, they could easily be distracted by the environment around them. This research outlines a synchronous discussion procedure with reinforcement mechanism designed for elementary school students to integrate the affective aspects of teaching into distance education within a class period. The mechanism allows teachers to understand students’ attitudes within the class and provides instant feedback to the teacher. Learners can also get information about their attitudes and help to reach the affective domain teaching goals of the courses. This mechanism was implemented and investigated. Comparative assessments were made by administering interviews and questionnaires to elementary school students. The results show that the procedure can supervise learners and help them reach the response stage of the affective domain teaching goals.
Article Outline
1. Introduction
2. Literature review
2.1. Affective domain teaching goal
2.2. Research on the interaction mechanism of distance education
3. A synchronous distance discussion procedure with reinforcement mechanism
4. Methodology
4.1. Research structure
4.2. Surveyed subjects
4.3. Experimental teaching procedure
4.4. Research tool
4.4.1. Attending and responding scale
4.5. Reliability test
4.6. Record of course procedure
5. Results and discussion
5.1. Attending stage
5.2. Responding stage
5.3. Overall induction
6. Conclusion
References
Abstract
Learning management systems (LMSs) are very widely used in higher education. However, much of the research on LMSs has had a technology focus or has been limited to studies of adoption. In order to take advantage of the potential associated with LMSs, research that addresses the role of LMSs in learning success is needed. Task–technology fit is one factor that has been shown to influence both the use of information systems and their performance impacts. The study described in this paper used the technology-to-performance chain as a framework to address the question of how task–technology fit influences the performance impacts of LMSs. The results provide strong support for the importance of task–technology fit, which influenced perceived impact on learning both directly and indirectly via level of utilization. Whilst task–technology fit had a strong influence on perceived impact of the LMS on learning it only had a weak impact on outcomes in terms of student grades. Contrary to expectations, facilitating conditions and common social norms did not play a role in the performance impacts of LMSs. However, instructor norms had a significant effect on perceived impact on learning via LMS utilization.
Article Outline
1. Introduction
2. Literature review
2.1. E-learning success research
2.2. Task–technology fit
3. Research questions
4. Research methodology
4.1. Participants
4.2. Procedure
4.3. Measurement
4.4. Data analysis
4.4.1. Measurement model
4.4.2. Structural model
5. Results
6. Discussion and conclusion
6.1. Influence of task–technology fit on precursors of utilization
6.2. Role of precursors of utilization
6.2.1. Expected consequences of LMS use and attitudes to LMS use
6.2.2. Social norms
6.2.3. Facilitating conditions
6.3. Influences on LMS performance impacts
6.4. The TPC and LMS success
Appendix
Items used to measure constructs
Task–technology fit
Expected consequences of LMS use
Attitude towards LMS use
Social norms
Instructor norms
Perceived impact on learning
Student grades
References
Abstract
Project-based learning (PBL) is a highly effective means of motivating students to learn independently. However, training or encouraging teachers to practice PBL in their classrooms is challenging, especially if the educational system does not accommodate creative teaching practices. In particular, in a test-driven educational system, time constraints and an excess of teaching content makes it difficult to practice PBL at the high school level. This work presents a novel team-teaching model that is based on collaboration between subject teachers and the computer teacher to facilitate PBL in the classroom. A two-year experiment was conducted to study the feasibility of the proposed model, in which the school computer teacher conducts PBL with the 10th grade students in the first year, and subject teachers conduct PBL with the 11th grade students in the second year. Experimental results indicate that the proposed model is feasible in the given educational setting. No class time was lost, and the subject teacher successfully conducted PBL activities. Furthermore, a follow-up survey indicated that the students enjoyed the PBL activities in both classes.
Article Outline
1. Introduction
2. Proposed teacher collaboration model
3. Experimental setup
3.1. Subjects
3.2. Procedure
3.3. Data collection
4. Results and discussion
4.1. Analysis of the achievement test
4.2. Student questionnaire on PBL activities
4.2.1. Comparison of PBL and traditional lectures
4.2.2. Work quality
4.3. Teachers’ reflections
4.3.1. Preparing and implementing the PBL activities
4.3.2. Reflections on students’ work
4.4. Challenges and lessons learned
4.4.1. Lessons learned
4.4.2. Challenges and limitations
5. Conclusions
Acknowledgements
References
Abstract
In this paper, an initial theory of online learning as online participation is suggested. It is argued that online learner participation (1) is a complex process of taking part and maintaining relations with others, (2) is supported by physical and psychological tools, (3) is not synonymous with talking or writing, and (4) is supported by all kinds of engaging activities. Participation and learning are argued to be inseparable and jointly constituting. The implication of the theory is straightforward: If we want to enhance online learning, we need to enhance online learner participation.
Article Outline
1. Introduction
2. Online participation drives online learning: Empirical evidence
3. What is online learner participation?
4. Conceptualizing of online learner participation
4.1. Participation is a complex process of taking part and maintaining relations with others
4.2. Participation is supported by physical and psychological tools
4.3. Participation is not synonymous with talking or writing
4.4. Participation is supported by all kinds of engaging activities
5. Conclusion
Acknowledgements
References
Abstract
The advancement of wireless and mobile technologies has enabled students to learn in an environment that combines learning resources from both the real world and the digital world. Although such an approach has been recognized as being innovative and important, several problems have been revealed in practical learning activities. One major problem is owing to the lack of proper learning strategies or tools for assisting the students to acquire knowledge in such a complex learning scenario. Students might feel excited or engaged when using the mobile devices to learn in the real context; nevertheless, their learning achievements could be disappointing. To deal with this problem, this study presents a mobile learning system that employs Radio Frequency Identification (RFID) technology to detect and examine real-world learning behaviors of students. This study also utilizes each student’s responses from a two-tier test (i.e., multiple-choice questions in a two-level format) to provide personalized learning guidance (called two-tier test guiding, T3G). The experimental results from a natural science course of an elementary school show that this innovative approach is able to improve the learning achievements of students as well as enhance their learning motivation.
Article Outline
1. Introduction
2. Relevant research
3. A location-aware mobile learning environment with a two-tier test approach
3.1. Two-tier test guiding mechanism
3.2. Mobile learning system for natural science course
4. Experiment design
4.1. Participants
4.2. Learning activity design
4.3. Instruments
5. Results
5.1. Learning achievements of the students
5.2. Questionnaire survey
6. Conclusions
Acknowledgements
Appendix A. Questionnaire items for perception of participating in the u-learning activity.
Appendix B. Attitude toward learning science.
References
Abstract
The current practice of traditional in-class lecture for learning computer science (CS) in the high schools of Taiwan is in need of revamping. Teachers instruct on the use of commercial software instead of teaching CS concepts to students. The lack of more suitable teaching materials and limited classroom time are the main reasons for the software-based teaching practices. This study proposes a pre-class video viewing of the lecture content plus in-class supervised laboratory work as a model that can overcome the above problems. Experiments on teaching image processing concepts at two local high schools have been conducted. The experimental results show that the proposed model is a feasible and effective way for the teaching and learning of image processing. The new approach also facilitates student–student and student–teacher interactions in the classroom. Finally, an improvement in the understanding of the subject by the students and an increased interest toward learning CS are also evident.
Article Outline
1. Introduction
2. Research setup
2.1. Participants
2.2. Procedure
2.3. Lecture topic
2.4. Course-supporting website
2.5. The IP lab pack
2.6. Achievement test
3. Results and discussion
3.1. Video-viewing statistics
3.2. Analysis of the achievement-test results between the video + lab, the lecture + lab, and the control groups
3.3. Achievement analysis within the video+lab groups
3.4. Student questionnaire
3.5. Student interviews
3.6. Teacher interviews
4. Conclusions
Acknowledgements
References
Abstract
We introduce an effective computer aided learning visual tool (CALVT) to teach graph-based applications. We present the robot motion planning problem as an example of such applications. The proposed tool can be used to simulate and/or further to implement practical systems in different areas of computer science such as graphics, computational geometry, robotics and networking. In the robot motion planning example, CALVT enables users to setup the working environment by creating obstacles and a robot of different shapes, specifying starting and goal positions, and setting other path or environment parameters from a user-friendly interface. The path planning system involves several phases. Each of these modules is complex and therefore we provide the possibility of visualizing graphically the output of each phase. Based on our experience, this tool has been an effective one in classroom teaching. It not only cuts down, significantly, on the instructor’s time and effort but also motivates senior/graduate students to pursue work in this specific area of research.
Article Outline
1. Introduction
2. Graphical user interface
3. Collision detection and avoidance
3.1. Object representation
3.2. Mapping obstacles into configuration space
4. Path planning
4.1. The visibility graph
4.2. Shortest path computation
5. Simulation results
6. Conclusion
References
Abstract
The use of web-based learning and assessment tools is growing in tertiary institutions around the world. To date, very few papers have reported the development and evaluation of a web-based formative assessment tool for postgraduate students. The aim of the present paper was to report on the development and evaluation of an online formative assessment tool for this student group. The web-based formative assessment tool was evaluated by a sample of undergraduate students, postgraduate students and academic staff within a psychology department in order to determine the suitability and sensitivity of the tool. The results of this pilot test suggest that the development of such a tool is both appropriate and feasible for Masters students studying psychology.
Article Outline
1. Introduction
1.1. Online formative assessment
1.2. The need for a formative assessment tool for Masters students
1.3. Preliminary evaluation of the online formative assessment tool
2. Method
2.1. The eLearning module
2.2. Participant’s ratings of the module
3. Results
3.1. Participants
3.2. Likert-scale item feedback
3.3. Open-ended feedback
3.4. Test performance
4. Discussion
5. Conclusion
Acknowledgements
References
Abstract
Background
e-status is a web-based tool able to generate different statistical exercises and to provide immediate feedback to students’ answers. Although the use of Information and Communication Technologies (ICTs) is becoming widespread in undergraduate education, there are few experimental studies evaluating its effects on learning.
Method
All of the students (121) from an introductory course for statistics in dentistry were randomly assigned to use the tool with one of two 6-problem sets, known as types A and B. The primary endpoint was the grade difference obtained in the final exam, composed of two blocks of questions related to types A and B. The exam evaluator was masked to the intervention group.
Results
We found that the effect of e-status on the student grade was an improvement of 0.48 points (95% CI: 0.10–0.86) on a ten-point scale. Among the 94 students who actually employed e-status, the effect size was 0.63 (95% CI: 0.17–1.10).
Conclusions
It is feasible to formally assess the learning effect of an innovative tool. Providing e-status exercises to students has a direct effect on learning numerical operations related to statistics. Further effects on higher cognitive levels still have to be explored.
Article Outline
1. Introduction
2. Instructional framework
2.1. Background
2.2. Outline of e-status
3. Participants and methods
3.1. Study design
3.2. Participants
3.3. Outcome
3.4. Random allocation
3.5. Intervention
3.6. Statistical analysis
4. Results
4.1. Performance on the training stage
4.2. Performance on the final exam
4.3. Main results
4.4. Sensitivity analyses
5. Discussion and conclusions
Acknowledgements
Appendix A. Statistical model
References
Abstract
Self-testing is a means to check learning effect. Besides time–space restriction, there are many deficiencies in traditional offline self-testing. With the development of information technology, learners can have self-testing on the Internet. Self-testing on Internet, namely, web-based self-testing, overcomes time–space limitation of traditional offline self-testing, but there are still several disadvantages such as monotony and lack of interaction. In the article, a web-based self-testing system with some features of Web 2.0 is designed and implemented, aiming at overcoming the weaknesses of current online self-testing system. Firstly, taking English self-testing as an example, the framework of the system and functions of its main modules is designed according to theories of social learning and constructivism as well as the idea of Web 2.0 and the characteristics of server-side programming. Secondly, in accordance with the design above, a new system is implemented for English learners primarily by using HTML, JavaScript, PHP, and MySQL comprehensively. The role and duty of webmaster are also described briefly. To test the system, some English learners were invited randomly to use it, and feedback information was collected from them after a period of time. It is shown by feedbacks that most learners are satisfied with the system, and the system is of distinct features and favorable practicality compared with other systems, but it still needs to be improved in the design of user interface and some other details. Results in the article demonstrate that the new system can overcome the shortcomings of current systems to some extent.
Article Outline
1. Introduction
2. Theoretical and practical basis
2.1. Social learning theory
2.2. Constructivism
2.3. The emergence and development of Web 2.0
3. System design – taking English self-testing as an example
3.1. English learning in China
3.2. Overall structure of the system
3.3. System framework design
3.4. Main module design
3.5. Excitation mechanism of the system
3.6. Developing environment
4. Primary implementation
4.1. Implementation of online testing and automatic assessment
4.2. Most difficult and doubtable subjects
4.3. Implementation of discussion
4.4. Implementation of send message to and making friends with others
4.5. Management and maintenance
5. Results and discussion
6. Conclusion
Acknowledgements
Appendix A. Questionnaire
References
Abstract
This study explored how teacher variations in use of a web-technology of known effectiveness, affected growth in literacy. Teachers used ABRACADACABRA (ABRA) (http://grover.concordia.ca/abra/version1/abracadabra.html), in Grade 1 Language Arts classes. Children (N = 60) across three classrooms were exposed to ABRA activities and a control class followed the regular provincial literacy program. Interventions were run by briefly-trained teachers for a total of 16 h. Each teacher chose to use the program in qualitatively distinct ways that corresponded to the first three stages of Sandholtz, Ringstaff, and Dwyer’s (1997) technology integration model, namely: Entry, Adoption and Adaptation. Growth in literacy between pre- and post-test revealed significant differences associated with technology integration style across all measures of literacy and related language skills. The largest and most-widespread effects were evident for the Adaptation group that linked technology content to wider learning themes in the classroom. In terms of overall growth in standardised literacy scores across all six such measures used, Adaptation proved to be 60% more effective than Adoption. Results suggest that explorations of exactly how teachers use technology have important implications for practice as well as for the interpretation of field-based studies of the effectiveness of educational technology.
Article Outline
1. Introduction: literacy, technology and intervention methodology
1.1. Evidence on the efficacy of computer-based literacy interventions
1.2. The ABRACADABRA Web-based literacy program
1.3. Models of teachers’ use of technology in classrooms
1.4. The current study
2. Method
2.1. Participants
2.2. Research design and procedure
2.2.1. Description and implementation of ABRA
2.2.1.1. Observations by the ABRA research coordinators
2.2.1.2. Observations by ABRA facilitators
2.2.1.3. A focus group meeting
2.2.1.4. Lesson plans
2.3. Measures
2.3.1. Letter-sound knowledge
2.3.2. Reading
2.3.3. Spelling test
2.3.4. Word attack
2.3.5. Elision
2.3.6. Blending words
2.3.7. Arithmetic
3. Results
3.1. Preliminary data analyses
3.2. Post-test results of the ABRA intervention
3.3. Omnibus effect size analyses
4. Discussion
4.1. Limitations of the study and future considerations
4.2. Conclusions
References
Abstract
One of the main concerns when providing learning style adaptation in Adaptive Educational Hypermedia Systems is the number of questions the students have to answer. Most of the times, adaptive material available will discriminate among a few categories for each learning style dimension. Consequently, it is only needed to take into account the general tendency of the student and not the specific score obtained in each dimension. In this context, we present AH-questionnaire, a new approach to minimize the number of questions needed to classify student Learning Styles. Based on the Felder-Silverman’s Learning Style Model, it aims at classifying students into categories in spite of providing precise scores. The results obtained in a case study with 330 students are very promising. It was possible to predict students’ learning style preference with high accuracy and only a few questions.
Article Outline
1. Introduction
2. The goal
3. Data collection
4. Methods
4.1. C4.5 algorithm
4.2. Properties of decisions trees
5. Results
6. Related work
7. Discussion
Acknowledgements
References
Abstract
Learning to program is a difficult process for novice programmers. AutoLEP, an automated learning and assessment system, was developed by us, to aid novice programmers to obtain programming skills. AutoLEP is ability-training-oriented. It adopts a novel assessment mechanism, which combines static analysis with dynamic testing to analyze student programs. It not only helps students to sufficiently test the programs, but also evaluates whether the programs meet the specification or not. AutoLEP encourages students to find and work through bugs, by providing automatic syntactic and structural checking, and immediate detailed feedback. This can improve students’ learning experience in programming and reduce the workload of the teaching staff. AutoLEP has been used in the C programming course at Harbin Institute of Technology and many other universities since 2004. The feedback on AutoLEP and its incorporation into the introductory programming course has been positive, both by students and teaching staff.
Article Outline
1. Introduction
2. Requirements of the automated assessment system for novice programmers
3. AutoLEP system
4. Programming ability training using AutoLEP
4.1. Checking syntactic and structural defects
4.2. Meeting the specification
4.3. Dynamic testing
4.4. Immediate and detailed feedback
5. Ability-training practice
5.1. Laboratory course
5.2. Final examination
6. Impact on students
6.1. Quantitative analysis of impact on students’ performance
6.2. Quantitative analysis of the robustness of the assessment mechanism
6.3. Qualitative analysis
7. Conclusions
Acknowledgements
References
Abstract
While the issue of teachers’ perspectives on the barriers to technology use has received considerable attention, teacher concerns have not been studied in a systematic and holistic way. The present paper examines teacher concerns regarding a proposed technology-based innovation using Activity Theory as a theoretical framework. Fifty-one teachers participated in an inservice blended learning course in which a real-life Computer Supported Collaborative Learning example was presented and subsequently discussed in the online forum. The teachers were asked under which conditions they thought Computer Supported Collaborative Learning could be incorporated into their daily practices. Teacher concerns were identified through their online posts. Time and curriculum constraints were reported by teachers as the main obstacles to the proposed technological innovation. The examination of these obstacles using Activity Theory helped to identify three major contradictions in teachers’ activity system: (a) within the object of activity, (b) between the mediational means and the object of activity and (c) between the current and the proposed object. These contradictions are discussed from the perspective of Activity Theory and their implications for the design and implementation of technology are drawn.
Article Outline
1. Introduction
1.1. The issue of teacher concerns
1.2. Activity Theory
1.3. Focus of the study
2. Method
2.1. Subjects
2.2. Contents
2.3. Procedure
2.4. Measures
2.5. Analysis
3. Results
3.1. Limitations of traditional discourse
3.2. Integrating CSCL into daily practices
4. Discussion
4.1. Contradiction within the object of activity
4.2. Contradiction between the mediational means and the object of activity
4.3. Contradiction between the current and proposed object
4.4. Implications
5. Conclusion
Acknowledgements
References
Abstract
We present PKIP, an adaptable learning assistant tool for managing question items in item banks. PKIP is not only able to automatically assist educational users to categorize the question items into predefined categories by their contents but also to correctly retrieve the items by specifying the category and/or the difficulty level. PKIP adapts the “categorization learning model” to improve the system’s categorization performance using the incoming question items. PKIP tool has an advantage over the traditional document categorization methods in that it can correctly categorize the question item which lacks keywords since it adopts the feature selection technique and support vector machine approach to item bank text categorization. In our initial experimentation, PKIP was designed and implemented to manage the Thai high primary mathematics question items. PKIP was tested and evaluated in terms of both system accuracy and user satisfaction. The evaluation result shows that the system accuracy is acceptable and PKIP satisfies the need of the users.
Article Outline
1. Introduction
2. Computer technology and item bank management
2.1. The text categorization overview
2.2. The characteristics of data in Thai item bank
3. PKIP’s architecture
3.1. Item bank categorization
3.1.1. Feature selection
3.1.2. Text categorization
3.1.3. Categorization performance evaluation
3.1.4. Categorization procedure
3.2. Item bank retrieval
4. Application system implementation and evaluation
4.1. System evaluation and discussion
4.2. Users’ evaluation and discussion
5. Concluding remarks
References
Abstract
An important trend in the development of Intelligent tutoring systems (ITSs) has been that providing the student with a more personalized and friendly environment for learning. Many researchers now feel strongly that the ITSs would significantly improve performance if they could adapt to the affective state of the learner. This idea has spawned the developing field of affective tutoring systems (ATSs): ATSs are ITSs that are able to adapt to the affective state of students. However, ATSs are not widely employed in the tutoring system market. In this paper, a survey was conducted to investigate the critical factors affecting learner’s satisfaction in ATSs based on an ATS developed by us. The results revealed that learner’s attitude toward affective computing, agent tutor’s expressiveness, emotion recognition accuracy, number of emotions recognized by agent tutor, pedagogical action and easy of the use of the system have significant influence on learner’s satisfaction. The results indicate institutions how to further strengthen the ATSs’ implementation.
Article Outline
1. Introduction
2. Related research
3. Research design
3.1. Agent based affective tutoring system
3.2. Variables
3.2.1. Learner dimension
3.2.2. Agent tutor dimension
3.2.3. Technology dimension
3.3. Measurement development
3.4. Subjects and procedure
4. Data analysis and discussion
4.1. Reliability analysis
4.2. Pearson correlation analysis
4.3. Hypothesis testing and discussion
5. Conclusion
Acknowledgements
References
Abstract
Training individuals from diverse backgrounds and in changing environments requires customized training approaches that align with the individual learning styles and ever-evolving organizational needs. Scaffolding is a well-established instructional approach that facilitates learning by incrementally removing training aids as the learner progresses. By combining multiple training aids (i.e. multimodal interfaces), a trainer, either human or virtual, must make real-time decisions about which aids to remove throughout the training scenario. A significant problem occurs in implementing scaffolding techniques since the speed and choice of removing training aids must be strongly correlated to the individual traits of a specific trainee. We detail an agent-based infrastructure that supports the customization of scaffolding routines as triggered by the performance of the trainee. The motivation for this agent-based approach is for integration into a training environment that leverages augmented reality (AR) technologies. Initial experiments using the simulated environment have compared the proposed adaptive approach with traditional static training routines. Results show that the proposed approach increases the trainees’ task familiarity and speed with negligible introduction of errors.
Article Outline
1. Introduction to adaptive scaffolding
2. Related work
3. An intelligent scaffolding agent
3.1. Agent architecture
3.2. Training as a workflow process
3.3. Generating a scaffolded training scheme
3.4. Adaptively generating scaffolds based on historical knowledge
4. A proof of concept system scaffolding agent
4.1. Agent-mediated control measures
5. Experimentation and evaluation
5.1. Experimentation: Day 1
5.2. Selecting the study group
5.3. Day 2: comparing adaptive scaffolds and static scaffolds
6. Discussion
7. Conclusion
Acknowledgements
References
Abstract
While different approaches to evaluation will yield different results, depending on the purpose of the evaluation this article describes an evaluation approach that was aimed at investigation the mental models of users of the programme. The study was driven by questions about the differences in mental models of the instructional designers and the learners, the time learners spent working through the program and the observable changes in their mental models. In this design experiment, a program was developed to teach basic principles of electricity. Three boys and three girls one each of high, medium and low achievement in science were selected from an advantaged urban school, and a similar sample was taken from a disadvantaged rural school. They were asked to draw their impressions of various concepts of electricity and then allowed free access to the program, where they could visit any section even if they had not completed a previous one. Afterwards they were asked to draw sketches again. Other instruments included an opinion questionnaire and observation of the learners working with a “think aloud” protocol. It was found that there were considerable differences in the mental models of the learners and designers about what to expect from computer-based learning. While navigational freedom allowed fast learners to move through work that they knew already, weaker learners tended to get lost. The sketches that learners made before and after exposure to the program provided valuable insights into the growth of their understanding of the concepts.
Article Outline
1. Introduction
2. The problem
3. Aim and objectives
4. Literature survey
4.1. Two approaches to teaching science
4.2. What are mental models?
4.3. Mental models and the design of interactive learning systems
4.4. Mental models and prior knowledge
4.5. Conditions to be met for mental modelling as a research strategy
5. The research
5.1. Methods and procedures
5.2. Identification of target group
5.3. Demographic variables
5.3.1. Differences in academic ability
5.3.2. Socio-economic background
5.4. Description of research instruments
5.4.1. Observation of users using the system
5.4.2. Sketches
5.4.3. Performance tests
5.4.4. Navigational pathways
5.4.5. Questionnaires
5.4.6. Exclusion of other methods to obtain mental models
6. Discussion of results
6.1. How did learners’ mental models of educational multimedia programs differ from those of the designers?
6.1.1. Interaction
6.1.2. Interface
6.1.3. Involvement
6.1.4. Motivation
6.1.5. Rate
6.1.6. Summary of mental models of designers and users
6.2. What could we learn from learners’ navigation through the program?
6.2.1. Using help
6.2.2. Time spent with the program
6.2.3. Navigation
6.2.3.1. Navigation through the program
6.2.3.2. Navigational pathways
6.3. What visible growth could we see in terms of learners’ mental models of the subject matter?
7. Conclusions and recommendations
7.1. Alignment of mental models of designers and users
7.2. Navigation and time
7.3. Acquisition of learning concepts such as “atom”
7.4. Recommendations for further research
Appendix A. The pre-program questionnaire
Appendix B. Post-program questionnaire
References
Vitae
Abstract
In context-aware ubiquitous learning, students are guided to learn in the real world with personalized supports from the learning system. As the learning resources are realistic objects in the real world, certain physical constraints, such as the limitation of stream of people who visit the same learning object, the time for moving from one object to another, and the environmental parameters, need to be taken into account. Moreover, the values of these context-dependent parameters are likely to change swiftly during the learning process, which makes it a challenging and important issue to find a navigation support mechanism for suggesting learning paths for individual students in real time. In this paper, the navigation support problem for context-aware ubiquitous learning is formulated and two navigation support algorithms are proposed by taking learning efficacy and navigation efficiency into consideration. From the simulation results of learning in a butterfly museum setting, it is concluded that the innovative approach is helpful to the students to more effectively and efficiently utilize the learning resources and achieve better learning efficacy.
Article Outline
1. Introduction
2. Relevant works
3. Navigation support mechanisms for context-aware u-learning environments
3.1. Problem formulation
3.2. The Maximized Objective Navigation Support Algorithm (MONS)
3.3. The GEnetic Navigation Support Algorithm (GENS)
4. Experiments and evaluations
5. Conclusions and future works
Acknowledgements
References
Abstract
With the rapid growth of computer and mobile technology, it is a challenge to integrate computer based test (CBT) with mobile learning (m-learning) especially for formative assessment and self-assessment. In terms of self-assessment, computer adaptive test (CAT) is a proper way to enable students to evaluate themselves. In CAT, students are assessed through a process that uses item response theory (IRT), a well-founded psychometric theory. Furthermore, a large item bank is indispensable to a test, but when a CAT system has a large item bank, the test item selection of IRT becomes more tedious. Besides the large item bank, item exposure mechanism is also essential to a testing system. However, IRT all lack the above-mentioned points. These reasons have motivated the authors to carry out this study. This paper describes a design issue aimed at the development and implementation of an adaptive testing system. The system can support several assessment functions and different devices. Moreover, the researchers apply a novel approach, particle swarm optimization (PSO) to alleviate the computational complexity and resolve the problem of item exposure. Throughout the development of the system, a formative evaluation was embedded into an integral part of the design methodology that was used for improving the system. After the system was formally released onto the web, some questionnaires and experiments were conducted to evaluate the usability, precision, and efficiency of the system. The results of these evaluations indicated that the system provides an adaptive testing for different devices and supports versatile assessment functions. Moreover, the system can estimate students’ ability reliably and validly and conduct an adaptive test efficiently. Furthermore, the computational complexity of the system was alleviated by the PSO approach. By the approach, the test item selection procedure becomes efficient and the average best fitness values are very close to the optimal solutions.
Article Outline
1. Introduction
2. Theoretical basis
2.1. Educational assessment
2.2. Particle swarm optimization
2.3. Item response theory
3. Adaptive testing system
3.1. The architecture of adaptive testing system
3.1.1. Test item bank
3.1.2. Adaptive test module
3.1.2.1. Test item selection
3.1.2.2. Ability estimation
3.1.2.3. Finalization criteria
3.2. The workflow of adaptive test
3.3. System implementation
4. Evaluation
4.1. Expert review
4.2. One-on-one review
4.3. Small group review
4.4. Attitude questionnaire
4.5. Experiments of precision and efficiency
5. Conclusion
Acknowledgements
References
Abstract
One of the key issues in e-learning environments is the possibility of creating and evaluating exercises. However, the lack of tools supporting the authoring and automatic checking of exercises for specifics topics (e.g., geometry) drastically reduces advantages in the use of e-learning environments on a larger scale, as usually happens in Brazil. This paper describes an algorithm, and a tool based on it, designed for the authoring and automatic checking of geometry exercises. The algorithm dynamically compares the distances between the geometric objects of the student’s solution and the template’s solution, provided by the author of the exercise. Each solution is a geometric construction which is considered a function receiving geometric objects (input) and returning other geometric objects (output). Thus, for a given problem, if we know one function (construction) that solves the problem, we can compare it to any other function to check whether they are equivalent or not. Two functions are equivalent if, and only if, they have the same output when the same input is applied. If the student’s solution is equivalent to the template’s solution, then we consider the student’s solution as a correct solution. Our software utility provides both authoring and checking tools to work directly on the Internet, together with learning management systems. These tools are implemented using the dynamic geometry software, iGeom, which has been used in a geometry course since 2004 and has a successful track record in the classroom. Empowered with these new features, iGeom simplifies teachers’ tasks, solves non-trivial problems in student solutions and helps to increase student motivation by providing feedback in real time.
Article Outline
1. Introduction
1.1. iGeom: DG on the internet
2. Authoring and automatically evaluating exercises
2.1. An overview of the authoring and checking processes of iGeom
3. Proposing an algorithm for automatically checking exercises using a numerical evaluation
3.1. Numerical evaluation
3.2. The evaluation algorithm
3.3. Identification of ambiguity
4. Communication between the iGeom program and a web server
5. Results
6. Conclusions
References
Abstract
Currently, numerous on-line discussion forums have been developed for educational purposes; therefore, a better understanding about peer student discussion or discourse interactions is quite important. Through gathering peer learning interactions on 57 college computer science students, who were randomly assigned into 14 small groups for solving programming problems, this study analyzed the content of their discourse interactions. First, it was revealed that the most frequent interactions were related to some questions or suggestions regarding how to effectively coordinate peer members. However, different features of peer interactions were found across different small groups. By time sequence analysis of peer interactions, it was found that issues and positions were proposed mostly in the initial and middle stages of the study, while the conflicts frequently occurred in the beginning stage. Finally, this study suggested five peer interaction patterns in terms of peer knowledge exchange, including centralized knowledge exchange, distributive knowledge exchange, group development impediment, ability impediment and partial knowledge exchange. A further analysis of students’ knowledge exchange patterns revealed that peer students’ background abilities played an important role on the ways of knowledge exchange involved in the on-line peer learning activity. Certain configurations of students’ background abilities tended to lead to a particular communication pattern. The implications derived from the findings for educational practice were also discussed. For example, the small groups with peer members of high achievement (or heterogeneous abilities) may not guarantee the success of group work. Many of them need teachers or moderators to scaffold the process of peer interactions and learning.
Article Outline
1. Introduction
2. Method
2.1. Participants and the course involved
2.2. On-line group problem-solving
2.3. Programming scores
2.4. Data analysis
3. Results
3.1. Descriptive data for issues and positions proposed in on-line group problem solving
3.2. Discourse interaction analysis
3.3. Communication network analysis and peer interaction patterns
4. Conclusions and implications
Acknowledgements
References
Abstract
This study analyzes middle school students’ spontaneous mathematics-related help-seeking behavior, in view of making ecologically valid recommendations for the design of supporting tools or “help systems”. Our aim was to investigate the content of students’ help-seeking messages – Are there different forms of help-seeking messages and do they evolve with age? We used the archives of a French forum that provides students with free individualized help in mathematics. The data consisted of 206 messages sent by French middle school students over a period of 42 months. The constituent categories of the messages were identified. The results showed that not all middle school students use the same help-seeking “format”. Compared to sixth graders, ninth graders wrote messages containing more constituent categories, i.e., they provided the online expert with more kinds of information. A detailed analysis of the categories further showed that older students’ messages more often contained explicit help requests and contextual information than did younger students’ messages. Thus, the messages of the oldest students (age 15) were both cognitively more understandable and socially more acceptable than those of the youngest students (age 11). The interpretation of these findings and their implications for designing help systems are discussed.
Article Outline
1. Introduction
2. Method
2.1. Participants
2.2. Procedure
2.3. Coding
2.4. Data analysis
3. Results
3.1. Descriptive statistics
3.2. Analysis of variance
3.3. Chi-square analysis
4. Discussion
Acknowledgements
References
Abstract
Although previous studies have identified various influences on course website effectiveness, the evaluation of the relative importance of these factors across different online learning experience groups has not been empirically determined. This study develops an evolution model that integrates triangular fuzzy numbers and analytic hierarchy process to develop a fuzzy evaluation model which prioritized the relative weights of course website quality factors. Firstly, this study conducts a review of the literature on course website quality to generate 16 sub-criteria along with four criteria used to measure course website quality. Secondly, a fuzzy AHP approach is adopted to determine the relative weights linking the above criteria between high and low online learning experience groups. The results indicated that there are some similarities and differences between high- and low-experience groups with regard to the evaluation of course website quality. The evaluation model and results can provide a valuable reference for system designers seeking to enhance course website effectiveness.
Article Outline
1. Introduction
2. Course website quality
2.1. System quality
2.1.1. Accessibility
2.1.2. Navigability
2.1.3. Response time
2.1.4. Learnability
2.2. Information quality
2.2.1. Accuracy
2.2.2. Currency
2.2.3. Completeness
2.2.4. Format
2.3. Service quality
2.3.1. Reliability
2.3.2. Responsiveness
2.3.3. Trust
2.3.4. Empathy
2.4. Attractiveness
2.4.1. Multimedia capability
2.4.2. Webpage design
2.4.3. Course design
2.4.4. Enjoyment
3. Evaluation methods of course website quality
3.1. Essences of fuzzy analytic hierarchy process
3.2. Computational procedure of fuzzy AHP
3.2.1. Scaling the relative importance of the criteria
3.2.2. Constructing fuzzy judgment matrix
3.2.3. Consistency test
3.2.4. Undertaking defuzzification
3.2.5. Establishing aggregate crisp judgment matrix
3.2.6. Calculating criteria weights and obtaining final ranking
4. Empirical analysis
4.1. Building the hierarchy framework
4.2. Constructing the fuzzy AHP approach for course website quality
5. Research findings and discussion
6. Conclusion
Appendix A:. An example of question items in AHP questionnaire
References
Abstract
This work describes a framework that combines techniques from Adaptive Hypermedia and Natural Language processing in order to create, in a fully automated way, on-line information systems from linear texts in electronic format, such as textbooks. The process is divided into two steps: an off-line processing step, which analyses the source text, and an on-line step, which executes when a user connects to the system with a web browser, moment at which the contents and hyperlinks are generated. The framework has been implemented as the Welkin system, which has been used to build three adaptive on-line information sites in a quick and easy way. Some controlled experiments have been performed with real users aimed to provide positive feedback on the implementation of the system.
Article Outline
1. Introduction
2. Problem addressed
2.1. Goals and expected results
3. Description of the system
3.1. Operational requisites
3.2. Architecture: theoretical approach
3.3. Off-line processing step
3.4. On-line processing step
3.5. Web sites built with the system
3.6. Comparison to related work
4. Experiment and evaluation
4.1. Evaluation procedure
4.2. Evaluation results
5. Conclusions
References
Abstract
Program animation systems have not been as widely adopted by computer science educators as we might expect from the firm belief that they can help in enhancing computer science education. One of the most notable obstacles to their adoption is the considerable effort that the production of program animations represents for the instructor. We present here an approach to reduce such a workload based on the automatic generation of visualizations and animations. The user may customize them in a user-friendly way to construct more expressive program animations. These operations are carried out by means of a user-friendly manipulation based on the metaphor of office documents. We have applied this approach to the functional paradigm by extending the WinHIPE programming environment. Finally, we report on the successful results of an evaluation performed to measure its ease of use.
Article Outline
1. Introduction
2. Animation of the execution of functional programs
2.1. Expression evaluation
2.2. Expression visualization
2.3. Expression animation
3. Handling of animations
3.1. Animations as documents
3.2. Construction of animations
3.3. Selection of visualizations
3.4. Customization
3.5. Storage and retrieval
3.6. Configuration and iteration
4. Evaluation of the animation system
5. Discussion
6. Conclusions
Acknowledgements
References
Abstract
Studies have demonstrated that students prefer PowerPoint and respond favorably to classes when it is used. Few studies have addressed the physical structure of PowerPoint. In this study, students enrolled in several psychology classes on two campuses completed a 36 item questionnaire regarding their preferences for the use of PowerPoint in the classroom. Students preferred the use of key phrase outlines, pictures and graphs, slides to be built line by line, sounds from popular media or that support the pictures or graphics on the slide, color backgrounds, and to have the lights dimmed. It is recommended that professors pay attention to the physical aspects of PowerPoint slides and handouts to further enhance students’ educational experience.
Article Outline
1. Method
1.1. Participants
1.2. Materials
1.3. Procedures
2. Results
3. Discussion
References
Abstract
The rapid development of computer and network technologies has attracted researchers to investigate strategies for and the effects of applying information technologies in learning activities; simultaneously, learning environments have been developed to record the learning portfolios of students seeking web information for problem-solving. Although previous research has demonstrated the benefits of applying information technologies to learning activities, the difficulties in doing so have also been revealed. One of the major difficulties is the lack of a mechanism to assist teachers in evaluating the problem-solving ability of the students, such that constructive suggestions can be given to the students, and tutoring strategies can be improved accordingly.
To cope with this problem, in this paper, an auto-scoring mechanism is developed to analyze the various information searching abilities of individual students. Indicators of information searching ability (ISA) are proposed based on the famous Big6 model and are adopted in our auto-scoring mechanism. Moreover, two experiments have been conducted to demonstrate the effectiveness of this innovative approach. The experimental results show high correlation between the scores of the auto-scoring mechanism and the manual scoring. Moreover, the feedbacks from 158 teachers also show that the innovative approach is highly accepted by the teachers.
Article Outline
1. Introduction
2. Background and motivations
3. Auto-scoring mechanism in Meta-Analyzer
3.1. Task definition stage
3.2. Information seeking stage
3.3. Location and access stage
3.4. Use of information stage
3.5. Synthesis stage
3.6. Evaluation stage
3.7. Summarized assessment stage
4. Experiments and evaluation
4.1. Validity analysis of the ISA Indicators
4.2. Questionnaire analysis
5. Conclusions
Acknowledgements
Appendix A. Definitions and formulations of the ISA indicators
A.1. Task definition stage
A.2. Information seeking stage
A.3. Location and access stage
A.4. Use of information stage
A.5. Synthesis stage
A.6. Evaluation stage
A.7. Summarized assessment stage
References
Abstract
One goal of collaborative learning is to maximize the learning performance of all participating students. In order to achieve this aim, the first step is to consider how to assist instructors in forming well-structured collaborative learning groups with a good work atmosphere to promote successful outcomes for all members. Generally, understanding levels and interests of students are two grouping criteria that are usually considered by practicing instructors. Nevertheless, when the instructors face a large number of students, simultaneously considering the two grouping criteria to form the students in an appropriate collaborative learning context is almost impossible. To address this problem, this study formulates a group composition problem to model the formation of collaborative learning groups that satisfy the two grouping criteria. Moreover, this study is based on a novel approach called particle swarm optimization (PSO) to propose an enhanced PSO (EPSO) for composing well-structured collaborative learning groups. In addition, the experimental results have demonstrated that the proposed approach is an applicable and robust method that can aid instructors in planning different kinds of collaborative learning processes.
Article Outline
1. Introduction
2. Particle swarm optimization
3. Problem description
4. The automatic group composition system
4.1. Architecture
4.2. Procedure
4.2.1. First step
4.2.2. Second step
4.2.3. Third step
4.2.4. Fourth step
5. Experiments
5.1. Experimental settings
5.2. Performance analysis
5.2.1. Experiment 1
5.2.2. Experiment 2
5.3. Robustness analysis
5.3.1. Experiment 1
5.3.2. Experiment 2
6. Conclusions and suggestions for future research
Acknowledgements
Appendix A. Appendix
Appendix B. Appendix
AppendixSupplementary data
References
Abstract
The Butler system is an e-health platform designed to improve the elderly population’s quality of life. The Butler system has three applications diagnostic, therapeutic and playful. The objective of this work is to present the influence of the use of the platform on elderly users’ mood states and the degree of acceptance. These measures were assessed through visual analogical scales before and after the platform use, with the outcome measures MANOVAS analyses were performed. Seventeen users (from 58 to 79 years old) completed four sessions with the system; they could choose which technological resources they used in each session. The results showed that after using the system, the participants’ insensitive emotions increased and their negative ones decreased. In addition, they obtained high levels of satisfaction, low levels of subjective difficulty and would recommend Butler to other users. Therefore, the results indicate that Butler might be an effective system for improving emotional states in elderly population.
Article Outline
1. Introduction
2. Material and methods
2.1. Participants
2.2. Measures
2.3. Procedure
3. Results
4. Discussion
Acknowledgements
References
Abstract
Like any other product, service and Web-based application, the success of Web-based learning depends largely on learners’ satisfaction and other factors that will eventually increase learners’ intention to continue using it. This paper integrates the concept of subjective task value and fairness theory to construct a model for investigating the motivations behind learners’ intention to continue using Web-based learning. The model theorizes that four components of subjective task value (i.e., attainment, utility, intrinsic, and cost) and three dimensions of fairness (i.e., distributive, procedural, and interactional) affect learners’ satisfaction. We also argue that satisfaction and four distinct components of subjective task value influence learners’ intention to continue using Web-based learning. The hypothesized model is validated empirically using data collected from 202 learners of a Web-based learning program designed for continuing education. The results showed that attainment value, utility value, intrinsic value, distributive fairness, and interactional fairness exhibited significant positive effects on satisfaction. Utility value and satisfaction play significant roles in shaping learners’ intention to continue using Web-based learning.
Article Outline
1. Introduction
2. Theoretical background
2.1. Web-based learning
2.2. Subjective task value
2.3. Fairness theory
3. Research model and hypotheses
3.1. Distributive fairness
3.2. Procedural fairness
3.3. Interactional fairness
3.4. Attainment value
3.5. Utility value
3.6. Intrinsic value
3.7. Cost
3.8. Satisfaction
4. Research methodology
4.1. Measurement development
4.2. Survey administration
4.3. Data analysis
5. Discussion and conclusions
References
Abstract
According to activity theory, activities are at the center of human behavior. Extensive attention has been given in literature to the success and effectiveness of online learning programs. Value theory suggests that human perceived value is a critical construct in investigating what is important to individuals. However, very limited attention has been given in literature to the role of users’ perceived value of learning activities in educational settings. Scholars suggest that additional studies on learning activities are needed in order to progress the current knowledge of the use of information systems in education. Therefore, this study investigated issues related to learners’ perceived value by uncovering the critical value factors (CVFs) of online learning activities. Participants in this study included 209 graduate students attending an online learning program. This study extended the first phase done in a prior research to uncover the CVFs of online learning activities. Results of this research study produced five reliable CVFs: (a) collaborative, social, and passive learning activities; (b) formal communication activities; (c) formal learning activities; (d) logistic activities; and (e) printing activities.
Article Outline
1. Introduction
2. Theoretical background
2.1. Activity theory
2.2. Cognitive/perceived value theory
3. Methodology
3.1. Instrument
3.2. Study participants and data collection
3.3. Data analyses and results
4. Discussion and conclusions
4.1. Discussion of findings
4.2. Contributions of the study
4.3. Limitations and suggestions for future research
5. Conclusions
Acknowledgements
Appendix A. List of the CVF of online learning activities with survey items
References
Abstract
For years, web-based learning systems have been widely employed in both educational and non-educational institutions. Although web-based learning systems are emerging as a useful tool for facilitating teaching and learning activities, the number of users is not increasing as fast as expected. This study develops an integrated model of instructor adoption of web-based learning systems by incorporating existing literature and multiple empirically verified theories, including the technology acceptance model and DeLone and McLean’s information system success model. Survey data collected from 268 university instructors were examined using structural equation modeling to verify the proposed theoretical model. The research results further illuminate the factors that explain and predict the instructor adoption of web-based learning systems. Implications of this study are also discussed.
Article Outline
1. Introduction
2. Literature review
2.1. Web-based learning systems
2.2. Instructors’ adoption of web-based learning systems
2.3. User intention theory
2.4. Information system success model
3. Research model and hypotheses
3.1. Overview of the proposed research model
3.2. The information system dimension
3.3. The psychological dimension
3.4. The user behavior dimension
4. Research method
4.1. Development of instruments
4.2. Data collection
4.3. Demographics and descriptive statistics
5. Data analysis and results
5.1. Measurement model
5.2. Structural model
6. Discussion
7. Conclusion
Acknowledgements
Appendix A. Appendix
References
Abstract
Design patterns have become a widely acknowledged software engineering practice and therefore have been incorporated in the curricula of most computer science departments. This paper presents an observational study on students’ ability to understand and apply design patterns. Within the context of a postgraduate software engineering course, students had to deliver two versions of a software system; one without and one with design patterns. The former served as a poorly designed system suffering from architectural problems, while the latter served as an improved system where design problems had been solved by appropriate patterns. The experiment allowed the quantitative evaluation of students’ preference to patterns. Moreover, it was possible to assess students’ ability in relating design problems with patterns and interpreting the impact of patterns on software metrics. The overall goal was to empirically identify ways in which a course on design patterns could be improved.
Abstract
With the rapid development in Information Technology (IT), the Internet has become one of the central media for conducting learning. However, most of the existing web-based learning systems only provide stand-alone subject materials for browsing and may face some drawbacks. For example, if students encounter problems during the learning process, their learning performances could be significantly devastated due to no instant aid. As an on-line learning system may interact with thousands of students, it is almost impossible for the teachers or the teaching assistants to answer all the students’ questions manually, which is not only inefficient, but also human laborious. To cope with this problem, an e-learning system that is able to automatically answer the students’ questions on the fly based on the training cases given by the teacher will be presented in this paper. Moreover, an enhanced genetic approach is proposed to optimize the weights of keywords for each candidate answer according to the feedbacks provided by the students, hence more accurate answers can be provided in the future. Experimental results have shown that the developed system can provide more accurate answerers than existing approaches by employing the self-adjusting method.
Article Outline
1. Introduction
2. Background and literature review
3. Definition of auto-reply accuracy optimization problem
4. Genetic-based keyword weight optimization
4.1. Basics of genetic algorithm
4.2. Enhanced genetic approach to optimizing the weights of keywords
4.3. An illustrative example
4.3.1. Optimizing document keyword weights
4.3.2. Improving reply accuracy using the optimal weights
5. Development of an e-learning system with auto-reply mechanism
6. Experiments and evaluation
6.1. Experiment 1
6.2. Experiment 2
6.3. Research limitations
7. Conclusions
Acknowledgements
References
Abstract
A recent television documentary on the Columbia space shuttle disaster was converted to streaming digital video format for educational use by on- and off-campus students in an engineering management study unit examining issues in professional engineering ethics. An evaluation was conducted to assess the effectiveness of this new resource. Use of the video was optional, and about half of the class reported using the video, though usage was 90.0% for off-campus students. Most on-campus students accessed the video on-line, while all off-campus students accessed the video via CD-ROM. Off-campus students rated the educational value of the video higher than on-campus students, and were more likely to indicate that the video helped them understand the issues being studied. Most students were able to view the videos without any technical playback problems.
Article Outline
1. Introduction
2. Digital video in education
3. Streaming video in engineering management education
4. Methodology
5. Results and discussion
5.1. Demographic information
5.2. Technical matters
5.3. The video resources
5.4. General
6. Conclusions
References
Abstract
Many people with intellectual disabilities also have physical difficulties which prevent them from using standard computer control devices. Custom made alternative devices for those with special needs can be expensive and the low unit turnover makes the prospect unattractive to potential manufacturers. One solution is to explore the potential of devices used in contemporary gaming technology, such as the Nintendo Wii. The Wii Nunchuk has the potential to replace joystick functions with the advantages of not being surface bound and easier for some individuals to grasp. This study evaluated the feasibility of using the Nunchuk by comparing its performance as a switch with the participant’s usual switch. Twenty three volunteers aged between 17 and 21 with intellectual and physical disabilities completed a Single Switch Performance Test using the new device and their familiar device. For most functions of the switch, there was no significant difference between the participants’ performance using the Nunchuck and their familiar device. Additional analysis found that some participants’ performance did improve whilst using the Nunchuck, but this was not significantly related to physical or cognitive ability. Those whose performance was better with the Nunchuk were more likely to hold it in the conventional way than were those who had better performance with their familiar device. This merits it being offered as a possible alternative to currently available switches for those with physical difficulties affecting their grip.
Article Outline
1. Introduction
2. Method
2.1. Design
2.2. Participants
2.3. Software
2.4. Control devices
2.5. Outcome measures
2.6. Procedure
2.7. Analysis
3. Results
3.1. Single switch performance test (SSPT) results
4. Discussion
References
Abstract
In order to facilitate senior primary school students in Hong Kong to engage in learning by observation of the phenomena related to electrical circuits, a design of a specific courseware system, of which the interactive human–machine interface was created with the use of an open-source software called the LabVNC, for conducting online remote-controlled experiments was developed in this study. The statistically significant results of a pre-test–post-test evaluation study showed that the LabVNC-based system has potential to promote students to learn the target topic under the approach of learning by observation. The assertion of the teacher on the pedagogical value of the remote-controlled experimentation and the enthusiasm of students in using the LabVNC-based system reveal the potential to integrate the use of the LabVNC-based system with the practice of scientific experiments. Based on the feedback from the teacher and students, the existing LabVNC-based system will be refined under the design-based research approach.
Article Outline
1. Introduction
2. Design of the environment for conducting remote-controlled experiments
3. The empirical study
4. Evaluation methods
5. Results and discussions
5.1. Learning outcome of students from Pre-test–Post-test instruments
5.2. Feedback of teacher from interview
5.3. Feedback of students from questionnaire survey
5.4. Implications of the empirical study
6. Conclusion
Acknowledgements
Appendix A. Pre-test paper
Appendix B. Activity worksheet
Appendix C. Post-test paper
References
Abstract
Mobile learning is considered an evolution of e-learning that embraces the ubiquitous nature of current computational systems in order to improve teaching and learning. Within this context it is possible to develop mobile applications oriented to learning, but it is also important to assess to what extent such applications actually work. In this paper we present a new tool designed to reinforce students’ knowledge by means of self-assessment. Improvement in student achievement was evaluated and an attitudinal survey was also carried out to measure student attitudes towards this new tool. Three different experimental groups were selected for this research, with students aged from 14 to 21 years old, including high-school and university students. Results show that this kind of tool improves student achievement, especially amongst younger learners, with a relatively low impact on current teaching activities and methodology.
Article Outline
1. Introduction
2. Background & motivation
3. The system
4. The experiment
4.1. Learning actions and experimental groups
4.2. Conducting the experiments
5. Results and conclusions
5.1. Achievement improvement
5.2. Attitudinal survey
5.2.1. Conclusions and future work
Acknowledgements
References
Abstract
Color coding has been proposed to promote more effective learning. However, insufficient evidence currently exists to show how color coding leads to better learning. The goal of this study was to investigate the underlying cause of the color coding effect by utilizing eye movement data. Fifty-two participants studied either a color-coded or conventional format of multimedia instruction. Eye movement data were collected during the study. The results indicate that color coding increased retention and transfer performance. Enhancement of learning by color coding was due to efficiency of locating corresponding information between illustration and text. Color coding also attracted attention of learners to perceptually salient information.
Article Outline
1. Introduction
1.1. The eye-tracking technique for providing cognitive processing measures
1.2. Hypotheses on underlying causes of the effect of color coding
2. Purposes of the study
3. Method
3.1. Participants
3.2. Materials
3.3. Procedure
3.4. Scoring
4. Results
4.1. Learning outcomes
4.2. Eye-tracking measures
5. Discussion
6. Conclusions
Acknowledgements
References
Abstract
An innovative concept of an electronic learning system has been established in an attempt to achieve a technology that provides engineering students with an instructive and affordable framework for learning engineering-related courses. This system utilizes an existing Computational Fluid Dynamics (CFD) package, Active Server Pages programming, Hyper Text Markup Language web page, and a database in the development of a user-friendly interface for the e-learning system. The structure of this learning system includes three components: a pre-processor which creates and defines the problems, a control program which links CFD package; searches for the identical problem with previously executed results or creates a new CFD execution and then saves the results in the database, and a post-processor which yields a graphic presentation of the computational results. This system would provide engineering students with a solid comprehension of the physical phenomena by changing the input parameters of a specific problem.
Article Outline
1. Introduction
2. Expected features of the teaching program
3. Planning and design of the system
3.1. Pre-processor design for physical problems
3.2. Program linking CFD package with database
3.3. Design of post-processor
4. Results and discussion of case study
5. Conclusion and suggestion
References
Abstract
The national certification tests and entrance examinations are the most important tests for proving the ability or knowledge level of a person. To accurately evaluate the professional skills or knowledge level, the composed test sheets must meet multiple assessment criteria such as the ratio of relevant concepts to be evaluated and the estimated testing time. Furthermore, to fairly compare the knowledge levels of the persons who receive different national tests and to avoid unexpected situations due to weather, accidents, etc., a set of parallel test sheets with identical test ability need to be composed, which is almost impossible to be accomplished manually. To cope with this problem, an innovative approach is proposed to efficiently compositing parallel test sheets from very large item banks, while meeting multiple assessment criteria. Moreover, a computer-assisted testing system was developed and a series of experiments were conducted to show the efficiency and effectiveness of the innovative approach.
Article Outline
1. Introduction
2. Background and relevant researches
3. Problem description
4. Parallel test sheet composition algorithms
4.1. Tabu search for parallel test sheet composition
4.1.1. Parallel test sheets with tabu (PTST) algorithm
4.1.1.1. Step 1. Generate initial configuration
4.1.1.2. Step 2. Identify the neighborhood
4.1.1.3. Step 3. Enforce tabu constraint and aspiration criterion
4.1.1.4. Step 4. Iterate the moving until stopping criterion is met
4.1.2. An illustrative example
4.1.2.1. Step 1. Generate initial configuration
4.1.2.2. Step 2. Identify the neighborhood
4.1.2.3. Step 3. Enforce tabu constraint and aspiration criterion
4.1.2.4. Step 4. Iterate the moving until stopping criterion is met
4.2. Competing algorithms
5. Administration and evaluation
5.1. System administration
5.2. Performance evaluation
6. Conclusions and future work
Acknowledgements
References
Abstract
With advances in information and network technologies, lots of data have been digitized to reveal information for users by the construction of Web sites. Unfortunately, they are both overloading and overlapping in Internet so that users cannot distinguish their quality. To address this issue in education, Hwang, Huang, and Tseng proposed a group decision system to evaluate the quality of educational Web sites by users’ and experts’ opinions. Their investigative source is solely stemmed from human intention, called the subjective perspective, to make judgments on the quality of Web sites. However, the nature of human beings in making decisions has a gap between intention and behavior. Asking people for eliciting thought is arduous to cause this gap. Human behavior, namely the objective perspective, is the other essential source to obtain human thinking and real doings. For this reason, we can use data mining approaches to acquire the objective source. In this research, we propose an integrated decision model applied in evaluating educational Web sites from the fuzzy subjective and objective perspectives. The former source is extracted by inquiring human opinion using a questionnaire, while the latter is gained automatically by a data mining technique, fuzzy clustering. An empirical study is carried out to validate the model capability.
Article Outline
1. Introduction
2. Related works
2.1. Fuzzy sets
2.2. Fuzzy clustering
3. The fuzzy subjective and objective perspectives (FuzzSOP) model
3.1. Using fuzzy clustering to gain the fuzzy objective data
3.2. Using the Palmer questionnaire to gain the fuzzy subjective data
3.3. Combining the fuzzy subjective and objective data
4. Study for evaluation
4.1. An illustrated example
4.1.1. The first phase: objective procedure
4.1.2. The second phase: subjective procedure
4.1.3. The third phase: combination procedure
4.2. The empirical study and experimental results
5. Conclusions
Acknowledgements
Appendix A. An example of the self-reported use problem
Appendix B. Instrument utilized in the Web site analysis
References
Abstract
This study evaluated the performance of university students who learned science texts by using, information communication technologies (ICT) including animation, static figures, power point, and e-plus software. The characteristics of students and their achievements and attitudes toward 11 multimedia science courses were analyzed. The 11 samples in this study included 676 undergraduate students who took science courses during the 2005 academic year. The results included the computation of the F-ratio, p-values, and Cohen’s effect-sizes of attitudes toward science and learning science in relation to the student’s gender, attendance of computer orientation classes, use of computer-multimedia, disposition toward computers, and majors. Our study describes some helpful approaches to the incorporation of computer-based multimedia teaching utilizing constructivist design principles to facilitate the student’s understanding and attitude toward science learning.
Article Outline
1. Introduction
2. Questions and goals
3. Theoretical background
3.1. Constructivist ICT approaches
4. Method
4.1. Participants
4.2. Method design
4.3. Applied method
4.4. The computer-based learning environment
4.5. Data analysis
5. Results
6. Major discussion and conclusions
References
Abstract
Taking advantage of the continuously improving, web-based learning systems plays an important role for self-learning, especially in the case of working people. Nevertheless, learning systems do not generally adapt to learners’ profiles. Learners have to spend a lot of time before reaching the learning goal that is compatible with their knowledge background. To overcome such difficulties, an e-learning schema is introduced that adapts to the learners’ ICT (Information and Communication Technologies) knowledge level. The IEEE Reference Model (WG 1) defined by the Learning Technology Standards Committee (LTSA) is extended and used for this purpose. The proposed approach is based on the usage of electronic questionnaires (e-questionnaires) designed by a group of experts. Through the automatic analysis of the learners’ responses to the questionnaires, all learners are assigned to different learner profiles. According to these profiles they are served with learning material that best matches their educational needs. We have implemented our approach in five European countries and the overall case study illustrates very promising results.
Article Outline
1. Introduction
2. System architecture
2.1. General architecture of the system
2.2. Internal architecture of the system
2.3. Data flow of the internal architecture
3. Profiling and evaluation procedure
3.1. Static learner profiling scheme
3.2. Adaptation of learning material
3.3. Clustering-based learner profiling scheme
4. SPERO: a case study
4.1. SPERO questionnaires
4.2. SPERO learners’ profiling
4.2.1. Static profiling mechanism
4.2.2. Advanced profiling mechanism
4.2.3. System’s evaluation and usage
5. Statistical interpretation/analysis
6. Conclusions and future work
References
Abstract
This work proposes an intelligent learning diagnosis system that supports a Web-based thematic learning model, which aims to cultivate learners’ ability of knowledge integration by giving the learners the opportunities to select the learning topics that they are interested, and gain knowledge on the specific topics by surfing on the Internet to search related learning courseware and discussing what they have learned with their colleagues. Based on the log files that record the learners’ past online learning behavior, an intelligent diagnosis system is used to give appropriate learning guidance to assist the learners in improving their study behaviors and grade online class participation for the instructor. The achievement of the learners’ final reports can also be predicted by the diagnosis system accurately. Our experimental results reveal that the proposed learning diagnosis system can efficiently help learners to expand their knowledge while surfing in cyberspace Web-based “theme-based learning” model.
Article Outline
1. Introduction
2. Architecture of the theme-based learning website
2.1. User interface agent
2.2. Learning profile management agent
2.3. Learning diagnosis system
3. Learning diagnosis system
3.1. Architecture of the fuzzy expert system
3.1.1. Membership functions
3.1.2. Rule-base
3.1.3. Reasoning procedure
3.1.4. Outputs for the learners and the teacher
3.2. Architecture of the composite classifier
3.2.1. Wrapper attribute selection method
3.2.2. K-nearest neighbor classifier
3.2.3. Naïve Bayesian classifier
3.2.4. Support vector machines
4. Experimental results and analyses
5. Conclusions and future work
References
Abstract
Multiple intelligences, with its hypothesis and implementation, have ascended to a prominent status among the many instructional methodologies. Meanwhile, pedagogical theories and concepts are in need of more alternative and interactive assessments to prove their prevalence (Kinugasa, Yamashita, Hayashi, Tominaga, & Yamasaki, 2005). In general, item templates adopted in current on-line testing system are mostly true and false, multiple choice and multiple selection. More sophisticated interactive alternatives such as click and select, drag and drop, link, collide and magnetize are still in great demand. The fact that the lack of template alternatives has made it difficult for the general teachers to incorporate interactive items into testing. To underpin interactive multimedia test, this research has cultivated interactive item template as the basic sharing atomic unit. In addition, a corresponding visual item authoring system Interactive Test Item System (ITIS) (Koong et al., 2007), and an auto-grading examer were developed. Meanwhile, an item sharing website based on Web2.0 was constructed, through which users can exchange the created interactive item templates, interactive items, and interactive test sheet. The design of on-line visual authoring item editor has made it possible to create items by click and select, drag and drop, link, or parameter setting. Multimedia such as text, image, audio, and animation can be added, deleted or set to the wished animated effect to created into an interactive item, while on-line interactive testing as well as auto-grading are supported.
The system was applied to the 5th graders to assess their learning performance on Social Studies. Focuses of this research are on investigating: (1) differences between interactive multimedia test and the conventional paper-and-pencil examination; (2) performance of student of different capability with different testing approaches; and (3) testee’s opinions toward ITIS. Essential findings are as follows: (1) student’s performance was consistent either in interactive test or paper-and-pencil examination, signifying capability can be tested through the system. Also, little discrimination was shown between two types of testing; (2) better performance was indicated when underachievers were implemented interactive multimedia test; and (3) positive attitudes was shown by students who have taken interactive multimedia test.
Article Outline
1. Introduction
1.1. How testing can be made simple for tester?
1.2. How item templates can be expanded?
1.3. How auto-grading can be effectively conducted in interactive multimedia test?
1.4. How templates, items and test sheets can be effectively exchanged?
2. Literature analysis
2.1. From paper-and-pencil test to computerized test
2.2. Multimedia assessment
2.3. Research survey on operational interactive multimedia template
3. System Introduction
3.1. Structure of interactive multimedia test
3.2. Interactive item template
3.3. Item editor
3.4. Examer
4. Introduction of interactive item sharing website
4.1. Template net
4.2. Item net
4.3. Test sheet net
4.4. Item creating net
4.5. Testing net
4.6. Management net
5. Research design and approach
5.1. Subject
5.2. Research tool
5.2.1. Social studies paper-and-pencil examination
5.2.2. Interactive items
5.2.3. Feedback questionnaire of interactive test system
5.3. Experiment design
5.4. Experiment result and analysis
5.4.1. Analysis on scores from different testing
5.4.2. Analysis of variance on total students’ score when different test was taken
5.5. Performance comparison among testee with diversified ability in different type of testing
5.5.1. Analysis of score variance on high-score group in different type of testing
5.5.2. Analysis of score variance on middle-score group in different type of testing
5.5.3. Analysis of score variance on low-score group in different type of testing
5.5.4. Summing up from the statistics
5.6. Testee’s opinion toward interactive test
6. Conclusions and future research
6.1. Conclusions
6.2. Future research
References
Abstract
Information and communication technologies (ICTs) have created a supportive environment for collaborative learning at the expense of student motivation and engagement. This study attempts to explore the development of a productive learning atmosphere in the context of Web-based learning. An experiment is conducted with university-level students having homogenous background and coursework by applying heterogeneous pedagogies that create either competitive or collaborative learning atmospheres. The differences in learning atmosphere bring about variations in social presence and enjoyment of learning. The findings show that “coopetition” (defined as collaboration within the group and competition between groups) was the best learning strategy because competition and collaboration stimulated different types of knowledge growth in the knowledge-creation spiral. Competitive learning atmospheres encourage students to develop higher analytic skills, while collaborative learning atmospheres prompt students to demonstrate higher synthetic skills. Because both atmospheres contribute to learning, this study has found that combining both pedagogies in constructing a coopetitive learning atmosphere not only contributes to analytic and synthetic skills, but also raises the overall knowledge level. The findings pinpointed the importance of creating a learning environment that integrates ICTs, learners’ backgrounds, courseware, and pedagogic considerations in the process of increasing knowledge levels.
Article Outline
1. Introduction
2. Theoretical foundations
2.1. Resources on knowledge creation
2.2. Motivations for socialization
2.3. Influences of learners’ background, content, and pedagogic design
3. Research methodology
3.1. Research framework
3.2. Controlled variables
3.3. Hypotheses
3.4. Courseware development
3.5. Conducting the experiment
3.6. Instrument development and reliability
4. Data analyses and results
4.1. Sample
4.2. Analyses of controlled effects
4.3. Predictive capability of the Web-based collaborative learning model
4.4. Comparisons of classroom atmosphere
4.5. Comparison of learning performance
4.5.1. Content-knowledge level
4.5.2. Analytic skills
4.5.3. Synthetic skills
4.5.4. Text-organization skills
5. Discussions on knowledge improvement
6. Conclusions
Appendix A. Scales
Appendix B. Assessment rubrics for learning tasks
References
Abstract
This study investigated the online practices of students enrolled in graduate-level distance education courses. Using interviews and a questionnaire as data sources, the study sought to: (a) identify common practices that students adopt in asynchronous discussions, and (b) gain an understanding of why students adopt them. An analysis of the data suggests that many of the practices are coping mechanisms developed to help students more easily meet course participation requirements. Some of these are time saving strategies designed to reduce information overload (e.g., skimming messages rather than reading them carefully). Other strategies are designed to help students project an image of themselves as knowledgeable and collaborative course participants. It is argued that although these practices provide students with a level of efficiency in terms of meeting course requirements, they may inadvertently undermine learning.
Article Outline
1. Introduction
2. Background
3. Methodology
4. Interview findings
4.1. Overload
4.2. Insecurity
5. Questionnaire findings
6. Discussion
6.1. Overload
6.2. Insecurity
6.3. Promising directions
7. Conclusions
References
Abstract
This paper describes an online image analysis tool developed as part of an iterative, user-centered development of an online Virtual Learning Environment (VLE) called the Education through Virtual Experience (EVE) Portal. The VLE provides a Web portal through which schoolchildren and their teachers create scientific proposals, retrieve images and other resources, and produce collaborative scientific papers summarizing their learning experiences. The VLE underwent substantive formative testing involving over 200 schoolchildren producing over 50 collaboratively written research papers. Detailed analysis of these research papers identified some shortfalls toward the goal of producing authentic scientific engagement. The absence of data collection and data analysis within these research papers was disappointing despite having scheduled time for this activity and having several professional imaging tools available. The post-evaluation analyses have enabled the development team to identify specific design flaws in the previous VLE and have shaped the design of the new custom-built tool. The success of the tool will be born out through content analysis of future collaboratively written student papers.
Article Outline
1. Introduction
2. The VLE
3. VLE evaluations
4. Requirements analysis for imaging component
5. The imaging tool
5.1. Viewing of FITS images in the browser window
5.2. Basic image processing
5.3. Mapping of image coordinates to equatorial coordinates
5.4. Pixel length measurement
5.5. Angular measurement
6. Integration and testing
7. Conclusions
References
Abstract
The purpose of this study was to conduct a meta-study of computer-assisted instruction (CAI) studies in mathematics for students with learning disabilities (LD) focusing on examining the effects of CAI on the mathematics performance of students with LD. This study examined a total of 11 mathematics CAI studies, which met the study selection criterion, for students with LD at the elementary and secondary levels and analyzed them in terms of their comparability and effect sizes. Overall, this study found that those CAI studies did not show conclusive effectiveness with relatively large effect sizes. The methodological problems in the CAI studies limit an accurate validation of the CAI’s effectiveness. Implications for future mathematics CAI studies were discussed.
Article Outline
1. Introduction
2. Methods
2.1. Study selection criteria
2.2. Coding features
2.2.1. Participants
2.2.2. Research design, setting, and duration
2.2.3. Treatment description
2.2.4. Dependent measures
2.2.5. Results and effect sizes
3. Analysis of selected studies
3.1. CAI versus teacher-directed instruction
3.1.1. Participants
3.1.2. Research design, setting, and duration
3.1.3. Treatment description
3.1.4. Dependent measures
3.1.5. Study results and effect sizes
3.1.6. Overall results of analysis
3.2. Comparison of CAI types
3.2.1. Participants
3.2.2. Research design, setting, and duration
3.2.3. Treatment description
3.2.4. Dependent measures
3.2.5. Study results and effect sizes
3.2.6. Overall results of analysis
3.3. Enhanced CAI
3.3.1. Participants
3.3.2. Research design, setting, and duration
3.3.3. Treatment description
3.3.4. Dependent measures
3.3.5. Study results and effect sizes
3.3.6. Overall results of analysis
4. Conclusions and implications
4.1. Limitations of the study
4.2. Implications for practice and future studies
References
Abstract
This paper presents an exploratory study about the development of a structural and measurement model for the technological acceptance (TAM) of a web-based educational tool. The aim consists of measuring not only the use of this tool, but also the external variables with a significant influence in its use for planning future improvements. The tool, designed with Shockwave™ and Macromedia Director™, is a web-based educational environment that has been applied as a teaching methodology in an undergraduate course involved with modern microprocessors architectures and applications. The proposed methodology may be extensible to similar tools and tries to fill the lack of scientific studies in the validation and acceptance of computer-based educational tools.
Article Outline
1. Introduction
2. Web-based educational tool to improve DSP teaching for undergraduate
3. Questionnaire validation
4. Validation of the structural and measurement model
5. Conclusion
References
Vitae
Abstract
Rough set theory (RST) is an emerging technique used to deal with problems in data mining and knowledge acquisition. However, the RST approach has not been widely explored in the field of academic achievement. This investigation developed an improved RST (IMRST) model, which employs linear discriminant analysis to determine a reduct of RST, and analyzed the academic achievements of junior high school students in Taiwan. An interactive interface was created so that students could answer questions to predict their academic achievement and they could learn essential skills for improving their academic achievement. Empirical results showed that the IMRST model selects crucial information from data without predetermining factors and can provide accurate rates for inference rules. Hence, the developed IMRST model is a promising alternative for analyzing academic achievement data.
Article Outline
1. Introduction
2. Methodologies
2.1. Rough set theory
2.1.1. Reduction of attribute
2.1.2. Generation of rules
2.2. Linear discriminant analysis
3. The IMRST model and experimental results
3.1. The data
3.2. Experimental results
4. Conclusions
Acknowledgements
Appendix A. Attributes used in the study
Appendix B. Ten sample rules derived from IMRST
Appendix C. Ten sample rules derived from ID3
Appendix D. Ten sample rules derived from C4.5
Appendix E. Ten sample rules derived from CART
Appendix F. Ten sample rules derived from PART
References
Abstract
With the mass adoption of mobile computing devices by the current school generation, significant opportunities have emerged for genuinely supporting differentiated and personalized learning experiences through mobile devices. In our school-based research work in introducing mobilized curricula to a class, we observe one compelling mobilized lesson that exploits the affordances of mobile learning to provide multiple learning pathways for elementary grade (primary) 2 students. Through the lesson, students move beyond classroom activities that merely mimic what the teacher says and does in the classroom, and yet they still learn in personally meaningful ways. In deconstructing the lesson, we provide an in-depth analysis of how the affordances of mobile computing enable personalized learning from four facets: (a) allowing multiple entry points and learning pathways, (b) supporting multi-modality, (c) enabling student improvisation in situ, and (d) supporting the sharing and creation of student artifacts on the move. A key property of mobile technology that enables these affordances lies with the small form factor and the lightweightness of these devices which make them non-obtrusive in the learning spaces of the student. This article makes a contribution on the design aspects of mobilized lessons, namely, what the affordances of mobile technologies can enable.
Article Outline
1. Introduction
2. Theoretical background
2.1. Meeting diverse learners’ needs
2.2. How mobile technology supports personalized learning experiences
3. Context of the study
4. The flow of instruction in the mobilized lesson
5. How mobilization matters
5.1. Affordance #1: supporting multiple entry points and multiple learning paths
5.2. Affordance #2: multi-modality
5.3. Affordance #3: supporting student improvisation in situ
5.4. Affordance #4: supporting the creation and sharing of artifacts on the move
6. Voices from the teacher and students
7. Discussion
8. Conclusion
Acknowledgements
References
Abstract
Developing interactive history learning materials to facilitate historical thinking is one of the challenges in history teaching and learning. This study developed a web-based history educational system, which has used the acronym HES-SPATO (history educational system based on SPATO), to increase the understandability of history learning materials. SPATO (spatial, person, action/attribute, and temporal object) was designed to integrate the indispensable elements of history events such as space, person, action/attribute, and time. HES-SPATO also applied temporal logic to reason the temporal relationships between history events. Furthermore, it employed the GIS concept of information layers to develop the student interface. The findings of the experiments indicated that the use of HES-SPATO was effective in enhancing students’ history learning. The participants also showed positive attitudes toward the HES-SPATO system in terms of the perceived ease of use, perceived usefulness, attitude to use, intention to use, recall of web sites, and perceived usefulness of assistant tools. Although many functionalities have been added to the HES-SPATO system, there was no significant difference in system efficiency between HES-SPATO and the comparative system. These experimental results also guide the direction of future research.
Article Outline
1. Introduction
2. Literature review
2.1. Challenges of teaching historical thinking
2.2. Integration of information technology in historical thinking
3. The development of the system
3.1. HES-SPATO architecture
3.1.1. Asset pool
3.1.2. SPATO
3.1.3. SCO base
3.1.4. Lesson base and course base
3.1.5. Sequencing constructor and sequencing template
3.1.6. Manifest transformer and manifest template
3.2. The student interface
4. Experiments
4.1. Experiment 1
4.2. Experiment 2
5. Discussions
6. Conclusions
Acknowledgements
References
Abstract
Nowadays, the application of Web mining techniques in e-learning and Web-based adaptive educational systems is increasing exponentially. In this paper, we propose an advanced architecture for a personalization system to facilitate Web mining. A specific Web mining tool is developed and a recommender engine is integrated into the AHA! system in order to help the instructor to carry out the whole Web mining process. Our objective is to be able to recommend to a student the most appropriate links/Web pages within the AHA! system to visit next. Several experiments are carried out with real data provided by Eindhoven University of Technology students in order to test both the architecture proposed and the algorithms used. Finally, we have also described the meaning of several recommendations, starting from the rules discovered by the Web mining algorithms.
Article Outline
1. Introduction
2. Background
2.1. Personalization, recommendation and data mining
2.2. Adaptive Web-based educational systems
2.3. Recommendation in Web-based educational systems using Web usage mining
3. The AHA! system
4. AHA! Web mining system for personalized links recommendation
4.1. Architecture of the Web-based recommender system
4.2. AHA! mining tool
4.3. Recommender engine
5. Experimental results
6. Conclusions and future work
Acknowledgements
References
Abstract
In this paper, a methodological educational proposal based on constructivism and collaborative learning theories is described. The suggested approach has been successfully applied to a subject entitled “Computer Architecture and Engineering” in a Computer Science degree in the University of La Laguna in Spain.
This methodology is supported by two tools: the Moodle platform as a collaboration framework among students and teachers and a free Instruction Level Parallelism (ILP) processor simulator called SIMDE, developed by the authors to promote the experience and help the understanding of superscalar and VLIW processors.
This work is described showing how the constructivist and collaborative approaches have been applied and how the activities have been structured temporarily in phases. This educational proposal has been validated and improved with the feedback of the students during two academic years.
Furthermore, the methodological procedure is also suitable to be used not only in subjects with contents which require the understanding of dynamic situations but also in subjects with other requirements.
Article Outline
1. Introduction
2. Educational foundations
2.1. Theoretical framework
2.2. Technological resources
2.2.1. Moodle’s features
2.2.2. SIMDE simulator description
3. Description of the methodological procedure based on constructivist and collaborative principles
4. Improving the educational experience through SIMDE
4.1. Superscalar example
4.2. VLIW example
4.3. Advanced features of the VLIW simulator
4.4. Selected exercise
4.5. Feedback from the students
5. Evaluation framework of methodology
6. Conclusions and future work
References
Abstract
One of the key challenges in the promotion of web-based learning is the development of effective collaborative learning environments. We posit that the structuration process strongly influences the effectiveness of technology used in web-based collaborative learning activities. In this paper, we propose an ant swarm collaborative learning (ASCL) environment based on a swarm intelligence system (SIS) that structures opportunities for effective collaboration and learning in a dynamic way. The results of our experiments indicate that: (1) the self-organizing behavior of SIS is positively associated with system appropriation; (2) the multi-agent-based mechanism of SIS is positively associated with system appropriation; (3) the cohesive capability of SIS is positively associated with system appropriation; and (4) the learner’s tendency toward system appropriation is positively associated with learning effectiveness. Our findings also show that learners in an ASCL environment outperform their counterparts in a general web-based learning (GWL) environment. We conclude that different types of technological support can influence the achievement in a web-based learning environment.
Article Outline
1. Introduction
2. Theoretical background
2.1. Swarm Intelligence Technology
2.2. Adaptive structuration theory
3. Hypothesis development and Inference
4. Research design
5. Results and discussion
6. Conclusions and further research
References
Abstract
This paper explores the application of distributed cognition theory to educational contexts by examining a common learning interaction, the ‘Copy and Paste’ function. After a discussion of distributed cognition and the role of mediating artefacts in real world cognitions, the ‘Copy and Paste’ function is redesigned to embed an effective interaction strategy, based on encoding strategies, into the interface. The current affordances of the ‘Copy and Paste’ interaction derived from its business heritage (speed and accuracy of reproduction) are contrasted with those needed for a learning interaction (the meaningful processing of content for understanding). An empirical study was conducted to test the efficacy of the redesigned function through an experimental treatment. The study examined the impact of an experimental treatment based on changes to the ‘Copy and Paste’ function in terms of:
(a) changes to interaction strategies employed by learners;
(b) changes in learner familiarity with note taking and summarisation interaction strategies;
(c) changes to the features of the text produced by learners.
The experimental task consisted of participants completing three short written assessment tasks based on multiple text resources using either: (i) Control treatment: standard notepad tools supplemented by a text-based resource outlining note-taking and summarisation strategies; or (ii) Experimental treatment: the modified notepad. The results of the study showed that participants in the experimental group spent significantly more time engaged in activities that indicated higher levels of cognitive processing and produced notes that contained text features that also indicated significantly higher levels of cognitive processing.
Article Outline
1. Introduction
2. Theoretical underpinning – distributed cognition
3. Reconfiguring the ‘Copy and Paste’ function
4. Methodology and experiment
5. Outcomes
5.1. Results of video analysis
5.2. Results of survey analysis
5.3. Results of text analysis
6. Conclusions and further research
References
Abstract
Adapting training methods to specific teacher traits to best facilitate the training effects for preservice teachers is an important, yet neglected, topic in aptitude-treatment interaction research. This study investigated interactions between four personal traits (CT-dispositions, thinking styles, CT-skills, and intrapersonal intelligence) and two designed treatments on preservice teachers’ behavior change during a computer-simulated teaching experience. One hundred and seventy-eight preservice teachers participated in this study. The CS-TGCTS simulation program was employed to measure the preservice teachers’ actual use of effective teacher behaviors, as well as the four targeted personal traits which were measured by three Likert-scale inventories and one multiple-choice test. The results suggest that preservice teachers with high levels of CT-dispositions, CT-skills, and intrapersonal intelligence – as well as those with judicial or legislative thinking styles – are mindful, analytical, and reflective in their teaching practices and therefore more likely to continually improve their teaching skills.
Article Outline
1. Introduction
2. Personal traits and changes in teacher behaviors
2.1. Effective teacher behaviors and mechanisms for their improvement
2.2. Teacher personalities and behavior change
2.3. Teacher abilities and behavior change
2.4. Hypothesis
3. Methods
3.1. Participants
3.2. Instruments
3.3. Procedures and instructional design
3.4. Analyses
4. Results
4.1. Gender differences and average time used for simulation
4.2. Effects of personalities on behavior change
4.3. Effects of abilities on behavior change
5. Discussion and conclusions
Acknowledgements
References
Abstract
This study investigated Greek high school students’ intentions and motivation towards and against pursuing academic studies in Computer Science (CS), the influence of the family and the scholastic environment on students’ career choices, students’ perceptions of CS and the Information Technology (IT) profession as well as students’ attendance at CS courses at school, computer use in the home and self-efficacy beliefs regarding computers. Gender differences were examined with a view to identifying factors that may affect boys’ and girls’ career choices. The participants were 358 students of both sexes who completed an anonymous questionnaire. The data analysis showed that girls are less likely than boys to pursue a CS degree, and when they do so, it is mainly because of extrinsic reasons rather than personal interest in CS. Lack of opportunities for early familiarization with computing in the home and the scholastic environment is the factor that mainly differentiates boys’ and girls’ motivation against studying CS, having a greater impact on girls. Misconceptions of CS were detected in students of both genders. Girls view CS as a self-referencing, machine- and programming-oriented discipline to a greater extent than boys do, and hold less positive views of the IT profession. Boys view CS as more human- and application-oriented than girls do. They also have greater computer self-efficacy and more sex-stereotypical views of CS and IT as male domains. Appropriate actions to increase girls’ interest and participation in CS studies are proposed according to the findings.
Article Outline
1. Introduction
2. Aim of the research
3. Method
3.1. Sample
3.2. Instrument
3.3. Procedure
3.4. Data analysis
4. Results
4.1. Intention to pursue studies in CS
4.2. Perceptions of CS and the IT profession
4.3. Attendance at CS courses at school
4.4. Computer use in the home
4.5. Computer self-efficacy and intention to study CS
5. Discussion and future perspectives
5.1. Discussion of the findings
5.2. Proposals for action and future research
References
Vitae
Abstract
In 2001 Marc Prensky coined the phrase ‘digital natives’ to refer to the new generation of students who have grown up surrounded by technology. His companion papers spurred large amounts of research, debating changes that are required to curricula and pedagogical models to cater for the changes in the student population. This article reports on a study conducted in 2009 of more than 290 first year students at two South African universities. In this study, students were asked about their access to and use of technology. The results portrayed a heterogeneous student population, with varying levels of access to and use of most technologies. One of Prensky’s key features of a digital native is their excitement with Web 2.0 based technologies. Participants in this study however, appear not to use such technologies, and to not be interested in using them in their studies. One tool that students had high levels of access to (98.1%), and use of is the mobile phone. Out of all uses of technology surveyed, tasks involving the mobile phone were ranked in the top two positions. Also when asked to rank different uses of technology particularly for their studies, three of the top five uses relied on a mobile phone.
Article Outline
1. Introduction
2. Background to the study
3. User study
3.1. Sample
3.2. Questionnaire
3.3. Methodology
4. Results
4.1. Access to technology
4.2. Use of technology
4.3. Technology in education
5. Analysis
6. Conclusion and future work
References
Abstract
The work aims to improve the assessment of creative problem-solving in science education by employing language technologies and computational–statistical machine learning methods to grade students’ natural language responses automatically. To evaluate constructs like creative problem-solving with validity, open-ended questions that elicit students’ constructed responses are beneficial. But the high cost required in manually grading constructed responses could become an obstacle in applying open-ended questions. In this study, automated grading schemes have been developed and evaluated in the context of secondary Earth science education. Empirical evaluations revealed that the automated grading schemes may reliably identify domain concepts embedded in students’ natural language responses with satisfactory inter-coder agreement against human coding in two sub-tasks of the test (Cohen’s Kappa = .65–.72). And when a single holistic score was computed for each student, machine-generated scores achieved high inter-rater reliability against human grading (Pearson’s r = .92). The reliable performance in automatic concept identification and numeric grading demonstrates the potential of using automated grading to support the use of open-ended questions in science assessments and enable new technologies for science learning.
Article Outline
1. Introduction
2. Background
2.1. General limitations of multiple-choice items
2.2. Real-world creative problem-solving and assessment design
2.3. Automatic text processing in education
3. Assessment design
3.1. Task characteristics
3.2. Manual coding and grading procedures
3.3. Coding schemes
4. Automated grading schemes
4.1. Path 1: pure heuristics-based grading (PHBG)
4.1.1. Concept identification
4.1.2. Numeric grading
4.2. Path 2: data-driven classification with minimum heuristics grading (DCMHG)
4.2.1. Concept identification
4.2.2. Numeric grading
4.3. Path 3: regression-based grading (RBG)
4.3.1. Concept identification
4.3.2. Numeric grading
5. Evaluation
5.1. Dataset
5.2. Evaluation method
6. Results
6.1. Concept identification
6.2. Numeric grading
7. Discussion and implications
Acknowledgements
References
Abstract
The purpose of this study was to evaluate the effectiveness of voluntary discussion forums in a higher education setting. Specifically, we examined intrinsic forum participation and investigated its relation to course performance across two experiments. In Experiment 1 (N = 1284) an online discussion forum was implemented at the beginning of an undergraduate introductory psychology course, and measures of course performance (i.e., writing assignment grades, exam grades, and extra-credits obtained) were compared with measures of forum participation. In Experiment 2 (N = 1334) an online discussion forum was implemented halfway through a second undergraduate introductory psychology course, after an initial measure of course performance was obtained, to control for the potential confound of student engagement (e.g., students who perform better in the course use the forum more). Overall, the results showed that students who participated in the forum tended to have better performance in the course, and furthermore that participating in the discussion forum, particularly reading posts on the forum, slightly improved exam performance. This study provides empirical support for the theoretical proposition that there is a facilitation effect of discussion forum participation on course performance. The results also suggest that implementation of an online discussion forum is beneficial even if a teacher only invests minimal time on the forum.
Article Outline
1. Introduction
2. Experiment 1
2.1. Method
2.1.1. Participants
2.1.2. Materials
2.1.2.1. Online discussion forum
2.2. Procedure
2.3. Results
2.4. Discussion
3. Experiment 2
3.1. Method
3.1.1. Participants
3.1.2. Materials
3.1.2.1. Online discussion forum
3.2. Procedure
3.3. Results
3.4. Discussion
4. General discussion
References
Abstract
This study assesses the pre-service teachers’ self-reported future intentions to use technology in Singapore and Malaysia. A survey was employed to validate items from past research. Using the Technology Acceptance Model (TAM) as a research framework, 495 pre-service teachers from Singapore and Malaysia responded to an 11-item questionnaires containing four constructs: intention to use (ITU), attitude towards computer use (ATCU), perceived usefulness (PU), and perceived ease of use (PEU). Structural equation modelling (SEM) was employed as the main method of analysis in this study. A multi-group analysis of invariance was performed on the two samples. The results show that configural and metric invariance were fully supported while scalar and factor variance invariance were partially supported, suggesting that the 11-item measure of the TAM may be robust across cultures and that the factor loading pattern and factor loadings appeared to be equivalent across the cultures examined. While all the paths in the structural model were significant, the variance accounted for in the dependent variable (ITU) was much larger in the Malaysian sample relative to the Singaporean sample.
Article Outline
1. Introduction
1.1. Applications of the Technology Acceptance Model (TAM) in educational settings
1.2. Culture and ICT
1.3. ICT training for pre-service teachers in Singapore and Malaysia
1.4. Purpose of the study
2. Methodology
2.1. Configural invariance
2.2. Metric invariance
2.3. Scalar invariance
2.4. Model evaluation criteria
2.5. Participants
2.6. Measures
3. Results
3.1. Descriptive statistics
3.2. Convergent validity
3.3. Discriminant validity
3.4. Multi-group analyses of invariance
3.4.1. Test of configural invariance
3.4.2. Test of metric invariance
3.4.3. Test of scalar invariance
3.4.4. Test of factor variance invariance
4. Discussion
5. Limitations
6. Conclusion
Acknowledgements
References
Abstract
The NEOTHEMI Comenius 3 network focused on cultural heritage and aimed to produce a virtual museum of cultural heritage from ten countries in Europe, including Hungary, which joined the EU in 2004, and Norway, an associated country, to encourage users to develop an understanding of the cultural heritage of other European countries and to feel more European. This paper assesses the effectiveness of the project in reaching its target audience.
Most of the questionnaire respondents were students in large (secondary) schools, primarily in suburban areas. Adult users were mostly teachers, including senior staff; half were in smaller (under 500) and nearly a third in rural schools, suggesting NEOTHEMI was reaching its target of making cultural heritage available to those who could not readily access it in the real world for geographical reasons and helping them to understand others.
NEOTHEMI had been most used in language work and had helped students understand both their own and other cultures better, and to understand different points of view and difficult issues.
Factor analysis showed teachers’ views were more differentiated than those of students; teachers simultaneously emphasized problems and benefits, in a differentiated and subject-related way. Rural students were significantly more positive about the educational use of the Internet, though their cultural attitudes were more parochial than those of urban students.
Article Outline
1. Introduction
2. Methodology
2.1. Characteristics of the sample
2.2. Purposes and benefits of NEOTHEMI use
2.3. The educational perspectives of teachers and students
3. Discussion
Acknowledgements
References
Abstract
The objective of this study is to assess the effectiveness of the educational environment supported by computer aided presentations at primary school. The effectiveness of the environment has been evaluated in terms of students’ learning and remembering what they have learnt. In the study, we have compared experimental group and control group in terms of learning and recalling what has been learned regarding the effect which computer aided learning environment imposes. Data have been collected through the control grouped pretest–final test model. During the experiment, we have prepared an achievement test, which explains behaviors the students should acquire. According to the findings obtained, a computer aided educational environment has been observed to be more effective than that of conventional education in terms of learning. However, in terms of the permanence of what has been learned, no meaningful difference between the educational environment supported by computer aided presentations and that of conventional education has come out. According to the results of the follow-up tests performed, even though students in the test group have forgotten more of what they have learnt, it has been concluded that students in both groups have forgotten on the same level. Consequently, it has been observed that though the educational environment supported by computer aided presentations has positive contributions to learning activity, it does not have effects on the permanence of what has been learnt.
Article Outline
1. Introduction
2. Problem
3. Sub-problems
4. Method
5. Implementation
6. Findings and discussion
7. Results and suggestions
8. Suggestions
Appendix A
References
Abstract
In CSCL systems, students who are solving problems in group have to negotiate with each other by exchanging proposals and arguments in order to resolve the conflicts and generate a shared solution. In this context, argument construction assistance is necessary to facilitate reaching to a consensus. This assistance is usually provided with isolated arguments by demand, but this does not offer students a real and integral view of the conflicts. In this work, we study the utilisation of argumentation plans to assist a student during the argumentation. The actions of an argumentation plan represent the arguments that a student might use during the argumentation process. Moreover, these plans can be integrated with the tasks needed to reach a shared solution. These plans give the student an integral and intuitive view of the problem resolution and the conflict that must be resolved. We evaluated our proposal with students of an Artificial Intelligence course. This evaluation was carried out by comparing three different assistance scenarios in which students had to solve exercises: no assistance, assistance with isolated arguments, and assistance with argumentation plans. The results obtained show that reaching consensus was easier for the students when the assistance was provided using argumentations plans.
Article Outline
1. Introduction
2. Argumentation in CSCL
3. Modelling an argumentation process as a planning problem
4. Definition of initial state, final state, and actions to generate argumentations plans
4.1. Negotiation language
4.2. Initial and final states
4.3. Actions
4.3.1. Appeals
4.3.2. Rewards
4.3.3. Warnings
5. Planning algorithm for argumentation plan generation
6. Example
7. Experimental results
7.1. Methodology
7.2. Results obtained
8. Discussion and conclusions
References
Abstract
Since online learning technology, such as streaming video, was introduced to the college distance-learning environment, there has been a need to study the attitudes of college students toward the use of this modality in hybrid courses. Understanding students’ attitudes toward using online materials and the impact on class attendance is not only essential to ascertain how effectively the online content is delivered, it also helps teaching faculty prepare online courses and education programs. This paper studies the attitudes of college students’ about online materials in a hybrid upper division communications class. Student attitudes towards combining distance-learning techniques with traditional lecture tended to be positive. Students held the belief that hybrid courses have a negative impact on attendance, but they did not self-report an actual impact. Students do believe that they benefit from this technology, but the belief is strongest in those who are most computer/Internet literate. How these attitudes/beliefs impact the student in the context of a rural culture will be discussed.
Article Outline
1. Introduction
2. Method
3. Results
3.1. Reliability
3.2. Factor analysis
3.3. Relationship between demographics, computer use statistics, and factors
3.4. Relationship between individual items that make up the belief that materials provided by the instructor enhance learning and computer/Internet literacy
4. Discussion
4.1. Rationale for using factor analysis
4.2. Cultural barriers to higher education in a rural area
4.3. Analysis of Factor 1
4.4. Analysis of Factor 2
4.5. Analysis of Factor 3
5. Conclusion
References
Abstract
Previous research studies on how to promote student participation in asynchronous online discussions have largely focused on the role of the instructor or tutor as facilitators. Not many investigated student facilitation. This article reports a qualitative study examining the facilitation techniques used by student facilitators to attract their course mates to participate in asynchronous online discussions. Data were collected from the students’ reflection logs and students’ online postings. To explore the extent to which student participation in an online discussion forum is successful, we looked at the depth of discussion threads. We deemed a student facilitator to have successfully attracted other students to participant if the discussion threads had a depth of six or more levels of students’ postings. We then examined in detail and reported the facilitation techniques that were exhibited by the student facilitators. Results showed that seven facilitation techniques were employed; the most frequently used were Socratic questioning and sharing personal opinions or experiences. We end by exploring potential implications for practice and for future research.
Article Outline
1. Introduction
2. Attracting student participation in online discussion
3. Method
3.1. Participants
3.2. Procedure
3.3. Data analysis
4. Results
4.1. Giving own opinions or experiences
4.2. Questioning
4.3. Establishing ground rules
4.4. Showing appreciation
4.5. Other facilitation techniques
5. Discussion and conclusion
5.1. Implications
5.2. Limitations and future research
References
Vitae
Abstract
Policies and programs focused on using ePortfolios to support lifelong and lifewide learning should be informed by research. This article presents the results from research on eFolio Minnesota, a project that makes ePortfolio software available to all residents of the State of Minnesota in the United States. The most active portfolio authors of all ages are using eFolio for a wide range of interconnected purposes, with educational planning at the center, over time in multiple roles as students, educators, and workers. In the process of composing a portfolio, the authors who say eFolio has had a highly significant impact on their learning move from an experimental stage into a living document stage. In this second stage, authors are likely to have a strong sense of and connection to audience, real and imagined, and to see their portfolios as having integrity, as being faithful representations of their lives across roles and over time. Portfolio projects committed to supporting learning throughout life should enable access, foreground planning, promote findability, cultivate audiences, capture activity, enable layering, foreground the personal, cultivate collaborative contexts, and promote integral introductions.
Article Outline
1. Introduction
2. eFolio Minnesota
3. Research design
4. Representative demographics for age and race, but not for gender and formal education
5. Multiple and connected uses
5.1. Finding a job
5.2. Educational planning
6. Fluid roles
7. Experimentation and the living document
7.1. Experimentation
7.2. Living document
8. Impact through audience and integrity
8.1. Audience
8.2. Integrity
9. Institutional support through collaborative development and range of uses
10. Implications for practice
10.1. Support access
10.2. Foreground planning
10.3. Promote findability
10.4. Cultivate audiences
10.5. Capture activity
10.6. Enable layering
10.7. Foreground the personal
10.8. Cultivate collaborative contexts
10.9. Promote integral introductions
11. Further research
11.1. Product-oriented process
Acknowledgements
References
Abstract
The CourseMarker system has been used to assess free-response computer based assessment (CBA) exercises since 1998. The aim of the studies reported here was to evaluate the feasibility and usefulness of developing and deploying diagram-based exercises using DATsys, an authoring environment for diagram-based CBA, together with CourseMarker. Postgraduate students constructed diagram-based exercises in four domains. The process of constructing the exercises was captured as an indicator of feasibility. The exercises were then used to assess two cohorts of undergraduate students. Instruments including system submission logs and student questionnaires were used to assess usefulness.
Findings indicate that there is considerable potential for the assessment of free-response domains such as diagrams. Such an approach can help students as part of an iterative process of learning by allowing repeated submission of coursework, which may be most appropriate within a formative assessment context. The exercises are popular with students and demonstrate a gradual, though decelerating, increase in marks over subsequent submissions. The techniques are reliable, but further development allowing for alternative model solutions and assessment of the aesthetic appearance of diagrams would increase validity. Our techniques and findings are novel for CBA, and have implications for the increasingly important research area of formative assessment.
Article Outline
1. Introduction
2. Methodology
2.1. Subject and context
2.2. Instruments
2.3. Data analysis
3. DATsys and CourseMarker
3.1. Daidalos
3.2. Ariadne
3.3. Theseus
4. Examples of diagram-based CBA exercises
4.1. Logic design Coursework
4.2. Flowcharts
4.3. Object-oriented design
4.4. Entity–relationship diagrams
5. Results
5.1. Initial exercises
5.2. Entity–relationship diagram exercises
6. Evaluation
6.1. Feasibility
6.2. Usefulness
6.3. Future directions
7. Conclusion
References
Abstract
Using a socio-historical perspective to explain social interaction and taking advantage of information and communication technologies (ICTs) currently available for creating digital learning environments (DLEs), this paper seeks to redress the absence of empirical data concerning technology-aided social interaction between autistic individuals. In terms of social interaction, autism can be likened to the negative of a photograph and it is currently one of the most disturbing and challenging syndromes. This study puts forward another viewpoint on the processes of interaction and mediation established in digital environments. Based on a 3-year multi-case study, which observed groups of autistic individuals in DLE-aided interaction activities, it identifies relevant technological categories that have an important contribution to make in the areas involved (Psychology, Education and Computer Science) in the development of a digital learning environment that takes the results achieved into account.
Article Outline
1. Autism
2. Concepts concerning cognitive development, social interaction and mediation
3. Research problem and methodology
3.1. Initial aspects
3.2. Digital Learning Environment EDUQUITO
3.2.1. Communication resources
3.2.2. Action resources
3.2.3. Resources for reflection
3.2.4. Follow up resources (configure)
3.3. Research steps: instruments and descriptions
3.3.1. First step of the research: exploratory observation
3.3.2. Second step: intervention and data gathering
3.3.3. Third step: analysis and interpretation of data
4. Data analysis and results
5. Conclusion and future research
References
Abstract
A desirable characteristic for an e-learning system is to provide the learner the most appropriate information based on his requirements and preferences. This can be achieved by capturing and utilizing the learner model. Learner models can be extracted based on personality factors like learning styles, behavioral factors like user’s browsing history and knowledge factors like user’s prior knowledge. In this paper, we address the problem of extracting the learner model based on Felder–Silverman learning style model. The target learners in this problem are the ones studying basic science. Using NBTree classification algorithm in conjunction with Binary Relevance classifier, the learners are classified based on their interests. Then, learners’ learning styles are detected using these classification results. Experimental results are also conducted to evaluate the performance of the proposed automated learner modeling approach. The results show that the match ratio between the obtained learner’s learning style using the proposed learner model and those obtained by the questionnaires traditionally used for learning style assessment is consistent for most of the dimensions of Felder–Silverman learning style.
Article Outline
1. Introduction
2. Literature review
3. Learning styles
4. System architecture
4.1. Profile table
4.2. Conversion unit
4.3. Clustering unit
4.4. Decision unit
4.5. Application scenario of learner modeling
5. Experimental results
6. Conclusion and future work
References
Abstract
Summary writing is an important part of many English Language Examinations. As grading students’ summary writings is a very time-consuming task, computer-assisted assessment will help teachers carry out the grading more effectively. Several techniques such as latent semantic analysis (LSA), n-gram co-occurrence and BLEU have been proposed to support automatic evaluation of summaries. However, their performance is not satisfactory for assessing summary writings. To improve the performance, this paper proposes an ensemble approach that integrates LSA and n-gram co-occurrence. As a result, the proposed ensemble approach is able to achieve high accuracy and improve the performance quite substantially compared with current techniques. A summary assessment system based on the proposed approach has also been developed.
Article Outline
1. Introduction
2. Summary assessment techniques
2.1. LSA based techniques
2.2. Machine translation based techniques
2.3. Ensemble techniques
3. Proposed approach
3.1. Pre-processing
3.2. Ensembling
3.2.1. Modified latent semantic analysis (LSA)
3.2.2. N-gram co-occurrence
3.2.3. Ensemble approach
4. Performance analysis
5. System implementation
6. Pedagogical model for automatic summary assessment
6.1. Adaptive feedback
6.2. Student model update
7. Conclusion
References
Abstract
This study investigates the perceived barriers to adopting information and communication technologies (ICT) in Omani higher education. One hundred faculty members from four different departments at the College of Applied Sciences in Oman participated in the study. The participants took a survey, which was developed based on the Western literature. Five factors were extracted from the survey: lack of equipment, lack of institutional support, disbelief of ICT benefits, lack of confidence, and lack of time. The findings showed that the faculty members perceived moderate degrees of barriers in applying ICT to their teaching practices. Group differences based on gender, academic rank, and academic field were generally not found except for the interaction effects on the barriers related to lack of equipment, disbelief of ICT benefits, and the overall mean. Male faculty members with less usage of ICT perceived more barriers regarding the lack of computing equipment, disbeliefs of ICT benefits, and the overall barrier than the female counterparts. It is recommended that the survey be further refined to include more subtle and culturally relevant items, larger sample sizes, and more heterogeneous samples to validate and extend the findings. Important implications of this study include a need to provide more institutional support, technical training, and personal time for faculty members to learn and upgrade their knowledge and skills in educational technologies.
Article Outline
1. Introduction
2. Literature review
2.1. Theoretical models of ICT adoption
2.2. Empirical evidences of barriers to ICT diffusion
2.3. Higher education in Oman and educational technology in the Omani context
3. Methodology
3.1. Research questions
3.2. Research participants
3.3. The survey development
4. Results
4.1. The factorial structure of the survey
4.2. The psychometric properties of the survey
4.3. Faculty member’s perception of barriers to adopting technology
4.4. The group differences
5. Discussion
6. Limitation of the study
7. Conclusion and significance
Appendix A
Appendix B. The screen plot of the survey
Appendix C. The histogram of the factor means
References
Abstract
Bayesian networks are graphical modeling tools that have been proven very powerful in a variety of application contexts. The purpose of this paper is to provide education practitioners with the background and examples needed to understand Bayesian networks and use them to design and implement student models. The student model is the key component of any adaptive tutoring system, as it stores all the information about the student (for example, knowledge, interest, learning styles, etc.) so the tutoring system can use this information to provide personalized instruction. Basic and advanced concepts and techniques are introduced and applied in the context of typical student modeling problems. A repertoire of models of varying complexity is discussed. To illustrate the proposed methodology a Bayesian Student Model for the Simplex algorithm is developed.
Article Outline
1. Introduction
2. Student modeling
2.1. Student model
2.2. Modeling: objects and techniques
2.3. Types of student models
3. Bayesian networks
3.1. Definition
3.1.1. Conditional independence assumption
3.2. Inference
3.3. Modeling
3.3.1. Variables
3.3.1.1. Targets
3.3.1.2. Observations
3.3.1.3. Factors
3.3.1.4. Auxiliary
3.3.2. States and values
3.3.3. Structure
3.3.4. Parameters
3.4. Independence relationships
3.5. BN in action: an example
4. Student model building
4.1. Variables
4.2. A simple student model
4.3. Usual links
4.3.1. Prerequisite relationships
4.3.2. Refinement relationships
4.3.3. Granularity relationships
4.3.4. Time factor
4.4. Learning from data
4.5. More complex models
4.5.1. Problem solving
4.5.2. Metacognitive skills
4.5.3. Emotions
5. An example: developing a BSM for linear programming
6. Conclusions
References
Abstract
Using a discourse analytic qualitative approach, we investigated the naturally-occurring discourse that arose as part of two kinds of regular course activities, synchronous and asynchronous computer-mediated discussions. The messages contributed by members of a graduate course were analyzed for the kind of discourse functions and the kind of politeness strategies they displayed. Results indicated that synchronous CMD afforded more information seeking, information providing, and social comments than asynchronous CMD. Asynchronous discussions were slightly more likely to allow for such functions as discussion generating, experience sharing, idea explanation, and self-evaluation functions than synchronous discussions. Proportionately the two modes were similar in how politeness was expressed. Finally, in relating politeness and function, we found more politeness indicators when students were posting messages with such functions as positive evaluation and group conversation management, functions that carried the potential for face threat, and the least politeness associated with messages serving the function of experience sharing.
Article Outline
1. Introduction
1.1. Objective
1.2. Theoretical framework
1.3. The current study
2. Method
2.1. Site and participants
2.2. Data sources and analysis
3. Results
3.1. Discourse functions in synchronous and asynchronous discussions
3.2. Politeness strategies in synchronous and asynchronous discussions
3.3. Relationship of discourse function to politeness strategy across modes
3.3.1. Is discourse function associated with use or non-use of politeness?
3.3.2. Do different discourse functions show a different preponderance of the use of positive and negative politeness strategies?
3.3.3. Does mode of discussion matter in terms of the relationship of politeness strategies to discourse function?
3.3.4. Microanalysis of one exchange between two students showing the coincidence of discourse functions and politeness moves
4. Discussion
4.1. Summary of findings
4.2. Conclusion
References
Abstract
Although most online learning environments are predominately text based, researchers have argued that representational support for the conceptual structure of a problem would address problems of coherence and convergence that have been shown to be associated with threaded discussions and more effectively support collaborative knowledge construction. The study described in this paper sets out to investigate the merits of knowledge mapping representations as an adjunct to or replacement for threaded discussion in problem solving by asynchronously communicating dyads. Results show that users of knowledge maps created more hypotheses earlier in the experimental sessions and elaborated on them more than users of threaded discussions. Participants using knowledge maps were more likely to converge on the same conclusion and scored significantly higher on post-test questions that required integration of information distributed across dyads in a hidden profile design, suggesting that there was greater collaboration during the session. These results were most consistent when a knowledge map with embedded notes was the primary means of interaction rather than when it augmented a threaded discussion.
The paper also offers a methodological contribution: a paradigm for practical experimental study of asynchronous collaboration. It is crucial to understand how to support collaborative knowledge construction in the asynchronous settings prevalent in online learning, yet prior experimental research has focused on face-to-face and synchronous collaboration due to the pragmatic problems of conducting controlled studies of asynchronous interaction. A protocol is outlined that enables study of asynchronous collaboration in a controlled setting.
Article Outline
1. Introduction
2. Hypotheses and software designs
2.1. Hypotheses
2.2. Software environments
2.2.1. Text condition
2.2.2. Graph condition
2.2.3. Mixed condition
2.3. Experimental design
3. A protocol for experimental study of quasi-asynchronous collaboration
3.1. Presentation of materials and session breaks
3.2. Protocol for workspace updates
4. Methods
4.1. Participants
4.2. Materials
4.2.1. Topics
4.2.2. Information articles
4.2.3. Distribution of evidence across participants
4.2.4. Sequencing of articles
4.3. Procedure
4.4. Usability instrument
4.5. Post-test design
4.6. Data collection
5. Results
5.1. Usability results
5.2. Outcomes analyses
5.2.1. Facts expressed in the essays
5.2.2. Solution hypotheses identified in the essays
5.2.3. Post-test results
5.3. Process analysis of session data
5.3.1. Exploratory examination of session data
5.3.2. Time elapsed to introduction of first hypothesis
5.3.3. Consideration of hypotheses during the sessions
6. Discussion
7. Summary and conclusions
Acknowledgements
References
Abstract
All distance learning participants (students, professors, instructors, mentors, tutors and the rest) would like to know how well the students have assimilated the study materials being taught. The analysis and assessment of the knowledge students have acquired over a semester are an integral part of the independent studies process at the most advanced universities worldwide. A formal test or exam during the semester would cause needless stress for students. To resolve this problem, the authors of this article have developed a Biometric and Intelligent Self-Assessment of Student Progress (BISASP) System. The obtained research results are comparable with the results from other similar studies. This article ends with two case studies to demonstrate practical operation of the BISASP System. The first case study analyses the interdependencies between microtremors, stress and student marks. The second case study compares the marks assigned to students during the e-self-assessment, prior to the e-test and during the e-test. The dependence, determined in the second case study, between the student marks scored for the real examination and the marks based on their self-evaluation is statistically significant (the significance >0.99%). The original contribution of this article, compared to the research results published earlier, is as follows: the BISASP System developed by the authors is superior to the traditional self-assessment systems due to the use of voice stress analysis and a special algorithm, which permits a more detailed analysis of the knowledge attained by a student.
Article Outline
1. Introduction
2. Reliability of self-assessment
3. Biometric and Intelligent Self-Assessment of Student Progress (BISASP) System
4. Self-assessment Integrated Grading Model
5. Self-assessment Integrated Grading Adjustment Model
5.1. Characteristics of high self-assessment
5.2. Characteristics of average self-assessment
5.3. Characteristics of low self-assessment
6. Case study
6.1. Case study 1: analysis on the interdependencies between microtremors, stress and student marks
6.2. Case study 2: comparison of marks assigned to students during the psychological examination, prior to the e-test and during the e-test
7. Conclusions
Acknowledgements
References
Abstract
This paper begins with a brief introduction to blended learning (BL), recognising the important contributions to learning that can be obtained from the use of methods which combine the New Information and Communications Technologies (NICT) with more traditional methods. The paper goes onto describe the bases, tasks and methodology for developing an online tool, using the most up-to-date technologies. Moreover, it presents an application about Mechanical Couplings (MC) developed for students of Mechanical Engineering in accordance with the described methodology. Among other things, this tool enables students to see simulations of coupling assembly, to consult data bases about the technical characteristics of very different existing couplings, to calculate and choose the right coupling for a specific application of power drive between machine shafts and to carry out self-evaluation tests.
A very detailed experimental analysis is then conducted to quantify existing learning differences depending on whether the traditional mode (face-to-face instruction and note taking) is used or BL (a combination of face-to-face instruction with the online use of the MC application). This analysis is carried out using a quasi-experimental non equivalent control group design. The control and experimental groups, each composed of 30 students, were enrolled in the subject “Machine Technologies”. Exhaustive statistical treatment of the data is also included.
The paper ends with the conclusions drawn, highlighting the fact that the use of the MC application, developed using New Information and Communications Technologies applied in a blended learning system, increased the level of knowledge of the students in the experimental group, since they obtained a higher average mark in the validated test. Moreover, it was shown to raise the knowledge of all students, which is of interest for an application to be useful from the teaching perspective.
Article Outline
1. Introduction
2. The interactive virtual application “Mechanical Coupling” (MC)
2.1. Bases and design tasks of MC
2.1.1. Information design
2.1.2. Interaction design
2.1.3. Presentation design
2.1.4. Integration design
2.2. Mechanical Coupling application development
2.2.1. Introduction
2.2.2. Classification
2.2.3. Types
2.2.4. Visualization
2.2.5. Calculation
2.2.6. Links
3. Experimental design
3.1. Test design
3.2. Experimental process design
4. Analysis of the experimental results
4.1. Data analysis and results of the pre-test
4.1.1. Pre-test data
4.1.2. Descriptive statistics analysis
4.1.3. Group equivalence
4.1.4. Internal consistency of the test
4.1.5. Difficulty index
4.1.6. Point biserial correlation
4.2. Data analysis and results of the post-test
4.2.1. Post-test data
4.2.2. Descriptive statistics analysis
4.2.3. Group equivalence
4.2.4. Difficulty index
5. Conclusions
References
Abstract
In the present study cross-age peer tutoring was implemented in a higher education context. Fourth-year students (N = 39) operated as online tutors to support freshmen in discussing cases and solving authentic problems. This study contributes to a better understanding of the supportive interventions of tutors in asynchronous discussion groups. Peer tutor interventions were studied by means of a content analysis scheme based on the e-moderating model of Salmon [Salmon, G. (2000). A model for CMC in education and training. E-moderating. The key to teaching and learning online. London: Kogan Page]. The descriptive results reveal that the type of tutor activities varies over the consecutive discussion themes. No evidence was however found for a significant evolution from introductory and social talk to contributions eliciting cognitive processing and critical thinking along the themes. Tutors’ social support seems to be of continuous importance. Further, cluster analysis resulted in a classification of the tutors into three different subtypes or tutor styles (‘motivators’, ‘informers’ and ‘knowledge constructors’), which was interpreted as confirmation of Tutor-dependent online peer tutoring behaviour.
Article Outline
1. Introduction
2. Theoretical background
2.1. E-moderating
2.2. Peer tutoring: A matter of evolution?
2.3. Peer tutoring: A matter of style?
3. Research objective
4. Method
4.1. Setting
4.2. Participants
4.3. Procedure
4.3.1. Online tutoring
4.3.2. Tutor training programme
4.3.3. Focus groups
4.4. Content analysis
4.4.1. Unit of analysis
4.4.2. The content analysis coding scheme
4.4.3. Reliability analysis
5. Results
5.1. Descriptive results
5.2. Can tutor behaviour be regarded as dynamic? Is there an evolution over time?
5.3. Can tutor behaviour be regarded as tutor-dependent? Is it possible to distinguish different tutoring styles?
6. Discussion
7. Limitations, implications and directions for future research
8. Conclusion
Acknowledgements
References
Abstract
The amount of investment that has been made in interactive whiteboards (IWB) in the Turkish educational system during the past several years is quite striking. This investment is part of a plan to integrate information and communication technologies (ICT) into the Turkish educational system, with the goal of increasing the qualitative and quantitative aspects of schooling. Prior to IWB investments, hundreds of thousands of computers, projectors, and printers were distributed to schools in efforts to raise a generation able to respond to the demands of the 21st century. In addition, 98% of secondary school students and 93% of primary school students were provided with Internet access via ADSL. The aim of this study is to analyze the emerging trend of smart board investment in Turkish primary and secondary schools, with consideration of problems that hinder the effective use of IWBs in classrooms as compared to previous ICT integration efforts by the Ministry of National Education. The research is designed as an evaluative case study. The required data are collected through online questionnaires, teacher and pupil interviews, and document searches from teachers and students from various Turkish primary and secondary schools. It is not surprising that the factors hindering the use of IWBs in education are similar to the inhibiting factors in previous ICT integration projects. The findings show that when the needs for in-service training, digital education materials, support, maintenance, and administration are not addressed, educational ICT is unlikely to deliver the expected results.
Article Outline
1. Introduction
1.1. Interactive white board in education
1.2. The aim of the study
2. Methodology
2.1. Design of the study
2.2. The participants
2.3. Data collection tools and procedure
3. Findings
3.1. State of IWB use
3.2. Lack of in-service training
3.3. Lack of digital educational material
3.4. Lack of support and maintenance
3.5. Administrative concerns
4. Conclusion
References
Abstract
This exploratory study took place in the context of middle school information science in Greece, to examine possible relations between boys’ and girls’: value and efficacy beliefs about computers and information science; perceived parental support; perceived teacher expectations; and perceptions of the nature of information science instruction. The participants of the study were 301 (135 male and 166 female) students who responded to a self-report questionnaire. Regression analysis showed that perceived teacher expectations were positively associated with students’ ability beliefs, perceptions of learning activities as creative and personally meaningful was a significant predictor of students’ interest in computing, and perceived parental support was related to both value and efficacy beliefs. Unlike previous research, the findings of this study did not support the conclusion that boys have more positive ICT self-efficacy and value beliefs than girls. They indicated however, that boys’ and girls’ beliefs are differentially affected by parents, teachers, and school IS instruction.
Article Outline
1. Introduction
2. Theoretical framework
3. Methods
3.1. Context of the study
3.2. Participants
3.3. Materials and procedures
4. Results
5. Discussion
References
Abstract
The authors address the role of computer support for building conceptual self-awareness—that is, enabling students to think outside of concept boundaries in hope of enhancing creative potential. Based on meta-cognition theory, we developed an integrated concept mapping system (ICMSys) to improve users’ conceptual self-awareness in addition to applying concept mapping techniques in traditional learning scenarios. Since the ICMSys accommodates different perspectives, selected ideas made by peers are retained with the help of integrated concept map (ICMap) representations used as stimuli for reflective thinking. Results from a case study with 32 information management undergraduates indicate: (a) increased levels of conceptual self-awareness, (b) evidence of conceptual improvement in the students’ redrawn concept maps, (c) that ICMap viewing frequency exerted a positive impact on level of conceptual self-awareness, and (d) a significant correlation between level of conceptual self-awareness in redrawn personal concept maps and actual conceptual changes as determined by three experts. We describe student perceptions of the ICMSys in terms of comprehension practicality and conceptual self-awareness, and give suggestions for future research.
Article Outline
1. Introduction
2. Background
2.1. Computer-assisted concept mapping system
2.2. Meta-cognition
2.3. Self-awareness
2.4. From self-awareness to creative potential
3. Study design
3.1. Concept boundaries
3.2. Research questions and framework
4. The integrated concept map system (ICMSys)
4.1. ICMSys interface
5. Case study
5.1. Participants and materials
5.2. Procedure
5.3. Conceptual self-awareness rating method
6. Results and discussion
6.1. Does the ICMSys promote conceptual self-awareness?
6.2. Does the ICMSys help learners locate insufficiencies and break boundaries in their concept maps, leading to conceptual improvement in their revised maps?
6.3. Does ICMap viewing frequency affect conceptual self-awareness level?
6.4. Is there a correlation between conceptual self-awareness level in the revised map and conceptual changes/improvements as assessed by the three experts?
6.5. Questionnaire responses
7. Conclusions
References
Abstract
The design and empirical validation of a computer-based learning environment for acquiring long division skills, called the long division machine (LDM), are described. The construction of the LDM is primarily based on the didactic method of progressive schematisation. It offers the student a game-like environment for solving division problems by simulating the cooperation with an expert teacher or co-student who is responsible for the lower-level, routine, arithmetic subtasks of the overall division task. In a pilot study and two experiments the effects of several aspects of the LDM user interface on solution behaviour and performance were investigated, including the effect of gradually forcing the student to adopt a more efficient solution strategy, whenever this was possible. The ability of students to transfer their acquired knowledge and skills to an unaided problem solving context was also investigated. The results show that the LDM has the potential to improve and supplement current didactic methods for teaching long division skills.
Article Outline
1. Introduction
2. Progressive schematisation
3. Design of the long division machine
3.1. Architecture
3.2. Screens
3.3. Interaction and intrinsic constraints
3.4. Data logging
4. Pilot study: design and outcomes
4.1. Introduction
4.2. Method
4.3. Results and conclusions
5. Experiment I
5.1. Introduction
5.2. Method
5.2.1. Participants
5.2.2. Tasks and equipment
5.2.3. Procedure and groups
5.2.4. Data analysis
5.3. Results and conclusions
6. Experiment II
6.1. Introduction
6.2. Method
6.3. Results and conclusions
6.3.1. Overall results
6.3.2. Transfer of learning results
6.3.3. Effect of extrinsic constraints
6.3.4. Learning effects
6.3.5. Comparison with results of Experiment I
7. General conclusions and discussion
7.1. Implications
Acknowledgements
References
Abstract
The main requisite for a functional computerized adaptive testing system is the need of a calibrated item bank. This text presents the tasks carried out during the calibration of an item bank for assessing knowledge of Basque language. It has been done in terms of the 3-parameter logistic model provided by the item response theory. Besides, this work focuses on the most important decisions taken and the algorithms followed during the process. Actually, the most significant novelties introduced to the traditional calibration procedure deal with the adaptation of the algorithm and the putting into practice of both supervised and non-supervised web-based subtest administrations. Once the item bank had been calibrated, it was added to the generator of computerized adaptive admission tests that is expected to be operative in the new version of Hezinet, a multimedia Basque language e-learning management system that is being used since 2000 in more than 60 Basque-adult schools.
Article Outline
1. Introduction: background of the research
2. Methodology: the calibration process
2.1. The original item bank
2.2. The anchoring design
2.3. Subtest administrations
2.4. Previous analyses
2.4.1. Identification of anomalous response patterns
2.4.2. Classical reliability analyses
2.4.3. Supervised vs. non-supervised sessions
2.4.4. Assessment of unidimensionality
2.5. Item parameter estimation and model fit
2.6. Scale equating
3. Conclusions and future work
Acknowledgements
References
Abstract
The effects of dynamic and static visualizations in understanding physical principles of fish locomotion were investigated. Seventy-five students were assigned to one of three conditions: a text-only, a text with dynamic visualizations, or a text with static visualizations condition. During learning, subjects were asked to think aloud. Learning outcomes were measured by tests assessing verbal factual knowledge, pictorial recall as well as transfer. Learners in the two visualization conditions outperformed those in the text-only condition for transfer and pictorial recall tasks, but not for verbal factual knowledge tasks. Analyses of the think-aloud protocols revealed that learners had generated more inferences in the visualization conditions as opposed to the text-only condition. These results were mirrored by students’ self-reported processing demands. No differences were observable between the dynamic and the static condition concerning any of the learning outcome measures. However, think-aloud protocols revealed an illusion of understanding when learning with dynamic as opposed to static visualizations. Furthermore, learners with static visualizations tended to play the visualizations more often. The results stress the importance of not only using outcome-oriented, but also process-oriented approaches to gain deeper insight into learning strategies when dealing with various instructional materials.
Article Outline
1. Introduction
1.1. Instructional advantages of text and visualizations
1.2. Instructional advantages of dynamic and static visualizations
1.3. Assessing cognitive processes via thinking aloud
1.4. Classifying cognitive processes as learning strategies
1.5. Hypotheses and research questions
2. Method
2.1. Participants and design
2.2. Instructional material
2.2.1. Learning environment
2.3. Measures
2.3.1. Prerequisite knowledge
2.3.2. Spatial ability
2.3.3. Use of the learning environment
2.3.4. Think-aloud protocols
2.3.5. Cognitive load measures
2.3.6. Knowledge tests
2.4. Procedure
3. Results
3.1. Comparability of experimental conditions with respect to prerequisite knowledge, spatial abilities and learning time
3.2. Effects of visualizations compared to text
3.3. Effects of dynamic versus static visualizations
3.4. The moderating role of spatial abilities
3.5. Relationships between learning outcomes, cognitive load, and learning strategies
4. Discussion
Acknowledgements
Appendix A. Appendix
Appendix B. Appendix
References
Abstract
Many students find it difficult to engage with mathematical concepts. As a relatively new class of learning tools, visualization tools may be able to promote higher levels of engagement with mathematical concepts. Often, development of new tools may outpace empirical evaluations of the effectiveness of these tools, especially in educational contexts. This seems to be the case with educational visualization tools. Much evidence about the effectiveness of these tools appears to be more suggestive than based on empirical evaluations. In this paper, we attempt to fill this gap and provide empirical evidence for the use of visualization tools in supporting exploratory and other learning-related activities. In particular, we aim to investigate whether visualization tools can be used to engage pre-university students in exploring non-trivial mathematical concepts. We focus particularly on this age group and content domain because of the difficulty these students may encounter when trying to investigate more challenging mathematical concepts. Also, it is during their formative years before university that students’ predisposition and likeness towards mathematical ideas are formed. We report in this paper a study assessing whether a visualization tool, whose design was informed explicitly by research from information visualization and human–computer interaction, could engage pre-university students in their exploration and learning of more advanced mathematical concepts. Students who participated in this study came from multiple grade levels and have diverse cognitive and language skills as well as preferences towards mathematics. The results of this study indicate that visualization tools can effectively engage these students and support their exploration of non-trivial mathematical concepts, only if the tool is designed such that it can cater the diverse needs of these students.
Article Outline
1. Introduction and background
1.1. Motivation
1.2. Relevant terminologies and issues
1.2.1. Interactive visualization tools
1.2.2. Interactive visualization tools and mathematics learning
2. Research methodology
2.1. Mathematical background
2.2. Description and design rationale for the mathematical visualization tool
2.2.1. 3D solid visualizations
2.2.2. Interaction
2.2.2.1. Visual access rather than textual menus
2.2.2.2. Interactive morphing of solids
2.2.2.3. Dynamic linking of multiple visualizations
2.2.2.4. Navigating within maps and across maps
2.2.2.5. Animated rocking of and rotation interaction with the Enlarged solid
2.3. Usability evaluation
2.3.1. Design
2.3.2. Participants
2.3.3. Procedure
2.3.4. Sources of data
2.3.5. Geometry test
3. Results
3.1. Test achievement results
3.1.1. Discussion
3.2. Participants’ response to SVT
3.2.1. Participants’ affective response to SVT
3.2.2. Participants’ perception of the usability of SVT
3.2.3. Discussion
4. Summary, conclusions, and future work
Acknowledgements
References
Abstract
Online social networking has deeply penetrated university campuses, influencing multiple aspects of student life. We investigate the impacts of individual online social networking engagement (e.g., on Facebook) from a pedagogical standpoint. Based on social learning theory, we argue that two socialization processes, social acceptance and acculturation, bridge individual online social networking engagement with three domains of social learning outcomes. Results from a survey accompanied by focus group discussions demonstrate the substantial impacts of university student online social networking engagement on social learning processes and outcomes. Online social networking not only directly influences university students’ learning outcomes, but also helps the students attain social acceptance from others and adapt to university culture, both of which play prominent roles in improving their learning outcomes.
Article Outline
1. Introduction
2. Theoretical development and hypotheses
2.1. Learning outcomes
2.2. Social learning theory
2.3. Research model
2.4. Online social networking and learning outcomes
2.5. Mediation role of socialization
3. Research method
3.1. Data collection in survey
3.2. Measures
4. Results and discussion
4.1. Measurement model assessment
4.2. Structural model assessment
5. Implications
6. Limitations and future research
7. Conclusion
Appendix. : Measures
References
Abstract
Students often “multitask” with electronic media while doing schoolwork. We examined the effects of one form of media often used in such multitasking, instant messaging (IM). We predicted that students who engaged in IMing while reading a typical academic psychology passage online would take longer to read the passage and would perform more poorly on a test of comprehension of the passage. Participants were randomly assigned to one of three conditions (IM before reading, IM during reading, or no IM). We found that students took significantly longer to read the passage when they IMed during reading (not including time taken to IM) than in other conditions. However, test performance did not differ by condition. Students who are managing busy lives may think they are accomplishing more by multitasking, but our findings suggest they will actually need more time to achieve the same level of performance on an academic task.
Article Outline
1. Introduction
2. Method
2.1. Participants
2.2. Materials
2.3. Procedure
3. Results
3.1. Preliminary analyses
3.2. Prior IM use
3.3. ANOVAs examining reading time and test performance
4. Discussion
5. Conclusions
References
Abstract
In this article we propose that the grammar of schooling [Tyack, D., & Tobin, W. (1994). The “grammar” of schooling: Why has it been so hard to change? American Educational Research Journal, 31(3), 453–479.] is responsible not only for the well-known and world-wide difficulties in integrating ICT into formal educational settings, but also for the replication of traditional models when this integration occurs. In clear contrast with this domain, in out-of-school projects ICT is integrated in innovative and truly “disruptive” [Blin, F., & Munro, M. (2008). Why hasn´t technology disrupted academics´ teaching practices. Understanding resistance to change through the lens of activity theory. Computers and Education, 50(2), 475–490.] ways. To exemplify this integration, we have selected and described two successful, although different in nature, out-of-school projects. The first one, Pincel y Ratón, seeks to develop creativity in children and to educate them to use ICT in a reflexive and useful manner. The second project, Menosca, pursues children’s understanding of their historical and social environment through the use of GPSs, digital photography and web-page design. Both experiences underscore the multiple and varied possibilities that ICT affords for meaningful learning when the constraints inherent to the school setting do not seem to apply. By contrasting the formal and the out-of-school experiences, it is possible to unveil and bring to consciousness the principles and rules of the “grammar of schooling”. We propose that becoming aware of the features of this grammar, i.e., philosophy, course design, time and place, tasks, resources, outcomes and products and assessment, is the first step toward change.
Article Outline
1. Introduction
2. Barriers for ICT integration
3. The grammar of schooling and the grammar of natural languages
4. Out-of-school programs and ICT
4.1. Pincel y Ratón
4.2. Arazi or a company that offers educational services: Menosca
5. Out-of-school experiences and the grammar of schooling
6. Conclusions
Acknowledgements
References
Abstract
This paper describes the motivation, proposal, and early prototype testing of a computer tool for story visualisation. An analysis of current software for making various types of visual story is made; this identifies a gap between software which emphasises preset banks of artwork, and software which emphasises low-level construction and/or drawing. A proposal is made to fill this gap, and a prototype implementation of the proposal is described in the context of a school-based study with England and Wales’s Year 5, covering ages 9–10 years. Results from this prototype study both validate the novel proposal made and demonstrate that children are capable of manipulating characters and notional camera angles in a more complex way than most current software permits.
Article Outline
1. Introduction
2. Current software
2.1. Scope of review and criteria for analysis
2.2. Available content-centred software
2.3. Available build-centred software
3. Proposing a new tool for visual storytelling
3.1. Bridging the content/build-centred gap
3.2. Camera considerations
3.3. Implementation
4. Prototype study
4.1. Software design
4.2. Process design
4.2.1. Initial reactions to the control process
4.3. Character manipulation
4.4. Camera manipulation
4.5. Other software notes
4.6. Comparison of control and experimental stories
5. Summary and conclusions
References
Abstract
The purpose of this research is to identify the causal attributions of business computing students in an introductory computer programming course, in the computer science department at Notre Dame University, Louaize. Forty-five male and female undergraduates who completed the computer programming course that extended for a 13-week semester participated. Narrative interviews were conducted to obtain their perceptions. While some research confirmed that the four most responsible causes for success and failure in achievement contexts are ability, effort, task difficulty, and luck, this research shows that in its context ‘ability’ and ‘luck’ were absent, and ‘task difficulty’ and ‘effort’ were almost absent. In all, participants made 10 causal attributions that were either cultural or specific to computer programming. The 10 causal attributions are ‘learning strategy’, ‘lack of study’, ‘lack of practice’, ‘subject difficulty’, ‘lack of effort’, ‘appropriate teaching method’, ‘exam anxiety’, ‘cheating’, ‘lack of time’, and ‘unfair treatment’. All high achievers cited appropriate ‘learning strategy’.
Article Outline
1. Introduction
2. Causal attributions
3. Scarcity of research
4. Qualitative epistemology
4.1. Number of interviewees
5. Method of data collection
5.1. The interview method
5.1.1. Conducting the interview
5.1.2. Transcription and verification
6. Data analysis plan
7. The process of analyzing the research data
7.1. Key-theme: causal attributions – question asked by the researcher
7.2. Key-theme: causal attributions – lack of study
7.3. Key-theme: causal attributions – lack of practice
7.4. Key-theme: causal attributions – lack of effort
8. Research findings
9. Discussion
9.1. Causal attributions made in this study compared to previous research
9.2. Practice tends to be domain specific
9.3. All high achievers cited appropriate ‘learning strategy’
10. Limitations
11. Worldwide applicability
12. Conclusion
13. Recommendations for future research
Acknowledgements
References
Abstract
Women’s under-representation in fields such as engineering may result in part from female students’ negative beliefs regarding these fields and their low self-efficacy for these fields. In this experiment, we investigated the use of animated interface agents as social models for changing male and female middle-school students’ attitudes toward engineering-related fields, their self-efficacy for these fields, and their math performance. Students interacted with either a female or a male computer-based agent or they did not interact with an agent. The female agent increased interest, utility beliefs, self-efficacy, and math performance compared to control and, for boys, decreased stereotyping. Mediational analyses indicated that the female agent facilitated interest and math performance by enhancing self-efficacy. The findings indicate that interface agents may be used effectively as social models for influencing attitudes and beliefs and supporting performance.
Article Outline
1. Introduction
1.1. Computer-based agents as social models and motivators
1.2. Stereotypes and self-efficacy
1.3. The current work
2. Method
2.1. Participants
2.2. Design and procedure
2.3. Materials
2.4. Research environment
3. Results
4. Discussion
4.1. Conclusion
Acknowledgements
References
Abstract
An under-addressed question regarding the usage of small devices is how information gathering from such devices is limited or changed relative to a full-size display? This study explores how factual recall from a text interacts with display size and other text characteristics. In this experiment, participants read several expository texts on either small or normal size displays, and font size was also manipulated within participants. Results indicate that while users are able to accurately diagnose different character sizes, character size does significantly interact with display size to affect remembering. Those character sizes that increased the amount of scrolling on the small device screen produced lower levels of factual recall than typesets that better condensed textual information. These results provide several interesting suggestions for the future design of small devices and mobile interfaces to protect learning.
Article Outline
1. Introduction
1.1. Text on small devices
2. Materials and methods
2.1. Participants
2.2. Design
2.3. Materials
2.3.1. Displays
2.3.2. Texts
2.3.3. Prior knowledge and demographics
2.3.4. Working memory capacity
2.3.5. Character size perception task (CSPT)
2.3.6. Text recall
2.4. Procedure
3. Results
3.1. Prior knowledge and WMC across display groups
3.2. CSPT
3.3. Text recall
4. Discussion
5. Conclusion
Acknowledgements
References
Abstract
The widespread availability of digital learning resources in a variety of media formats offers the possibility to make a profound difference in education. This potential has not been fully realised for range of interrelated reasons. In this paper we study the key characteristics of learning resources that have proved effective in changing learning and teaching, and relate them to existing frameworks for understanding resources. We outline the relationships between resources, their users, and the way they are used, and explore issues that influence practitioners in choosing a particular resource. Our study is based on a review of resources for e-learning and chemistry in post-compulsory education, undertaken for the UK Joint Information Systems Committees (JISC), as part of a wider study examining ‘The Effectiveness of Resources, Tools and Support Services used by Tutors in Designing and Delivering E-Learning Activities’.
Article Outline
1. Introduction
2. Classifying learning resources
3. Sourcing learning resources
4. Manipulating and using learning resources
5. Developing and communicating new resources
6. Analysis of resources known to have influenced practice
7. Conclusion
References
Abstract
The myriad of information communication technologies (ICTs) available today has changed the way students choose and use them. Specifically, individuals are increasingly relying on a mix of ICTs for communication to accomplish tasks. Yet, past studies on ICT use has largely assumed that people use a single ICT per task. We attempt to address this gap by focusing on the influence of individual differences on the choice of communication portfolio (a mix of ICTs) to accomplish learning tasks in school-based settings. Specifically, we focus on two dimensions of individual differences: learning styles and individuals’ perceptions. Results suggest that individual differences do have effects on the choice of communication portfolios to accomplish tasks. In particular, we found that students who preferred to learn by hearing tended to choose the complex communication portfolio to accomplish their tasks. Interestingly, our results also indicate that students preferred to use the simple communication portfolio when communication partners were perceived to be unavailable.
Article Outline
1. Introduction
2. Background
2.1. Choice of communication portfolios to accomplish tasks
2.2. Individual differences
2.2.1. Learning styles
2.2.2. Perceptions of their communication partners
3. Methods
3.1. Sample
3.2. The task
3.3. Communication portfolio
3.4. Learning styles
3.5. Perceptions of their communication partners
4. Data analysis and results
4.1. Validity and reliability testing
4.2. Statistical analyses
5. Discussion
6. Conclusions
References
Abstract
Nowadays we need to teach students how to become flexible problem solvers in a dynamic world. The pace in which technology changes and complexity increases requires increased efficiency in learning and understanding. This requires the engineers of tomorrow to quickly gain knowledge and insight outside their prime area of expertise. To transfer practical, how-to knowledge, to re-use design solutions and to teach students design solutions in the context of a specific domain, design patterns can be used. Design patterns offer a way to transfer knowledge that is more practical and ‘ready for use’ than a generic theory-based transfer of knowledge. However, the advantage of design patterns might go beyond re-use, design efficiency and flexibility. This paper argues that in addition to the benefits described above, there is a specific added value for the use of design patterns by students to acquire design skills and domain knowledge. To analyze this proposition we will analyze the literature on cognitive load and cognitive learning processes, and relate this to experiences from three case studies in which novices and experts were offered design patterns to develop and implement systems and processes. We will reflect on implications of the use of design patterns in computer-based teaching as well as on a potential support tool to improve the accessibility of pattern languages.
Article Outline
1. Introduction
2. Design patterns for training of design skills and domain knowledge
3. Cognitive load theory
4. Comparing the effect of design patterns on cognitive load of expert and novice designers
5. Experiments
5.1. ThinkLet use in facilitation training
5.2. Building block experiment
5.3. Designing groupware with patterns for computer-mediated interaction
6. Discussion
References
Abstract
Using a framework of cognitive, social, and teaching presence, the nature of learning experiences in a three-dimensional virtual world environment (Second Life) and a text-chat learning environment without visuals (TeachNet) were investigated. A mixed method of code frequencies, coherence graphs, interviews, and a survey was used. The results revealed that the TeachNet debates included more cognitive presence codes that indicate higher levels of cognitive processing than in SL debates. The teams were significantly different from each other in the collaboration style for developing arguments and in the ways to use utterances associated with cognitive, social, and teaching presences, and the groups’ collaboration style became more established with more experience with the tasks. The three critical factors–tool, tasks and group cohesion–that affect cognitive, teaching, and social presence are discussed.
Article Outline
1. Introduction: virtual worlds in education
2. Theoretical framework: cognitive, social and teaching presence
3. The study
4. Method
4.1. Setting
4.2. Participants
4.3. Data collection and data analysis
4.3.1. Content analysis
4.3.2. Code frequency analysis
4.3.3. Coherence graph analysis
4.3.4. Interview
4.3.5. Survey
5. Results
5.1. Are there differences in cognitive, social, or teaching presence in online synchronous discussions (A) between a virtual world and a text chat environments and (B) among different groups?
5.2. How does the cognitive presence develop through collaboration processes in synchronous discussions in virtual world and text chat environments?
6. Discussion
7. Implications
8. Limitations and future research
References
Abstract
The aim of this study is to investigate current parental support for student learning with information technology (IT) in Hong Kong. A total of 3340 and 3656 parents and 539 and 440 primary school heads responded to two surveys in 2005/06 and 2006/07, respectively, in this cross-sectional study. The results show a persistent positive perception of and support for IT among educators and parents, which signify a solid foundation for the extension of student learning from the classroom to the home environment. The high level of expectation among school heads for parental support reflects the need for schools to initiate cooperation with parents to extend IT-supported learning to the home setting. The shift in parental apprehension from worry over the provision of IT facilities to worry over the cultivation of proper attitudes toward the use of IT reveals the importance of fostering information literacy in home–school collaboration.
Article Outline
1. Introduction
2. Background of the study
3. Methodology
4. Results and discussion
4.1. Parental perceptions of ITinEd
4.2. Parental support for ITinEd
4.3. Parental apprehension about ITinEd
4.4. School expectations of parental support
5. Implications and recommendations
5.1. Collaboration between school and parents on fostering information literacy
6. Conclusions
Acknowledgements
References
Abstract
This paper describes the findings of an exploratory cycle of a design-based research project and examines the learning effectiveness of collaborative activities that are supported by the GroupScribbles (GS) software technology in two Singapore primary science classrooms. The students had ten weeks of GS-based lessons in science, which were co-designed by teachers and researchers to teach the curriculum by tapping on collaborative work in small groups as well as in the whole class. The results show that the GS classes performed better than non-GS classes as measured by traditional assessments. With GS, students were found to have more opportunities to participate in class discussions, and were exposed to diversified ideas. Analysis of data collected in the classroom as well as data on students’ attitudes and perceptions indicate that GS facilitated students’ collaborative learning, and improved students’ epistemology and attitudes toward science learning.
Article Outline
1. Introduction
2. Research design
3. Data collection
4. Findings
4.1. Analysis of two GS lessons
4.2. Positive science learning gains of GS classes
4.3. Whole-class participation with GS
4.4. Positive role in students’ collaborative learning
4.5. Improved epistemology and attitudes towards science learning
4.5.1. Epistemology
4.5.2. Attitudes towards science learning
4.6. Students’ attitudes and perceptions towards GS
4.6.1. Difficulty of using GS
4.6.2. Enjoyment of using GS
4.6.3. GS in science learning
5. Discussion and conclusions
Acknowledgements
Appendix A. GroupScribbles activities
References
Abstract
This paper presents a research study carried out to support and structure virtual interaction among university students that may trigger collaborative knowledge construction in the Web, supported by a CSCL system called KnowCat. Three characteristics of the KnowCat system are relevant to our educational purpose: firstly, students can share and consult their documents, enabling them to find out how their classmates have accomplished a specific task; secondly, students can express their opinion about any document in the system. These opinions have been used in our study as explicit assistance, or scaffold, which one student gives another in order to improve his/her work. Thirdly, the KnowCat system supports students with coordinating their perspectives on specific knowledge through a mechanism called Knowledge Crystallisation, which organises community knowledge as a result of their participants’ interactions.
Article Outline
1. Introduction
2. KnowCat: the system used to promote collaborative knowledge construction
2.1. Knowledge elements in the system
2.2. Knowledge crystallisation and knowledge evolution
3. Research study
3.1. Research questions
3.2. Participants
3.3. Procedure: main characteristics of the instructional context
3.4. Data analysis
3.5. Results and discussion
4. Conclusions
Acknowledgements
References
Abstract
As schools are increasingly encouraging students to use the Internet and web-based technology at home and in the classroom, concerns among some parents have increased. Today’s parents have learned about computers as adults and did not receive guided participation as children either from their parents or from their teachers.
The essence of this paper is twofold: (a) to investigate how parents view their children’s opportunity to acquire new educational and interpersonal experiences from the introduction of collaborative learning activities by distance via videoconferencing in school settings and (b) to examine the differences in parents’ attitudes to the use of the Internet and web based technologies by elementary students in the family home as an acknowledgment of their importance in their children’s day-to-day social and educational activities, in two developing but still traditional European countries. Using data from two groups of parents (N = 98) – one from an urban province of Crete (Rethymno) and the other from a rural province of Cyprus (Avgorou), the present paper showed that parents respond to the “newness” of digital collaborative learning and interpersonal activities of their children according to their level of use and perceived compatibility of the information and communication technologies.
Article Outline
1. Introduction
2. Children’s access to the ICTs’ applications and parental involvement
2.1. Literature review
3. Context
3.1. General description
3.2. Method
3.3. Data analysis
3.4. Variables
3.5. Results
4. Discussion and future research
Acknowledgements
References
Vitae
Abstract
The aim of this study is to examine and to describe how student teachers engaged in courses in web-based learning environments over a period of 40-weeks develop a collective competence to collaborate. The collective competence of collaboration is defined as the level of learning ability a group of students express when using dialogues as a tool for their own and other’s learning in a web-based learning environment. The students’ contributions to the course assignments, the group responses and the collaborative discussions and dialogues were analysed and interpreted based on Bakhtin’s and Rommetveit’s theories on dialogic interactions and meaning potentials. The results describe three different levels at which students use dialogues as a tool for learning when they collaborate within the group.
Article Outline
1. Introduction
2. Online education and computer-supported collaborative learning
2.1. Socio-cultural approach
2.2. Relations between dialogues and learning
2.3. The role of the potentials of meaning
3. The study
3.1. Methodological considerations and analysis
4. Results
5. Discussion
5.1. Online education implications
References
Abstract
Graphing is a key skill in the study of Physics. Drawing and interpreting graphs play a key role in the understanding of science, while the lack of these has proved to be a handicap and a limiting factor in the learning of scientific concepts. It has been observed that despite the amount of previous graph-working experience, students of all ages experience a series of difficulties when trying to comprehend graphs or when trying to relate them with physical concepts such as position, velocity and acceleration. Several computational tools have risen to improve the students’ understanding of kinematical graphs; however, these approaches fail to develop graph construction skills. On the other hand, Robots have opened new opportunities in learning. Nevertheless, most of their educational applications focus on Robotics related subjects, such as robot programming, robot construction, and artificial intelligence. This paper describes a robotic activity based on face-to-face computer supported collaborative learning. By means of a set of handhelds and a robot wirelessly interconnected, the aim of the activity is to develop graph construction and graph interpretation skills while also reinforcing kinematics concepts. Results show that students using the robotic activity achieve a significant increase in their graph interpreting skills. Moreover, when compared with a similar computer-simulated activity, it proved to be almost twice as effective. Finally, the robotic application proved to be a highly motivating activity for the students, fostering collaboration among them.
Article Outline
1. Introduction
2. Face to face CSCL and robotics
3. Graph plotter activity
3.1. Teammates roles
3.2. Activity flow
3.3. Reinforcement question
4. Method
4.1. Participants
4.2. Experimental design
4.3. Procedure
5. Results
6. Conclusions
References
Abstract
The interaction spaces between instructors and learners in the traditional face-to-face classroom environment are being changed by the diffusion and adoption of many forms of computer-based pedagogy. An integrated understanding of these evolving interaction spaces together with how they interconnect and leverage learning are needed to develop meaningful strategies for effective teaching and learning. The 18i collaborative interaction spaces model was designed based on constructivist principles, and describes 18 mixed instructor–learner spaces contextualized at a finer operational scale that makes explicit a wider range of interactions. The model was implemented during the life cycle of an undergraduate GIS-based multimedia cartography course. One output was the generation of a repository of rule-based trajectory plans for rapid planning and problem solving. The model provides an integrated workflow to manage course contents, products, interactions, individuality, and learning styles in blended environments.
Article Outline
1. Introduction
2. Constructivist learning and multimedia instruction
3. Structuring the interaction spaces
4. The 18i collaborative interaction spaces model
4.1. Instructor spaces
4.2. Course contents spaces
4.3. Course products spaces
4.4. Student spaces
4.5. Evaluation and assessment
5. Implementing the 18i model
6. Results and discussion
7. Conclusion
Acknowledgements
References
Abstract
The purpose of the present study was to examine how college students’ help seeking behavior varied across different instructional learning environments. Four hundred and seventy four (N = 472) students enrolled in distance, distributed, and traditional classes were queried about their help seeking preferences, help seeking tendencies, personal threat in seeking help, and academic self-efficacy. It was hypothesized that students enrolled in courses with an online computer component would report (a) higher instances of help seeking behavior, particularly from instructors; and (b) feel less threatened to seek help than students in traditional learning environments. It was also expected that student achievement would be significantly correlated with formal help seeking, academic self-efficacy, and perceived threat to seek help. Lastly, it was postulated that students would report that they prefer to use electronic means to seek help and that they find it more effective. Overall the hypotheses of this study were supported. Educational implications and recommendations are provided regarding the type of technological tools that college instructors might consider using in their courses to promote help seeking.
Article Outline
1. Introduction
2. Methods
2.1. Participants
3. A description of the courses and the four learning environments
3.1. Measures
3.1.1. Personal data questionnaire
3.1.2. Help seeking preference survey
3.1.3. Academic self-efficacy scale
3.1.4. Students’ perceptions of threat scale
3.1.5. Assessment of achievement related and help seeking tendencies scale
3.1.6. Course achievement
3.2. Procedures
4. Results
5. Discussion
6. Limitations and recommendations for future research
References
Abstract
No abstract is available for this article.
Article Outline
1. Seeking help and searching out information: looking to the future
2. Why help seekers need help
3. Helping helpers to be more helpful
4. What ‘triggers’ decisions to seek help?
5. Problem solving and learning
6. Final observation
Abstract
The paper reports on the outcomes of a British Educational Communications and Technology Agency (BECTa) funded study which explored the views of teacher trainees and their mentors in two different school subjects on what strategies, interventions and resources had a positive impact on their ability to use ICT effectively in their subject teaching.
The research aimed to explore both commonalities in trainees’ views of which strategies and interventions had a positive influence on their ability to use ICT effectively in subject teaching, and subject discipline dimensions of ICT use, i.e. the ways in which training needs might vary between trainees in different school subjects.
The study focused on the views of two successive cohorts of science and history trainees (133 trainees in all), and 21 of their supervising mentors. The outcomes showed that some important determinants of progression in the ability to deploy ICT confidently and effectively in subject teaching were common to both subject groups, but that there were differing views on which ICT applications offered most potential for enhancing teaching and learning in their subject and differences in their preferred priorities for investment in ICT. The study also revealed that trainees felt that many of the experiences and resources which they had encountered in the course of their training had not been helpful.
A follow up survey was undertaken of 114 trainees across six subject areas to further explore some of the findings from the initial survey. The concluding section of the paper suggests ways in which trainee teachers might be prepared more effectively for using ICT in their subject teaching.
Article Outline
1. Context of the research
2. Aims of the research
3. What we know about trainees’ use of ICT
4. Research design
5. Key factors identified by mentors
6. Follow up telephone interviews with former trainees in their first year of teaching
7. Reflections of trainees on their ICT training
8. Conclusions
9. Summary
Appendix 1. Baseline data questionnaire
Appendix 2. ICT on first placement
Appendix 3. Focus Group Questions
Appendix 4. End of course questionnaire on teaching with ICT
References
Abstract
In this paper, several recent theoretical conceptions of technology-mediated education are examined and a study of 2159 online learners is presented. The study validates an instrument designed to measure teaching, social, and cognitive presence indicative of a community of learners within the community of inquiry (CoI) framework [Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, 1–19; Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23]. Results indicate that the survey items cohere into interpretable factors that represent the intended constructs. Further it was determined through structural equation modeling that 70% of the variance in the online students’ levels of cognitive presence, a multivariate measure of learning, can be modeled based on their reports of their instructors’ skills in fostering teaching presence and their own abilities to establish a sense of social presence. Additional analysis identifies more details of the relationship between learner understandings of teaching and social presence and its impact on their cognitive presence. Implications for online teaching, policy, and faculty development are discussed.
Article Outline
1. Introduction
2. Method
2.1. Sample
2.2. Data preparation
3. Results
3.1. Factor analysis
3.2. Results from structural equation modeling
4. Discussion and recommendations
4.1. Limitations
4.2. Future research
Acknowledgements
References
Abstract
Web-based (or online) learning provides an unprecedented flexibility and convenience to both learners and instructors. However, large online classes relying on instructor-centered presentations could tend to isolate many learners. The size of these classes and the wide dispersion of the learners make it challenging for instructors to interact with individual learners or to facilitate learner collaborations. Since extensive literature has confirmed that the substantial impact of learner interaction on learning outcomes, it is pedagogically critical to help distributed learners engage in community-based collaborative learning and to help individual learners improve their self-regulation. The E-learning lab of Shanghai Jiaotong University created an artificial intelligence system to help guide learners with similar interests into reasonably sized learning communities. The system uses a multi-agent mechanism to organize and reorganize supportive communities based on learners’ learning interests, experiences, and behaviors. Through effective award and exchange algorithms, learners with similar interests and experiences will form a community to support each others’ learning. Simulated experimental results indicate that these algorithms can improve the speed and efficiency in identifying and grouping homogeneous learners. Here, we will describe this system in detail and present its mechanism for organizing learning communities. We will conduct human experimentations in the near future to further perfect the system.
Article Outline
1. Background/Introduction
1.1. Definitions of online learning communities and their educational advantages
1.2. Related work – ways in organizing collaborative learning communities
2. Structure of the group-agent based community-organizing system
2.1. Definition of Learning Experience Vector
2.2. System structure and workflow description
3. Algorithm for organizing E-learner communities
3.1. Matchmaking enquiry forward method
3.2. Group Membership award and Learner Agents exchange methods
3.3. Case study
4. Experimental results and evaluations
5. Conclusion and future work
Acknowledgements
References
Abstract
This study aims at highlighting the collaborative activity of two high school students (age 14) in the cases of modeling the complex biological process of plant growth with two different tools: the ‘paper & pencil’ concept mapping technique and the computer-supported educational environment ‘ModelsCreator’. Students’ shared activity in both cases is carried out in the presence of a facilitator providing technical as well as cognitive support when necessary. The objective of the study is to highlight the ways in which the collaborating students are engaged in the plant growth modeling activity in the two cases and also identify the activity’s similar and different aspects in each one. Our analysis is carried out on two complementary axes, the first of which concerns the process of collaboratively creating a plant growth model with each different tool, while the second has to do with the students’ conceptualizations of the biological aspect of the modeling task in each case. A two-level analytic tool for the modeling process has been derived within the theoretical framework of ‘activity theory’ on the basis of the OCAF scheme for basic modeling operations and the scheme of Stratford et al. [Stratford, S. J., Krajcik, J., & Soloway, E. (1998). Secondary students’ dynamic modeling processes: analyzing, reasoning about, synthesizing, and testing models of stream ecosystems. Journal of Science Education and Technology, 7(3), 215–234.] for higher-order modeling actions. According to our results, four major modeling actions (analysis, synthesis, testing-interpreting, technical and cognitive support) performed through a plethora of modeling operations define the steps of the modeling process in both cases, while specific qualitative differences can be actually identified. Finally, the students’ conceptualizations of the biological aspect of the modeling task in the two-case activity is analyzed in regard with their capability of shifting reasoning between macro- and micro-levels, while educational implications are also discussed.
Article Outline
1. Theoretical framework
2. Methods
2.1. The objectives of the study
2.2. Participants, settings and modeling tools
2.3. The analytic tools
3. Results
3.1. Students’ modeling activity when using the ‘paper & pencil’ concept mapping technique: the process of creating a plant growth model
3.2. Students’ modeling activity when using the ‘paper & pencil’ concept mapping technique: the conceptualizations of the biological aspect of the modeling task
3.3. Students’ modeling activity when using the computer-supported educational environment ‘ModelsCreator’: the modeling process
3.4. Students’ modeling activity when using the computer-supported educational environment ‘ModelsCreator’: the conceptualizations of the biological aspect of the modeling task
4. Discussion
4.1. The modeling process in the two settings
4.2. Students’ modeling activity when using the computer-supported educational environment ‘ModelsCreator’: the conceptualizations of the biological aspect of the modeling task
References
Abstract
Several studies have been conducted related to dropouts from on-campus and distance education courses. However, no clear definition of dropout from academic courses was provided. Consequently, this study proposes a clear and precise definition of dropout from academic courses in the context of e-learning courses. Additionally, it is documented in literature that students attending e-learning courses dropout at substantially higher rates than their counterparts in on-campus courses. Little attention has been given to the key factors associated with such substantial difference. This study explores two main constructs: (1) academic locus of control; and, (2) students’ satisfaction with e-learning. Results show that students’ satisfaction with e-learning is a key indicator in students’ decision to dropout from e-learning courses. Moreover, dropout students (non-completers) reported to have significantly lower satisfaction with e-learning than students who successfully completed (completers or persistent students) the same e-learning courses. Additionally, results of this study show that the academic locus of control appears to have no impact on students’ decision to drop from e-learning courses.
Article Outline
1. Introduction
2. Theoretical background
2.1. Dropout from e-learning courses
2.2. Locus of control
2.3. Students’ satisfaction
3. Hypotheses and methodology
3.1. Hypotheses
3.2. Methodology and instruments
4. Data collection and results
4.1. Data collection
4.2. Analysis and results
5. Discussion and conclusions
5.1. Discussion of findings
5.2. Contributions of the study
5.3. Limitations and suggestions for future research
Acknowledgements
Appendix A. Academic locus of control instrument adopted from Trice (1985)
Appendix B. Students’ satisfaction with e-learning instrument adopted from Bures et al. (2000)
Appendix C. General students’ demographics information sheet
References
Abstract
The purpose of this study was to determine the effectiveness of a hybrid learning approach to deliver a computer science course concerning the Microsoft office PowerPoint 2003 program in comparison to delivering the same course content in the form of traditional lectures. A hundred and seventy-two first year university students were randomly assigned into two teaching method groups: traditional lecture instruction (TLI) and hybrid lecture instruction (HLI). Each group received six 95-min periods of instruction divided into 4 sections: a) 5-min brief outline of the key learning points, b) 40-min lecture on general knowledge c) 45-min constructivist-inspired learning activities and d) 5-min summary on key learning points. In the beginning and the end of this study students completed a 17-item multiple choice knowledge test. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (TLI, HLI) and measures (pre-test, post-test) on knowledge test. The measures main effect was significant, as well as the groups x measures interaction effect. Two independent-samples t test were conducted to follow up the significant interaction. Differences in mean ratings of knowledge performance between the two teaching groups were not significantly different at first measure, while the TLI method group yielded a significantly lower mean rating at second measure. The findings indicated that HLI approach might be a superior option for undergraduate students on learning the Microsoft office PowerPoint 2003 program.
Article Outline
1. Introduction
2. Review of literature
2.1. Constructivism theory in hybrid learning
2.2. Prior study in hybrid learning
3. Methods
3.1. Participants
3.2. Apparatus
3.2.1. Hardware instrument
3.2.2. Software instrument
3.2.3. Knowledge instrument
3.3. The course
3.3.1. Goal and learning objectives
3.3.2. Learning method, and activities
3.4. Procedure
3.4.1. Pilot study
3.4.2. Main study
3.5. Design
4. Results
4.1. Item analysis
4.2. Reliability analysis
4.3. Two-way Analyses of variances (ANOVAs) with repeated measures
5. Discussion
6. Conclussion
Appendix. Appendix
References
Abstract
This article presents a critical comparison of the usefulness and practicality of six CMC video chat tools (CUworld, ICQ, MSN Messenger, Paltalk, Skype, and Yahoo Messenger) from the perspective of language teaching professionals. This comparison is based on the results of a semester-long project between graduate students at an American university and their counterparts at a university in Turkey. The language teachers were asked to pair up with a partner in the collaborating university to test and then evaluate each of these tools via video chat tool evaluation sheets. They also completed an overall evaluation sheet commenting on CMC tools in general and ranking the video chat tools in terms of their potential as language teaching tools and their usability for personal communication purposes. The qualitative and quantitative analyses of the evaluation sheets indicate a clear preference for MSN Messenger and Skype while placing CUworld and Paltalk at the bottom of the list. The article also provides pedagogical implications and applications for using tools for language teaching purposes.
Article Outline
1. Introduction
1.1. The need for investigation
1.2. Research questions
2. Materials and methods
3. Results
3.1. Comparative evaluation of the technical aspects of the tools
3.1.1. Total score and ranking comparison of the video chat tools
3.1.2. Technical and usability issues comparison of the video chat tools
3.1.3. Audio and video quality comparison of the video chat tools
3.2. Comparative evaluation of the suitability of the programs for personal communication and language teaching purposes
3.2.1. The lower third
3.2.2. The middle third
3.2.3. The top third
3.3. Participant suggestions for pedagogical applications of video chat
4. Discussion
5. Conclusion and implications
Appendix A:. Video chat tool evaluation sheet
Appendix B:. Video chat tool overall evaluation sheet
References
Abstract
Environmental education and computers? That was traditionally seen as an antagonism. But environmental educators who compete for attention and face new challenges in an age of mobile devices, have begun to explore the opportunities that mobile computers may offer in supporting environmental learning experiences. This study investigates the impact of a mobile guide system on different parameters of environmental literacy in comparison to traditional instruments of environmental education (i.e. brochure, human guide). In a field experiment at a floodplain conservation site, 185 school children and 76 adults participated in a guided tour using different media. Despite the novelty of mobile devices and usability issues associated with the prototype mobile nature guide, participants using the computer-assisted medium achieved similar results concerning environmental literacy components. The computer as mobile guide can lead to an increase in environmental knowledge and in case of the children it can increase their motivation to engage in environmental education activities.
Article Outline
1. Introduction
2. Materials and methods
2.1. EE intervention
2.1.1. Guide media
2.2. Participants
2.2.1. Children
2.2.2. Adults
2.3. Study design and procedure
2.4. Instrument
2.5. Statistical methods
3. Result
3.1. Effects on components of environmental literacy
3.1.1. Children
3.1.2. Adults
3.2. User satisfaction
3.2.1. Children
3.2.2. Adults
4. Discussion
4.1. Intervention and media effects
4.2. Additional factors
4.2.1. Age
4.2.2. Education and occupation
4.2.3. Alienation
4.3. Did user satisfaction differ between EE media?
5. Conclusions
Acknowledgements
References
Abstract
The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method, to the examination based on constructed-response questions (CRQs). Despite that MCQs have an advantage concerning objectivity in the grading process and speed in production of results, they also introduce an error in the final formulation of the score. The error is traced to the probability of answering a question by chance or based on an instinctive feeling, which does not enable the ascertainment of the knowledge of the whole background included in the question. In the present study, both MCQ and CRQ tests were given to examinees, in the framework of a computer-based learning system. Avoiding the procedure of mixed scoring, e.g. both positive and negative markings, a set of pairs of MCQs was composed. The MCQs in each pair were similar concerning the same topic, but this similarity was not evident for an examinee that did not possess adequate knowledge on the topic addressed in the questions of the pair. The examination based on these “paired” MCQs, by using a suitable scoring rule, when made to the same sample of students, οn the same topics and with the same levels of difficulty, gave results that were statistically indistinguishable with the grades produced by an examination based on CRQs, while both the “paired” MCQ test results and the CRQ test results differed significantly from those obtained from a MCQ test using positive-only scoring rule.
Article Outline
1. Introduction
2. Methods and procedures
2.1. Comparison of CRQs and PSR-MCQs
2.1.1. The examined course and the sample of students
2.1.2. Formulation of the questions
2.1.3. Examination procedure and scoring methodology
2.2. Comparison of CRQs and paired MCQs
3. Results and discussion
4. Conclusions
References
Abstract
This paper compares the efficiency of two intelligent methods: expert systems and neural networks, in detecting children’s mathematical gift at the fourth grade of elementary school. The input space for the expert system and the neural network model consisted of 60 variables describing five basic components of a child’s mathematical gift identified in previous research. The expert system estimated a child’s gift based on heuristically defined logic rules, while the scientifically confirmed psychological evaluation of gift based on Raven’s standard progressive matrices was used at the output of neural network models. Three neural network algorithms were tested on a Croatian dataset. The results show that both the expert system and the neural network recognize more pupils as mathematically gifted than teachers do. The expert system produces the highest average hit rate, although the highest accuracy in classifying gifted children is obtained by the radial basis neural network algorithm, which also yields lower type II error. Due to the ability of expert systems to explain the result, it can be suggested that both the expert system and the neural network model have potential to serve as effective intelligent decision support tools in detecting mathematical gift in early stage, therefore enabling its further development.
Article Outline
1. Introduction
2. Description of previous research
3. Problem definition
4. Methodology
4.1. Expert system methodology
4.2. NN methodology
4.3. Standard progressive Raven’s matrices
5. Description of experiment and data
6. Results
6.1. Expert system results
6.2. Neural network results
6.3. Comparison of expert systems and neural networks
7. Conclusion
Acknowledgements
Appendix A. Statistical descriptive analysis of the input variables on the whole sample
References
Abstract
The influence of interactive videoconferencing (IVC) on health professional educational outcomes between Canada and Hong Kong students was examined. Three formats were compared with respect to the instruction of two circumscribed intensive care topics. The formats included international video-linked (VL) tutorials in combination with web-based tutorials (VL + WB), web-based tutorials only (WB), and conventional classroom tutorials (C). Physical therapy students were assigned to one of the three groups at each site. The learning outcomes included grades and evaluation of the learning experience. The instructors provided written feedback on their experience with the instructional formats. Grades were comparable across instructional groups at both sites with the exception of one question for the HK group. The VL + WB groups valued learning from international peers. VL learning outcomes appeared to be comparable to conventional formats and may augment students’ learning satisfaction. Modifications are recommended to accommodate differences in the language proficiency of students. The instructors acknowledged that preparation for VL tutorials was unique and challenging. Further research targeted at cross cultural interaction via IVC is needed to determine whether quality of learning outcomes are topic dependent. Cross cultural IVC appears to be both a distinct teaching as well as learning experience for health professional students.
Article Outline
1. Background
2. Methods
2.1. Research design
2.2. Subjects
2.3. Instructional content
2.4. Instructional groups at each site
2.5. General procedures
2.6. Outcomes
2.6.1. Student outcomes
2.6.2. Instructor outcomes
2.7. Data analysis
3. Results
3.1. Grades between sites and between groups
3.2. Written student feedback (between sites and between groups)
3.3. Anecdotal feedback from the VL + WB groups
3.4. Anecdotal feedback from the instructors
4. Discussion
4.1. Subjects
4.2. Grades
4.3. Written student feedback between sites and between groups
4.4. Instructors’ written feedback
4.5. Challenges
4.6. Future studies
4.7. Summary and conclusion
Acknowledgements
References
Abstract
This study aimed to develop a set of evaluation criteria for English learning websites. These criteria can assist English teachers/web designers in designing effective websites for their English courses and can also guide English learners in screening for appropriate and reliable websites to use in increasing their English ability. To fulfill our objective, we employed a three-phase research procedure: (a) establishing a preliminary set of criteria from a thorough review of the literature, (b) evaluating and refining the preliminary criteria by conducting interviews with in-service teachers and learners, and (c) validating and finalizing the criteria according to expert validity surveys. The established criteria have 46 items, classified into 6 categories (the number of items within the category) – general information (12), integrated English learning (13), listening (4), speaking (6), reading (5), and writing (6). The general information evaluates the authority, accuracy, and format of the learning websites. The integrated English learning evaluates the overall information relevant to English learning materials as well as the common features of the four language skills. The criteria for listening, speaking, reading, and writing, for example, examine the suitable intonation, skills of discourse, classification of reading articles by their attributes, and the proper use of discussion boards for students when practicing their writing skills. Based on qualitative and quantitative analysis of the interviews and expert validity surveys, we confirmed the effectiveness of the developed evaluation criteria with satisfactory indexes of inter-rater reliability, content validity, and factorial validity.
Article Outline
1. Introduction
2. Methods
2.1. Interviews
2.1.1. Participants
2.1.2. Data instruments
2.1.3. Data analysis
2.2. Expert validity survey
2.2.1. Participants
2.2.2. Data instruments
2.2.3. Data analysis
3. Results and discussion
3.1. Phase I: preliminary criteria
3.2. Phase II: refined criteria
3.3. Phase III: finalized criteria
3.3.1. Criteria for general information
3.3.2. Criteria for integrated English learning
3.3.3. Criteria for listening
3.3.4. Criteria for speaking
3.3.5. Criteria for reading
3.3.6. Criteria for writing
3.3.7. The complete set of finalized criteria
4. Conclusions
5. Implications for teachers and instructional/courseware designers
6. Suggestions for future study
Appendix A.
Interview questions
Appendix B.
References
Abstract
Individuals who are anxious about computers may be at a disadvantage in their learning. This investigation focused on the use of home computers for educational purposes. It compared computer anxiety in adolescents with and without a history of special needs related to language difficulties. Participants were 55 17-year-olds with specific language impairment (SLI) and 72 typically developing (TD) peers. Participants completed interviews regarding computer anxiety as well as computer importance and computer enjoyment. Measures of psycholinguistic skills, perceived ease of use and general anxiety were also obtained. Results showed that adolescents with SLI experience more computer anxiety than TD peers and that females are more anxious than males. Level of general anxiety, perceived ease of use and language ability had a direct association and were predictive of level of computer anxiety in adolescents with SLI. In contrast, only perceived ease of use was significantly predictive in TD adolescents. Gender was not a significant predictor in the context of other influential variables. The findings reveal a complex relationship between linguistic, attitudinal and emotional factors and computer anxiety. Adolescents with SLI who are at a greater risk may require multifaceted support for a number of influencing factors including general anxiety.
Article Outline
1. Introduction
1.1. Background
1.2. Theoretical framework
1.3. Students with SEN and computers
1.4. SLI and computer anxiety
1.5. The present study
2. Method
2.1. Participants
2.1.1. Adolescents with SLI
2.1.2. Typically developing (TD) adolescents
2.1.3. Participants’ socio-economic status background
3. Tests and materials
3.1. Computer anxiety
3.2. Computer importance and computer enjoyment
3.3. Psycholinguistic abilities
3.4. Perceived ease of use
3.5. General anxiety
3.6. Procedure
4. Results
4.1. Computer anxiety
4.2. Computer importance and computer enjoyment
4.3. Participant language profiles
4.4. Perceived ease of use
4.5. General anxiety
4.6. Relationships among computer anxiety, language abilities, ease of use and general anxiety
4.7. What predicts computer anxiety?
5. Discussion
Acknowledgements
References
Abstract
In this paper, we identify key challenges faced by computer-based assessment (CBA) in secondary education and we put forward a framework of design considerations: design with the students and teachers, select the most appropriate media platform and plan an evolution rather than a revolution of prior practices. We present the CBA application ‘MyTest’ which was developed using the participatory methodology We!Design, with the collaboration of 31 students and teachers. The application is targeted for the Tablet PC platform, provides “digital ink” capabilities and supports both closed-type and open questions, facilitating the transfer of traditional assessment practices to CBA. Both students and teachers were excited about the design sessions, and they asserted that they would rely more on educational software designed using this approach. The comparison of the ‘MyTest’ application with an assessment application developed with the same participatory methodology and the involvement of 40 undergraduate students revealed dissimilar expectations and needs of high school and undergraduate students that are often disguised or misinterpreted. A pilot evaluation of the application in real learning conditions was conducted with 31 students using Tablet PCs and with 37 students using traditional PCs. Interestingly, the Tablet PC platform rendered the ‘MyTest’ application more useful and usable to the students, validating our claims.
Article Outline
1. Introduction
2. Computerized assessment challenges for secondary education
2.1. Challenges introduced by the digital nature of assessment: the test-mode effect
2.2. Challenges introduced by the hardware being used: the platform effect
2.3. Challenges introduced by the type of questions supported
2.4. Challenges introduced by the feedback and scoring processes
2.5. Challenges introduced by the homogenization of software
3. Responding to the challenges
3.1. CBA design using participatory methodologies which involve students and teachers
3.2. Selecting an adequate platform for assessment delivery
3.3. Do not cancel but enhance previous practices, emphasizing educational effectiveness
4. Methodology
5. Results
5.1. The ‘MyTest’ application
5.2. Evaluating the design experience
5.3. Comparing high-school with university students’ needs
5.4. Pilot evaluation of the application ‘MyTest’
6. Discussion and implications
References
Abstract
Developing children as successful learners is a key aim of A Curriculum for Excellence in Scotland. This paper presents qualitative results from an eight week exploratory field study in which a class of ten year olds made their own computer games. The analysis focuses on the development of aspects of successful learning as identified in the curriculum: enthusiasm and motivation for learning, determination to reach high standards of achievement, independent and group learning, and linking and applying learning in new situations. As teachers have an important role in facilitating and supporting learners as they use technology, the paper concludes with a discussion of implications for classroom practice.
Article Outline
1. Introduction
2. Related work
2.1. Powerful learning environments
2.2. Learning how to learn
2.3. Games and learning
2.4. Learning by making
2.5. Summary
3. The Neverwinter Nights software
3.1. Testing
3.1.1. Worked example 1
3.1.2. Worked example 2
3.2. Area transitions
3.2.1. Worked example
3.3. Writing a conversation
3.3.1. Worked example
4. A school based field study
4.1. Participants
4.2. Procedure
4.3. Findings
4.3.1. Enthusiasm and motivation for learning
4.3.2. Determination to reach a high standard of achievement
4.3.3. Learning together and alone
4.3.4. Linking and applying learning in new situations
5. Implications for classroom practice
5.1. Striking a balance between exploratory learning and instruction
5.2. Facilitating the exchange of knowledge between learners
5.3. Facilitating cross-curricular learning and transferable skills
5.4. Evaluating successful learning
6. Conclusions
Acknowledgements
References
Abstract
This study examined computer game development as a pedagogical activity to motivate and engage students in curriculum-related literacy activities. We hypothesized that as a consequence, students would improve their traditional reading and writing skills as well as develop new digital literacy skills. Eighteen classes of grade 4 students were assigned to either an experimental or control group. Both groups studied the same curriculum unit over a 10 week period, however, in addition the experimental group developed computer games related to the unit using a game development shell. An analysis of pre- and post-unit scores on two standardized literacy test batteries revealed that the experimental students performed significantly better on one of the subtests, a measure of logical sentence construction (p = .002). Field notes and teacher interview data indicated that game development helped improve student content retention, ability to compare and contrast information presented, utilize more and different kinds of research materials including digital resources, editing skills, and develop an insight into questioning skills.
Article Outline
1. Introduction
1.1. Games and learning
1.2. Games, engagement, and literacy
1.3. Research questions
2. Method
2.1. Research design
2.2. Game shell
2.3. Curriculum unit
2.4. Instruments
2.5. Data analysis
3. Findings
3.1. Impact of game development on basic literacy skills
3.2. Development of digital literacy skills
3.3. Student engagement
3.4. Teacher classroom practices
4. Discussion of results
5. Summary and conclusions
Acknowledgements
References
Abstract
Creativity is an important entity in developing human capital while computer games are the current generation’s contemporary tool. This study focused on the teaching of computer games development in order to enhance the creative perception of secondary school children. The study applied randomised subjects, with control group experimental design, which involved 69 Malaysian form one students, aged 13–14 year-old. Different pedagogical strategies were being investigated on the abilities to enhance students’ creative perception. Treatment group adopted appreciative learning approach, which was based on Appreciative Inquiry (AI) theory. Meanwhile, control group adopted self-paced learning, followed by do-it-yourself session. Previous studies indicated that although appreciative learning approach is still in its infancy development, the approach is gaining its momentum in educational settings as it focuses on strengthening a person’s capacities and potential. Students’ creative perception was assessed using Khatena-Torrance Creative Perception Inventory (KTCPI). It was found students in treatment group gained a mean score of 71.82, which was significantly higher at .05 level of significance compared to the mean score of 50.49 exhibited by the control group. Yet, both treatment and control groups showed significant increases in pre-to-post-test scores. Dimensions within KTCPI were further analysed in order to present a better picture of students’ creative perception. As a conclusion, different pedagogical strategy generated different level of creative perception enhancement.
Article Outline
1. Introduction
2. Literature review
2.1. Computer games development
2.2. Appreciative learning approach
2.3. Creative perception
3. Objective of the study
4. Methodology
4.1. Research design
4.2. Sample
4.3. Instrument
5. Findings
5.1. Did appreciative learning approach group gained better creative perception in computer games development compared to control group?
5.1.1. SAM (Something About Myself) sub-test
5.1.2. WKOPAY? (What Kind Of Person Are You?) sub-test
5.1.3. Creative Perception Index (CPI)
5.2. Were there any significant differences in students’ creative perception before and after going through computer games development for both appreciative learning approach group and control group?
5.2.1. SAM (Something About Myself) sub-test
5.2.2. WKOPAY? (What Kind Of Person Are You?) sub-test
5.2.3. Creative Perception Index (CPI)
6. Discussion
6.1. Creative Perception Index (CPI)
6.2. Something About Myself (SAM)
6.2.1. Environmental sensitivity
6.2.2. Initiative
6.2.3. Self-strength
6.2.4. Intellectuality
6.2.5. Individuality
6.2.6. Artistry
6.3. What Kind of Person Are You? (WKOPAY?)
6.3.1. Acceptance of authority
6.3.2. Self-confidence
6.3.3. Inquisitiveness
6.3.4. Awareness of others
6.3.5. Disciplined imagination
7. Limitations
8. Conclusion
References
Abstract
Nurturing children into thinking creatively needs to take account of what interest them. Therefore, the study conducted engaged students with computer games development as it corresponded with the young generation’s habits and interests. This was done with the purpose to enhance the creative process experienced by students. It involved 69 Malaysian form one (grade seven) students, aged 13–14 year-old. Appreciative learning approach, which consisted of discover, dream, design and destiny stages, was applied in treatment group whiles control group applied self-paced learning, followed by do-it-yourself session. Findings showed students in treatment group gained accelerated mean score in creative process experienced on the second week and stabilized thereafter for the following weeks. These mean scores were significantly higher than control group, throughout the study. Although students in control group exhibited significantly lower mean scores in creative process, yet these mean scores gradually getting higher and higher each week significantly. As a conclusion, appreciative learning approach contributes significantly on the level of creative process experienced by students. However, creative process experienced did not happen in a clear-cut order of inspiration, clarification, evaluation, distillation, incubation, perspiration (ICEDIP). In addition, it is not true that without appreciative learning approach, students will not experience any creative process. Creative process happens all the time when the mind is active but the level can be accelerated by appropriate pedagogical approach. Caution is warranted, as this article is just part of the action research being carried out in applying appreciative learning approach as a teaching practice in computer games development class.
Article Outline
1. Introduction
2. Purpose and objective of the study
3. Methodology
3.1. Research design
3.2. Sample
3.3. Instrument
4. Findings
5. Discussion
6. Limitations
7. Conclusion
Acknowledgements
Appendix A. Supplementary material
References
Abstract
In this paper, we introduce an electronic collaborative learning environment based on Interactive Instructors of Recreational Mathematics (IIRM), establishing an alternative approach for motivating students towards mathematics. The IIRM are educational software components, specializing in mathematical concepts, presented through recreational mathematics, conceived as interactive, recreation-oriented learning objects, integrated within the environment. We present the architecture of the learning environment which integrates communication services that support the interaction processes of the learning community, through instant messaging, chat rooms, and multi-player math games. Through the environment’s interface of their personal workspace, students have access to several easy-to-use mechanisms that allows them to customize its content, its layout, and its appearance. At internal levels, the functionality of IIRM is enhanced with features supported by the environment infrastructure. We evaluated different aspects of the learning environment in three short, motivation-oriented math courses given to Mexican high-school students. The results indicate that the use of the IIRM-based electronic learning environment, positively affects student attitudes towards mathematics. We believe that this approach has the potential to promote the mathematics learning process, basically on its motivational aspects.
Article Outline
1. Introduction
2. The interactive instructor of recreational mathematics
3. The electronic learning environment
3.1. Developing the electronic learning environment
3.2. Technologies
3.3. User session and information management
3.4. Collaborative learning
4. Evaluation and results
4.1. Students feelings toward mathematics
4.2. Previous experience of students with educational and entertainment software
4.3. Usability of the learning environment
4.4. Motivation to learn mathematics and learning awareness
4.5. About the usability of the learning objects
4.6. Attitude measurement
5. How students use the learning environment
6. Conclusions
Acknowledgements
References
Abstract
This study evaluates the reliability of self-assessment as a measure of computer competence. This evaluation is carried out in response to recent research which has employed self-reported ratings as the sole indicator of students’ computer competence. To evaluate the reliability of self-assessed computer competence, the scores achieved by students in self-assessed computer competence tests are compared with scores achieved in objective tests. The results reveal a statistically significantly over-estimation of computer competence among the students surveyed. Furthermore, reported pre-university computer experience in terms of home and school use and formal IT education does not affect this result. The findings call into question the validity of using self-assessment as a measure of computer competence. More generally, the study also provides an up-to-date picture of self-reported computer usage and IT experience among pre-university students from New Zealand and South-east Asia and contrasts these findings with those from previous research.
Article Outline
1. Introduction
2. Computer experience at home and at school
3. Evaluating self-assessment accuracy
4. Methodology
5. Preliminary statistics
6. Research questions
7. Data analysis and findings
8. Conclusion
Acknowledgements
References
Abstract
Two studies investigated the effects on students' perceptions (Study 1) and learning and motivation (Study 2) of different levels of feedback in mathematical problems. In these problems, an error made in one step of the problem-solving procedure will carry over to the following steps and consequently to the final solution. Providing immediate feedback after an error is made could prevent such carry-over effects. Feedback given on all problem-solving steps was hypothesized to yield higher motivation and better learning than feedback on the final problem-solving step. Study 1 investigated students' perceptions of three feedback types: ‘on the final solution step’; ‘on all the solution steps at once’; and ‘on all the solution steps successively’. Feedback on all solutions steps was perceived by learners more positively than feedback on the final solution step. Study 2 investigated the learning and motivational effects of two types of feedback, namely, ‘feedback on the final solution step’ and ‘feedback on all the solution steps’. The hypotheses that feedback on all problem-solving steps would lead to more effective learning and higher motivation than feedback on the final solution step were confirmed. Our results support current efforts to implement step-wise feedback. The implications for further research and for the design of feedback are discussed.
Article Outline
1. Introduction
2. Study 1
2.1. Method
2.1.1. Participants
2.1.2. Materials and measurements
2.1.2.1. Electronic learning environment
2.1.2.2. Feedback specific questionnaire
2.1.2.3. Feedback general questionnaire
2.2. Procedure
2.3. Results
2.3.1. Feedback specific
2.3.2. Feedback general
2.4. Discussion
3. Study 2
3.1. Method
3.1.1. Participants
3.1.2. Materials and measurements
3.1.2.1. Training problems
3.1.2.2. Test problems
3.1.2.3. Mental effort
3.1.2.4. Motivation questionnaire
3.1.2.5. Perception questionnaire
3.2. Procedure
3.3. Results
3.3.1. Training phase
3.3.1.1. Performance
3.3.1.2. Mental effort
3.3.2. Test phase
3.3.2.1. Test performance
3.3.2.2. Mental effort
3.3.3. Questionnaires
3.3.3.1. Motivation questionnaire
3.3.3.2. Perception questionnaire
3.4. Discussion
4. General discussion
5. Conclusions
Acknowledgements
Appendix. Appendix
References
Abstract
Virtually errorless high speed data processing feature has made computers popular assessment tools in education. An important concern in developing countries considering integrating computers as an educational assessment tool before making substantial investment is the effects of computer-based testing on students’ test scores as compared to paper-and-pencil tests. This study investigated whether test scores of Turkish students were different in the computer-based test and in the paper-and-pencil test, with forty-seven undergraduate students studying at a public university located in the Blacksea region of Turkey. Findings of this study showed that test scores of undergraduate students were not different in the computer-based test and in the paper-and-pencil test which led us to reach the conclusion that computer-based testing can be considered as a promising alternative technique for the undergraduate students in Turkey.
Article Outline
1. Introduction
2. Method
2.1. Instructional context
2.2. Participants
2.3. Instrument
2.4. Design
3. Analysis
4. Results
5. Discussion and conclusion
References
Abstract
This study examines the timing using computer-enriched instruction (CEI), before or after a traditional lecture to determine cross-over effect, period effect, and learning effect arising from sequencing of instruction. A 2 × 2 cross-over design was used with CEI to teach central limit theorem (CLT). Two sequences of graduate students in nursing participated in this study. Sequence A was given the CEI and handout first, followed by a traditional lecture and handout. Sequence B was given a lecture and handout first, followed by the CEI and handout. A pre-test and posttests (posttest1 after the first presentation and posttest2 after the second presentation) were given to measure instructional outcomes. All tests were 10 multiple choice questions with four options and only one option was the correct answer.
No significant difference in scores was seen in posttest1 between students in sequence A (6.1 ± 2.5) and B (6.5 ± 2.1) (p = 0.52 by unpaired t-test; p = 0.80 after adjusted for pre-test score by ANCOVA). No significant carryover effect was seen (p = 0.66). A significant period effect was observed, in which 7.7 for period 2 was greater than 6.3 for period 1, the difference of 1.4 with 95% CI between 0.8 and 2.0, p < 0.0001. When the course material was taught twice, traditional lecture had a higher average score (7.3) than CEI (6.6) and the difference between two teaching methods was 0.7 with 95% CI between 0.1 and 1.3, p = 0.02). Sequence A’s increase (2.1) represented a preview effect of CEI and sequence B’s increase (0.8) represented a review effect of CEI. The study time needed for the first presentation was the same for the two teaching methods (55 min); the study time needed for the first presentation was always longer than that of the second presentation, regardless of which teaching method was being used. When comparing the subjective rating on two teaching methods between two sequences, sequence A students rated traditional lecture significantly better than sequence B students did in regards to satisfaction (p = 0.0003), clarity (p = 0.002), understanding (p = 0.02). About two-thirds of sequence A students preferred CEI followed by the lecture, and 43.8% of the sequence B students preferred the lecture followed by CEI.
In conclusion, when CLT was taught once, CEI and traditional lecture were equivalent in terms of the test score (posttest1) and teaching time. When CLT was taught twice, traditional lecture had a higher average test score than CEI. Preview effect of CEI in CLT was suggested because of higher difference in test score in sequence A than sequence B, and better subjective rating of traditional lecture in sequence A than in sequence B.
Article Outline
1. Introduction
2. Materials and methods
2.1. The CLT animation
2.2. Evaluation of the CLT animation
2.3. Sample size
2.4. Statistical analysis
3. Results
4. Discussion
4.1. Test performance
4.2. Time saving
4.3. Subjective assessment
4.4. Preference of teaching method
4.5. Limitation
5. Conclusion
Acknowledgements
References
Abstract
Enrollment in Computing Science university programs is at a dangerously low level. A major reason for this is the general lack of interest in Computing Science by females. In this paper, we discuss our experience with using a computer game construction environment as a vehicle to encourage female participation in Computing Science. Experiments with game construction in grade 10 English classes showed that females enjoyed this activity as much as males and were just as successful. In this paper, we argue that: a) computer game construction is a viable activity for teaching higher-order thinking skills that are essential for Science; b) computer game construction that involves scripting teaches valuable Computing Science abstraction skills; c) this activity is an enjoyable introduction to Computing Science; and d) outcome measures for this activity are not male-dominated in any of the three aspects (higher-order thinking, Computing Science abstraction skills, activity enjoyment). Therefore, we claim that this approach is a viable gender-neutral approach to teaching Computing Science in particular and Science in general that may increase female participation in the discipline.
Article Outline
1. Introduction
1.1. Computing Science: curriculum, learning, and games
2. ScriptEase: computer game construction simplified
2.1. Adapting patterns in ScriptEase
3. Methodology
3.1. The ScriptEase study participants and components
3.2. The instruments for the ScriptEase study
3.3. Higher-order thinking
3.4. Computing Science abstraction skills
3.5. Activity enjoyment (fun)
4. Results
4.1. Higher-order thinking
4.2. Computing Science abstraction skills
4.3. Activity enjoyment (fun)
5. Discussion
6. Conclusion
References
Abstract
This study investigated the effect of a school-based ergonomic intervention on childrens’ posture and discomfort while using computers using a pre/post test study design. The sample comprised 23 children age 9 and 10 years. Posture was assessed with Rapid Upper Limb Assessment (RULA) and a workstation assessment was completed using a Visual Display Unit (VDU) checklist. Self reported discomfort was also recorded at the beginning and end of the computer class. Following an ergonomic intervention that included education of the children and workstation changes, the outcome measures were repeated. There was a positive response to the intervention with significant changes between the pre-intervention and post-intervention scores for posture (p = 0.00) and workstation (p = 0.00). The change in discomfort scores from beginning to end of the computer class between the pre-intervention class and the post-intervention class was also significant (p = 0.00). The study highlights the need for continuing concern about the physical effects of children’s computer use and the implications of school-based interventions.
Article Outline
1. Introduction
1.1. Intervention studies
1.2. Aims and objectives
2. Method
2.1. Research design
2.2. Ethical approval, consent and assent
2.3. Tools
2.3.1. Rapid Upper Limb Assessment (RULA)
2.3.2. Body Discomfort Chart and Visual Analogue Scale
2.3.3. Visual Display Unit (VDU) workstation checklist
2.4. Reliability and validity
2.5. Procedure
2.5.1. Pre-intervention
2.5.2. Intervention
2.5.3. Post-intervention
2.6. Analysis of data
3. Results
3.1. Demographics
3.2. RULA scores
3.3. Action Levels
3.4. Body discomfort
3.5. VDU checklist
4. Discussion
4.1. Posture
4.2. Body discomfort
4.3. Visual Display Unit (VDU) workstation
5. Conclusions
Acknowledgements
References
Computer-supported negotiation of course content Original Research Article
Pages 726-732
Roland Hübscher
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Abstract
Students learn more effectively with personally meaningful tasks. Thus, students learn more if they have a say in deciding what specific topics and examples are being discussed in class. Naturally, the instructor knows what topics are important to cover in a course and which ones might be optional. Finding the right balance between students’ preferences and the instructor’s requirements is not so easy and thus may prevent this kind of shared control of the classroom from being realized. This article describes how the instructor’s and students’ interests can be used to generate a list of course topics that satisfies both parties. However, instead of adding technology to the classroom, technology is used to improve the classroom experiences. Specifically, it is shown how course topics can be assigned to specific students maximizing what is meaningful to the students and satisfies the course parameters as defined by the instructor. This problem can be formulated as a variation of the linear assignment problem and solved with a binary linear program. Results from actual and simulated courses are discussed and generalizations of the topic assignment problem presented.
Article Outline
1. Introduction
2. Choosing topics for a course
3. Existing approaches
4. Linear assignment problems
4.1. Linear sum assignment problem
4.2. Linear program
5. Results
6. Conclusions
Acknowledgements
Appendix A. Implementation
References
Abstract
The benefits of teamwork and collaboration have long been advocated by many educational theories, such as constructivist and social learning models. Among the various applications of collaborative learning, the iterative team-based learning (TBL) process proposed by Michaelsen, Fink, and Knight (2002) has been successfully used in the classroom without computer support. This paper describes the implementation and evaluation results of a classroom application of the TBL process, which was modified to include computer mediation. We call this process computer-supported team-based learning (CS-TBL). This work extends learning in small teams from the traditional classroom to the hybrid classroom where students meet both face-to-face and online by emphasizing the importance of online team interactions. The outcomes are assessed through an evaluation model that considers the impact of motivation, enjoyment and team contributions on learning outcomes. The study results indicate that motivation influences the relationship between team interactions and perceived learning. Enjoyment is affected by motivation and perceptions of team members’ contributions, with the implication that students who perceive that the team interactions are adding value to their education will better enjoy learning and will experience higher-level learning outcomes.
Article Outline
1. Introduction
2. Team-based learning overview
2.1. Traditional team-based learning
2.2. Online extensions to team-based learning
2.2.1. CMC tools used in the study
2.2.2. Module organization
2.2.3. Team formation
2.2.4. Individual preparation
2.2.5. Readiness assessment tests (rat)
2.2.6. Multiple team activities
3. Literature review
3.1. Constructivism and social learning theories
3.1.1. Collaborative learning
3.1.2. Cooperative and small group learning
3.1.3. Problem-based learning and team-based learning
3.2. Computer-mediated communication and learning
4. Evaluation framework and analysis
4.1. Computer-supported team-based learning (CS-TBL) evaluation framework
4.2. Perceived individual preparedness
4.3. Perceived team-members’ valuable contributions
4.4. Perceived motivation
4.5. Perceived enjoyment
4.6. Perceived learning
5. Methods and sampling
5.1. Data analysis, procedures and results
5.2. Discussion
6. Conclusion and future research
References
Abstract
Recent research studies have reported on how novices and experts differ in storing, organizing, and retrieving subject matter knowledge and on how they apply their knowledge to solve new problems. These findings have been integrated and implemented in a computer environment to help novices improve their problem-solving skills. An outline of this implementation and the manner in which it is used in an undergraduate hydraulic engineering course are presented. Student feedback on the educational value of this approach as well as data to demonstrate the improvement in their problem-solving abilities are also included. Preliminary evidence supporting the validity of computerized assessment of problem-solving skills is also included.
Article Outline
1. Background
1.1. Example of computer-based approach
2. Methods
3. Results
3.1. Student performance
3.2. Student evaluations
3.3. Performance in “test problems”
4. Conclusions
Acknowledgements
Appendix I. Appendix
References
Abstract
Past research has shown the variations of students’ conceptions of learning, but little has been especially undertaken to address students’ conceptions of web-based learning and to make comparisons between students’ conceptions of learning in general and their conceptions of web-based learning in particular. By interviewing 83 Taiwanese college students with some web-based learning experiences, this study attempted to investigate the students’ conceptions of learning, conceptions of web-based learning, and the differences between these conceptions. Using the phenomenographic method of analyzing student interview transcripts, several categories of conceptions of learning and of web-based learning were revealed. The analyses of interview results suggested that the conceptions of web-based learning were often more sophisticated than those of learning. For example, much more students conceptualized learning in web-based context as pursuing real understanding and seeing in a new way than those for learning in general. This implies that the implementation of web-based instruction may be a potential avenue for promoting students’ conceptions of learning. By gathering questionnaire responses from the students, this study further found that the sophistication of the conceptions toward web-based learning was associated with better searching strategies as well as higher self-efficacy for web-based learning.
Article Outline
1. Introduction
2. Method
2.1. Sample
2.2. Data collection of the interview
2.3. Data analysis of the interview
2.4. Questionnaire about searching strategies and self-efficacy about web-based learning
2.5. Follow-up interviews
3. Results
3.1. The conceptions of learning and conceptions of web-based learning
3.2. The distribution of learning conceptions
3.3. Conceptions of learning and web-based leaning by different majors, genders and seniority
3.4. Conceptions of learning versus web-based learning
3.5. Conceptions of web-based learning, searching strategies and self-efficacy toward web-based learning
3.6. The results of follow-up interviews
4. Discussion and conclusions
Acknowledgements
References
Abstract
Community and family involvement in schools is a well-documented antecedent to student success; yet, educators often find it challenging to increase involvement with parents and members of diverse communities. One solution is to use information and communication technology (ICT) as a bridge between schools, families, and the community. This research first presents a conceptual framework for uniting schools, families, and community members using ICT and then uses statewide data collected in Florida from the 2003–2004 to 2006–2007 school years to investigate significant trends in how schools communicate with, involve, and provide ICT access and education for community and family members. Results were analyzed at each school level, as well as by the differences between high and low socio-economic status (SES) schools. Findings indicate that during the study schools at every level and SES group significantly increased their contributions for ICT access and education of families and communities. However, high schools serving the most economically advantaged students provided the most ICT contributions to their families and communities. On the other hand, in support of bridging the digital divide, low SES elementary and middle schools provided significantly more contributions for ICT access and education of their community and parents, than their high SES counterparts. Recommendations and implications are provided.
Article Outline
1. Introduction
2. Conceptual framework and previous literature
2.1. Establishing the role of ICT in family and community involvement
2.2. Bridging the digital divide
2.3. Background and purpose
3. Method
3.1. Data sources
3.1.1. Technology integration indicators
3.1.2. Demographic indicators
3.2. Measurements
3.3. Data preparation and analysis
4. Results
4.1. Tools used to communicate with families and communities
4.2. Community members involved in technology planning process
4.3. School commitment to sharing ICT resources
4.4. Contributions to technology education of families and communities
5. Discussion
Appendix A. Number and percent of schools that use ICT method for communication with families and communities by school level, by SES level, and school year
Appendix B. Number and percent of schools with active community member participation in technology planning by role, school level, SES, and year
Appendix C. Number and percent of schools making contributions to the ICT education of parents and community by method, school level, SES level, and year
Appendix D. Supplementary material
References
Abstract
Students can practice skills and construct knowledge by carrying out coursework. However, every student is assigned the same problem in general hands-on coursework activities, with no consideration for learners’ diversity. Hence, some students do not take the task seriously when producing their coursework. Furthermore, what one has learned – that is, the knowledge constructed by learners – cannot be shared efficiently during traditional coursework activity. This paper proposes the construction of a journal-publishing community, connecting through a publication called Coursework Journal, in a web-based coursework environment designed to improve the efficiency of knowledge sharing for a programming course by endowing learners with roles. This paper extends the organizational development concept of a community of practice to the web-based coursework environment, following the definition of a community of practice for situated learning described by Jean Lave and Etienne Wenger, who suggested sociocultural theories of learning as alternatives for cognitive theories of learning. Results of data analysis and questionnaires indicate that the Coursework Journal can promote knowledge sharing effectively, improve the quality of students’ coursework, and advance learning performance accordingly.
Article Outline
1. Introduction
2. Design of the situated assignment environment
2.1. Learning activity
2.2. Flow of the learning activity
2.3. Learning by knowledge sharing
2.4. Learning from peripheral to core
2.5. Assessing improvement
2.6. Research limitations
3. System architecture
4. Experiments and discussion
4.1. Number of submissions
4.2. Role migration
4.3. Assessment of required abilities in each role
5. Conclusion
Acknowledgements
References
Abstract
The rapid advance of information and communication technologies (ICT) has important impacts on teaching and learning, as well as on the educational assessment. Teachers may create assessments utilizing some developed assessment software or test authoring tools. However, problems could occur, such as neglecting key concepts in the curriculum or having disproportionate course topics distribution, when teachers create assessments or test items. This study proposes a novel approach, which uses knowledge map with appraisal of concept weights and other ICTs, and implements an assessment system KMAAS to help primary school teachers in Taiwan, or elsewhere, create educational assessments properly. When compiling an assessment, KMAAS ensures that teachers can include all important course concepts intended for assessing and maintain correct balance between course concepts among test items. It does so first by analyzing course material of the assessment range and displaying a concept-weight-annotated knowledge map which concretize and visualize the importance of and the relationships among concepts in the range. It then analyzes the test sheet which is being complied and displays another similar real-time updated knowledge map containing balance between course concepts among the test items. Teachers may cross-refer to these maps to help them adjust concept balances and even select appropriate test items from test banks. The system has being evaluated in both the accuracy of learning concepts extraction and the degree of user satisfaction, as measured by questionnaires given to the teachers who tested the system. The promising results confirm the feasibility of this system in helping teachers compile their educational assessments easily and precisely. Other results of the formative evaluations on techniques have being used to improve the system in order to make it more effective and efficient. The methodology and technologies KMAAS employed are all well developed and are domain independent, which makes it highly flexible to transfer to other course subject domain too.
Article Outline
1. Introduction
2. Literature review
2.1. Course concepts and assessment items
2.2. Knowledge map
2.3. Test item categorization
3. System overview
3.1. System architecture
3.2. System implementation
4. Evaluation
4.1. Limitations of the paper
5. Conclusion and further investigation
Appendix A. Appendix
References
Abstract
Recent advances in educational technologies and the wide-spread use of computers in schools have fueled innovations in test construction and analysis. As the measurement accuracy of a test depends on the quality of the items it includes, item selection procedures play a central role in this process. Mathematical programming and the item response theory (IRT) are often used in automating this task. However, when the item bank is very large, the number of item combinations increases exponentially and item selection becomes more tedious. To alleviate the computational complexity, researchers have previously applied heuristic search and machine learning approaches, including neural networks, to solve similar problems. This paper proposes a novel approach that uses abductive network modeling to automatically identify the most-informative subset of test items that can be used to effectively assess the examinees without seriously degrading accuracy. Abductive machine learning automatically selects only effective model inputs and builds an optimal network model of polynomial functional nodes that minimizes a predicted squared error criterion. Using a training dataset of 1500 cases (examinees) and 45 test items, the proposed approach automatically selected only 12 items which classified an evaluation population of 500 cases with 91% accuracy. Performance is examined for various levels of model complexity and compared with that of statistical IRT-based techniques. Results indicate that the proposed approach significantly reduces the number of test items required while maintaining acceptable test quality.
Article Outline
1. Introduction
2. Abductive machine learning
3. The dataset
4. Abductive network modeling
4.1. Modeling for pass/fail classification
4.2. Modeling for further classification within categories
5. IRT-based analysis
6. Comparison of results
7. Conclusions
Acknowledgements
References
Abstract
In this study, we design a learning environment that supports reflective activities for information seeking on the Web and evaluate its educational effects. The features of this design are: (1) to visualize the learners’ search processes as described, based on a cognitive schema, (2) to support two types of reflective activities, such as “reflection-in-action” and “reflection-on-action”, and (3) to facilitate reflective activities by comparing their own search processes to other learners’ search processes. We have conducted an experiment to investigate the effects of our design. The experimental results confirm that: (1) the participants’ search performance in the instructional group supported by our instructional design improved effectively than in the control group; (2) they changed their ideas about important activities when seeking information on the Web, and (3) they activated their search cycles more than the control group did.
Article Outline
1. Introduction
2. A search-process feedback system
2.1. A search-process describing schema
2.2. Prompting
2.3. The system overview
2.4. Functions of the system
2.4.1. The WWW Browser Unit
2.4.2. The Search Process Drawing Unit
3. Experiment
3.1. Participants
3.2. Pre- and post-tests
3.3. The instructional group
3.3.1. Phase 1.2 Reflection in information-seeking activities
3.3.2. Phase 1.3 Rreflection on information-seeking activities
3.3.3. Phase 2.1 Reflection on information-seeking activities
3.4. The control group
4. Effectiveness of the instructional design
4.1. Search performance
4.2. Important activities in information seeking on the Web
4.3. Search processes
5. Discussions and conclusions
5.1. Association with the information literacy
5.2. Contribution for studies on supporting reflective activities
References
Abstract
The study focused on the effects of the CAL system constructed via cognitive conflict of decimal numbers for the sixth graders. The purpose of the system is to gauge decimal concepts of students. When students entertain misconceptions or misleading ideas, the system will in accordance with the types of the wrong answer generate appropriate cognitive conflicts as feedback to help the students realize the irrational part of their ideas. Then through the instruction screen for cognitive adjustment students’ original concepts are corrected. Research objects of this study were sixth-grade students from an elementary school in Taipei. The study took a quasi-experimental approach that employed pretest–posttest, non-equivalent-group design. The two groups of students were given the pretest, posttest, and postponed test in order to measure the effect of the system. They were also interviewed to see how their concepts had changed. This study found that, although most of the sixth graders did not understand the basic concepts of decimal numbers very well and their misconceptions were similar to those identified by other studies, the result of the experiments showed significant improvement following the use of the computer-aided learning system. The learning system helped students better retain the decimal concepts they acquired. Data from the interviews also indicated that the system, constructed on cognitive conflicts, can help students clear their misconceptions of decimals numbers.
Article Outline
1. Introduction
2. Literature review
2.1. Meaning and types of cognitive conflict
2.1.1. Meaning of cognitive conflict
2.1.2. Types of cognitive conflict
2.2. Decimal concept analysis
2.2.1. Decimal misconception
2.2.2. Learning decimal concepts
3. Research method
3.1. Design of experiment
3.2. Research samples
3.3. Research tools
3.4. Data analysis
3.5. System development and design
3.6. System operation procedure
4. Results and discussions
4.1. Analysis of types of students’ mistakes
4.2. Comparison of learning achievements of two groups
4.2.1. Statistical analysis of pretest/posttest scores of two groups
4.2.2. Statistical analysis of postponed-test scores of two groups
4.3. Changes of experiment group students’ concepts
4.3.1. Continuous volume image symbol
4.3.2. Non-continuous volume image symbol
4.3.3. Notation and reading
4.3.4. Position name and position value
4.3.5. Assimilation/dissimilation of decimals
4.3.6. Connection of decimals and fractions
4.4. System utilization attitude survey
5. Conclusions and recommendations
5.1. Conclusions
5.2. Recommendations
Acknowledgements
References
Abstract
In Taiwan, promoting knowledge of “Labor Safety” which relates to life and work right is very important. Safety training and learning effectiveness become essential issues of adult learning. To reduce the costs of educational training, enterprises have also started to aggressively introduce e-learning education training. Unlike the construction industry, few studies have investigated the effectiveness of e-learning and conventional learning. This study tested the effectiveness of the safety education to prevent falls by different learning modes used to assess safety behavior and learning effectiveness during the education training period. According to the average pass rate, satisfaction degree of course and total number of unsafe behavior, the e-learning mode improves learning effectiveness. Additionally, when the e-learning mode is introduced in the construction safety education training, the labor can use the teaching material more independently and multimedia system, such as animated teaching materials, case teaching, and repeated course learning, to reduce the error rate of operation, property loss rate, and light (heavy) injury. Under this condition, the e-learning mode is positively associated with the learning effectiveness of construction safety education training. High learning effectiveness promotes safe behavior during construction operations.
Article Outline
1. Introduction
2. Literature review
2.1. Construction occupational safety
2.2. e-learning
2.3. Learning effectiveness
3. Research methods and design
4. Result
4.1. Preliminary materials assessment
4.2. e-learning effectiveness assessment
5. Discussion
6. Conclusions
References
Abstract
The idea of ‘interpretative flexibility’ underpins new approaches to studying technological artefacts and curricular resources in use. This paper opens by reviewing – in this light – the evolving design of dynamic geometry, its pioneering use within classroom projects, and early sketches of its mainstream use in ordinary classrooms. After examining curricular context and its instrumental dimension, the paper then reports a study of teacher constructions of dynamic geometry in classroom practice, conducted in professionally well-regarded mathematics departments in English secondary schools. From departmental focus-group interviews, four teacher-nominated examples of successful practice were selected for study in depth through lesson observation and post-lesson interview. Iterative thematic analysis was employed, first to establish a narrative outline of each case, and then the ideas and issues salient across cases. The study illustrates the interpretative flexibility surrounding the emergent use of dynamic geometry. It found important differences in practical elaboration of the widespread idea of employing dynamic geometry to support guided discovery. The process of evaluating the costs and benefits of student software use was influenced by the extent to which such use was seen as providing experience of a mathematical reference model, and more fundamentally as promoting mathematically disciplined interaction. Approaches to handling apparent mathematical anomalies of software operation depended on whether these were seen as providing opportunities to develop students’ mathematical understanding, in line with a more fundamental pedagogical orientation towards supporting learning through analysis of mathematical discrepancies. Such variation was associated with differences in positioning dynamic geometry in relation to curricular norms and in privileging a mathematical register for framing figural properties. Across all cases, however, incorporating dynamic manipulation into mathematical discourse moved implicitly beyond established norms when dragging was used to focus attention on continuous dynamic variation, rather than being treated as an efficient means of generating multiple static figures.
Article Outline
1. The interpretative flexibility of curricular resources
2. The evolving design of dynamic geometry
3. Computer geometry in pioneering use within classroom projects
4. Dynamic geometry in mainstream use in ordinary classrooms
5. The curricular context of dynamic geometry use
6. The instrumental dimension of dynamic geometry use
7. A study of teacher constructions of dynamic geometry in classroom practice
7.1. Case identification phase of the study: methods and findings
7.2. Case analysis phase of the research: design
7.3. Case analysis phase of the study: case outlines
7.4. Case analysis phase of the study: salient issues
7.5. Employing dynamic geometry to support guided discovery
7.6. Evaluating the costs and benefits of student software use
7.7. Handling apparent mathematical anomalies of software operation
7.8. Supporting learning through analysis of mathematical discrepancies
7.9. Promoting mathematically disciplined interaction through the software
7.10. Providing experience of a mathematical reference model through the software
7.11. Positioning dynamic geometry in relation to curricular norms
7.12. Privileging a mathematical register for framing figural properties
7.13. Incorporating dynamic manipulation into mathematical discourse
8. Concluding summary and discussion
Acknowledgements
References
Abstract
In ‘contextual learning theory’ three types of contextual conditions (differentiation of learning procedures and materials, integrated ICT support, and improvement of development and learning progress) are related to four aspects of the learning process (diagnostic, instructional, managerial, and systemic aspects). The resulting structure consists of 15 guidelines which are expected to improve instruction and learning across different situations. The present study was conducted to give concrete form to two general guidelines with respect to differentiation and five guidelines with respect to integrated ICT support. The products were a ‘pedagogical-didactic kernel structure’ and a general software prototype. In collaboration with three preschool teachers in The Netherlands, both products were used to give concrete form to a first guideline on improvement of development and learning progress in practice. This concerned an intake procedure on the estimation and use of children’s entry characteristics by parents and preschool teacher. Information is given about improvement experiences in early educational practice. Further research and development steps are discussed.
Article Outline
1. Introduction
2. Method
2.1. Introduction
2.2. Concrete form of two guidelines on differentiation
2.3. Concrete form of a general software prototype
2.4. Making improvement concrete in practice
3. Results
3.1. Differentiation of learning procedures and materials
3.1.1. Guideline 1: Identify a pedagogical-didactic kernel structure with competence (sub)domains
3.1.2. Guideline 2: Structure competence (sub)domains into (sub)skills and instructional lines
3.1.3. Suggestions with respect to guidelines 3–5
3.2. Design of integrating ICT support
3.2.1. Guideline 1: Facilitate construction and use of a pedagogical-didactic kernel structure
3.2.2. Guideline 2: Facilitate structuring, transparency, and flexible use of instructional lines
3.2.3. Guideline 3: Facilitate individualised instruction, collaborative learning, and self-regulation
3.2.4. Guideline 4: Facilitate multilevel organisation and differentiated evaluation of learning
3.2.5. Guideline 5: Integrate instruction and learning in different contexts, in longitudinal designs
3.2.6. Overview of the general software prototype
3.3. Improvement of development and learning progress
3.3.1. Guideline 1: Use a learner’s entry characteristics to assign instructional (sub)lines
3.3.2. Suggestions with respect to guidelines 2–5
4. Discussion
Acknowledgements
References
Abstract
Humans draw on their stereotypic beliefs to make assumptions about others. Even though prior research has shown that individuals respond socially to media, there is little evidence with regards to learners stereotyping and categorizing pedagogical agents. This study investigated whether learners stereotype a pedagogical agent as being knowledgeable or not knowledgeable and how this acuity influenced learning. Participants were assigned to four experimental conditions differing by agent (scientist or artist) and tutorial type (nanotechnology or punk rock). Quantitative analyses indicated that agents were stereotyped depending on their image and the academic domain under which they functioned. Regardless of tutorial, participants assigned to the artist agent recalled more information than participants assigned to the scientist agent. Learning differences between the groups varied according to whether agent appearance fit the content area under investigation. Qualitative results indicated learner's stereotypic expectations as well as their unwillingness to draw conclusions based on visual appearance.
Article Outline
1. Introduction
2. Literature review
2.1. Media as humans: the media equation
2.2. The media equation: implications for pedagogical agents
2.3. Stereotypes, first impressions, expectations, and agent images
2.4. Research questions
3. Method
3.1. Participants
3.2. Materials
3.2.1. Tutorials
3.2.2. Audio recordings
3.2.3. Pedagogical agents
3.2.4. Pre-test survey
3.2.5. Post-test survey
3.2.6. Scoring rubrics
3.3. Experimental design and treatments
3.4. Dependent measures
3.4.1. Stereotypical expectations and first impressions
3.4.2. Learning
3.5. Data analysis
3.6. Procedure
3.7. Prior knowledge
4. Results
4.1. Prior knowledge
4.2. Learning
4.3. First impressions and stereotypes
5. Implications
5.1. Visual appearance and contextually relevant agent representations
5.2. Agents in future research
6. Limitations
6.1. Consistently higher artist ratings
6.2. Subcategories of stereotypes
6.3. Agent depiction
7. Conclusion
References
Abstract
We believe that every effectiveness evaluation should be replicated at least in order to verify the original results and to indicate evaluated e-learning system’s advantages or disadvantages. This paper presents the methodology for conducting controlled experiment replication, as well as, results of a controlled experiment and an internal replication that investigated the effectiveness of intelligent authoring shell eXtended Tutor–Expert System (xTEx-Sys). The initial and the replicated experiment were based on our approach that combines classical two-group experimental design and with factoral design. A trait that distinguishes this approach from others is the existence of arbitrary number of checkpoint-tests to determine the effectiveness in intermediate states. We call it a pre-and-post test control group experimental design with checkpoint-tests. The gained results revealed small or even negative effect sizes, which could be explained by the fact that the xTEx-Sys’s domain knowledge presentation is rather novel for students and therefore difficult to grasp and apply in earlier phases of the experiment. In order to develop and improve the xTEx-Sys, further experiments must be conducted.
Article Outline
1. Introduction
2. Related work
2.1. A variation of Bloom’s experiment - DTEx-Sys
2.2. A simple control group experiment – DTEx-Sys
3. A replication of an experiment
3.1. Replication errors
3.2. Validity
4. Experimental design
4.1. Single-group experimental design
4.2. Two-group experimental designs
4.3. Factoral designs
4.4. Our experimental design
5. Description of the experiments
5.1. Subjects
5.2. Procedure
5.3. Data analysis
5.4. Results
5.5. Interpretation and discussion of the results
6. Conclusion
Acknowledgements
References
Corrigendum to “Are digital natives a world-wide phenomenon? An investigation into South African first year students’ use and experience with technology” [Computers & Education 55 (2008) 406–414]
No abstract is available for this article.
Page 309
Fu-ren Lin, Sheng-cheng Lin, Tzu-ping Huang
Abstract
No abstract is available for this article.
Abstract
User’s knowledge requirement acquisition and analysis are very important for a personalized or user-adaptive learning system. Two approaches to capture user’s knowledge requirement about course content within an e-learning system are proposed and implemented in this paper. The first approach is based on the historical data accumulated by an interactive question-answering process. The association space is proposed to record and formalize the historical interactive information which is used to compute user’s knowledge requirement. The second approach is based on user’s reading behavior logs in the process of reading e-documents. User’s reading actions including underline, highlight, circle, annotation and bookmark, are used to compute user’s knowledge requirement. Two experiments are conducted to implement the two proposed approaches and acquire the user’s knowledge requirement. The evaluation results show that the user models computed by two approaches are consistent and can reflect user’s real knowledge requirements accurately.
Article Outline
1. Introduction
2. Related work
3. Framework to acquire user’s knowledge requirement
4. Course ontology
5. User’s knowledge requirement acquisition from Q/A logs
5.1. Model for Q/A historical logs
5.2. Acquiring user’s knowledge requirement from Q/A logs
6. User’s knowledge requirement acquisition from reading behavior logs
6.1. Behavior table
6.2. Behavior matrix and weight matrix
6.3. Acquiring user’s knowledge requirement from reading behavior logs
7. Experiment and evaluation
7.1. Experiment 1: knowledge requirement acquisition from user’s Q/A logs
7.2. Experiment 2: knowledge requirement acquisition from user’s reading behavior logs
7.3. Evaluation on the experimental results
8. Conclusion and future work
Acknowledgements
References
Abstract
This study reports on the development of ESP (English for specific purposes) courseware for semiconductor technology and its integration as a “silent partner” into instruction. This kind of team-teaching could help overcome current problems encountered in developing ESP in Taiwan. The content of the material under discussion includes general knowledge about fundamental theories, process technologies and applications within the semiconductor industry. In the design of the whole courseware, five skills for learning English (listening, speaking, reading, writing, and translation) have been considered and a 3D multimedia technique has been used to promote learning interest, student engagement, and efficiency. The design of the courseware endeavors to mainly follow principles by [Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press]. Students report they have benefited from the courseware implementation. Initial evaluations suggest that students are satisfied with practices for learning professional knowledge and English skills provided by the courseware. They report that the multimedia-assisted environment of the courseware promotes learning effectiveness. Students with higher achievement on the posttest showed better participation and motivation, made greater use of the multimedia and had a better understanding of the English content so that they are more competent to function in a professional and learner-centered ESP course using the courseware.
Article Outline
1. Introduction
2. Purpose of the study
3. Design of courseware for instruction
3.1. Courseware design
3.1.1. Semiconductor industry
3.1.2. Theories and manufacturing technologies of semiconductors
3.1.3. Evaluation system
3.2. Curricular implementation
3.3. Subjects
4. Results and discussion
4.1. ESP courseware for semiconductor technology
4.2. Student satisfaction
4.2.1. Result of the questionnaire of satisfaction
4.2.2. Result of the online external questionnaire
4.3. Interview with graduated students
5. Conclusion
Acknowledgements
References
Abstract
Higher education institutions deliver web-based learning with varied success. The success rate of distributed online courses remains low. Factors such as ineffective course facilitation and insufficient communication contribute to the unfulfilled promises of web-based learning. Students consequently feel unmotivated. Instructor control and in the courseroom further isolates students, whereas success rate increases when students unite in virtual communities. King (2002) increased student participation in his online classes by creating a virtual student, Joe, as a participating student and supplementary facilitator. This investigation responds to King’s call for further directions on how a virtual helper enhances online facilitation. This inspired our investigation of how Virtual Jane might augment online facilitation. King’s prediction, “It seems that Joe Bags may have a family in the future,” (p. 164) became a reality in a South African masters’ web-based class on web-based learning.
Article Outline
1. Background
2. Context of the study
3. Research questions
4. Methodology
5. Findings
5.1. Virtual Jane’s Contribution to the facilitation of an asynchronous online course
5.1.1. Other messages
5.1.2. Administrative messages
5.1.3. Affective messages
5.1.4. Corrective messages
5.1.5. Socratic messages
5.1.6. Informative messages
5.2. The effort to maintain Virtual Jane
5.3. Implications for future courses
6. Conclusions
References
Abstract
This paper presents an adaptive Web testing system where the adaptation of the testing procedure relies on the performance, the prior knowledge and the goals and preferences of the test participants. The main aim of the paper is to discuss the utility of the adaptive assessment tool. Therefore, the paper presents the authoring process of a number of adaptive assessments, where the educators utilized different adaptive rules to create summative and formative assessments. The paper presents the employed adaptive rules and summarizes the key points of the pilot study.
Article Outline
1. Introduction
2. Background to adaptive testing tools
2.1. Different approaches in adaptive testing tools
3. An adaptive Web testing tool with customizable rules
3.1. Domain model
3.1.1. Topics
3.1.2. Testing data
3.2. Learner profiles
3.3. Adaptation model
3.3.1. Initiation and conditions
3.3.1.1. Performance
3.3.1.2. Prior knowledge and formal education
3.3.1.3. Goals and preferences
3.3.2. Actions
3.4. Adaptive engine
3.5. Synopsis
4. Authoring of adaptive tests
4.1. Rules used in assessments
4.1.1. Assessment #1
4.1.2. Assessment #2
4.1.3. Assessment #3
4.1.4. Assessment #4
4.1.5. Assessment #5
4.1.6. Assessment #6
4.1.7. Assessment #7
4.1.8. Assessment #8
4.1.9. Assessment #9
4.1.10. Assessment #10
4.2. Questions to the educators
4.2.1. The tool was easy to use
4.2.2. The system is useful
4.2.3. What is the most important feature of the tool?
4.2.4. Authoring of adaptive rules was easy
4.2.5. I could edit all the question types
4.2.6. Most of the attributes were useful
4.2.7. The technical details were hidden
4.2.8. The adaptive rule set needs expansion
4.2.9. The system needs more features
4.2.10. I would use the system in my classes
4.3. Synopsis
5. Conclusions
References
Abstract
The creation of the first SCORM (Shareable Content Object Reference Model) object offers some challenges and difficulties which go beyond the facilities offered by content generation applications. In particular, the creation of really reusable, searchable learning objects requires a detailed consideration of metadata, where some institutional aspects may be unclear or not available. This work describes creation of a first learning object, from software tools installation to final packaging. It aims at a wider perspective than that offered by handbooks or user guides for content generation tools, generally poor or altogether deprived of suggestions on how to go about to achieve reusability, interoperability, durability and accessibility as conceived by the SCORM standard. Only free software and Internet publications are used as references. The creation of a simple SCORM package with the Reload Editor is described step by step, and the package created is then tested using Reload SCORM Player, allowing for the detection of some difficulties and alternatives of solution. Help available and some commented references are afterwards indicated. A list of suggestions finally emerges, to the purpose of solving beforehand most of the uncertainties, defining a consistent learning object creation scheme and reducing training time to master tools and metadata generation. As a conclusion, some limitations found along the work are pointed out, in particular the necessity of adopting or defining a LOM (Learning Object Metadata) application profile together with an institutional strategy to face metadata creation efficiently.
Article Outline
1. Introduction
2. Learning objects and the SCORM standard
3. Software selection
4. Software installation
4.1. Folder for system installation
4.2. Installing the editor
4.3. Localization
4.4. Installing the SCORM Player
5. Creation of a SCORM Object: the essentials
5.1. SCORM content packaging
5.2. Object creation stages
5.3. A simple example object
6. Creation of a SCORM Object: the steps
6.1. Gathering resources
6.2. Creating the SCORM package
6.3. Testing the new SCORM package
7. Lessons learned
7.1. Previous training
7.2. Content
7.3. Metadata
7.4. Packaging
7.5. Verifying SCORM compliance
8. Quality of SCORM objects
8.1. Criticism
8.2. Application profiles
8.3. Application profiles in Spanish
9. Conclusions
References
Abstract
This paper describes an academic experience of podcasting, which involved a group of students of a course on multimedia communication and human–computer interaction. These students acted both as users of the university’s podcasting service, and as creators of podcasted lessons. A comprehensive analysis based on the evaluation of the effects on student performance, on data from student satisfaction surveys, from interviews and from instructors’ observations provided encouraging results: Full-time students co-involved in lessons’ podcasting outperformed colleagues of the previous years and achieved higher levels of what we define as competitive agency, that led them to better understand the theoretical issues of the course and to more effective practical skills.
Article Outline
1. Introduction
2. The use of podcasting for educational purposes
3. Podcasts for and from students
4. Results
5. Discussion
6. Conclusions
Acknowledgements
Appendix A
References
Abstract
Many companies have pursued innovation to obtain a competitive edge. Thus, educational reform focuses mainly on training creative students. This study adopted the concept of an affiliated network of projects to investigate how project embeddedness influences project team creativity. This work surveys 60 projects in a Management Information Systems Department of a University. Validity of the specific study hypotheses is tested by using moderate hierarchical regression analysis to determine how project embeddedness affects project team creativity and assess how the team innovation climate moderates the relationships between project embeddedness and project team creativity. Analytical results indicate a positive association between structural embeddedness and project team creativity, a negative relationship between positional embeddedness and project team creativity, and a positive influence of team innovation climate on the relationships between network embeddedness and project team creativity. An attempt is also made to understand the role of positional embeddedness by classifying the interactions based on the content of interactions. According to those results, positional embeddedness is positively related to project team creativity during problem–identification interaction; during solution–design interaction, positional embeddedness is negatively related to project team creativity. Results of this study explain the phenomena of divergent thinking and convergent thinking during creative development.
Article Outline
1. Introduction
2. Conceptual background and hypotheses
2.1. Team performance – project team creativity
2.2. Affiliation networks
2.3. Project embeddedness of two-mode affiliation networks
2.4. The correlation between project network embeddedness and project creativity
2.5. A moderator of team innovation climate
2.6. Research model
3. Methods
3.1. Participants
3.2. Tasks
3.3. Procedures
3.4. Measures
4. Analysis and results
4.1. Aggregation tests
4.2. Validity and reliability
4.3. Hypotheses testing of the whole model
4.3.1. Main effects
4.3.2. Moderating effects
5. Discussion and conclusion
5.1. Implications drawn from main effects
5.1.1. Implications drawn from structural embeddedness
5.1.2. Implications drawn from junctional embeddedness
5.1.3. Implications drawn from positional embeddedness
5.1.3.1. Further hypotheses testing related to positional embeddedness
5.2. Implications drawn from the interactions
5.2.1. Implications from the first interaction
5.2.2. Implications from the second interaction
5.2.3. Implications from the third interaction
6. Conclusions
References
Abstract
E-learning, one of the tools emerged from information technology, has been integrated in many university programs. There are several factors that need to be considered while developing or implementing university curriculums that offer e-learning based courses. This paper is intended to specify e-learning critical success factors (CSFs) as perceived by university students. The published e-learning critical success factors were surveyed and grouped into 4 categories namely, instructor, student, information technology, and university support. Each category included several measures. The categorization was tested by surveying 538 university students. The results revealed 8 categories of e-learning CSFs, each included several critical e-learning acceptance and success measures. The level of criticality of each measure was represented by its validity coefficient. Confirmatory factor modeling approach was used to assess the criticality of the measures included in each CSF category.
Article Outline
1. Introduction
1.1. Literature review
1.2. E-learning CSF categories
2. Method
2.1. Participants
2.2. Instrument
3. Structural equation modeling approach
4. Examination of the confirmatory factor models
4.1. Instructor confirmatory factor model
4.2. Student confirmatory factor model
4.3. Technology confirmatory factor model
4.4. Support confirmatory factor model
5. Conclusions and future work
Acknowledgements
Appendix. E-learning CSF instrument
References
Abstract
This study was conducted in an authentic university setting with fourth-year Educational Sciences’ students operating as online peer tutors to facilitate freshman tutees’ online collaboration and knowledge construction in a blended “Instructional Sciences” course. Taking into account prior research uncovering weaknesses in online peer tutor behaviour, the aim of the study was to explore the possibility to optimise the quality and the nature of online peer support. In this respect, the study examined the impact of three tutor training conditions (multidimensional support, model/coach, and control condition) on peer tutors’ actual tutor behaviour in asynchronous discussion groups and on tutors’ self-efficacy beliefs, perceived collective efficacy, and training evaluation. Quantitative content analysis was applied to study online peer tutor behaviour. More specifically, two coding schemes were used focusing respectively on the occurrence of different e-moderating activities and on the evolution from modeling to coaching behaviour. Tutors’ self-efficacy beliefs, perceived collective efficacy, and training evaluation were assessed by means of questionnaires.
The results indicated that, compared to the control condition, in both the multidimensional support and the model/coach training the occurrence of social postings decreased whereas the presence of support stimulating tutees’ personal development increased. Regarding the evolution from modeling to coaching behaviour, tutors started as a model in both experimental training conditions. Further, it appears that the experimental training conditions differ significantly with regard to peer tutors’ self-efficacy beliefs on fostering knowledge construction and with regard to the tutors’ personal training evaluation. Overall, it can be concluded that an explicit tutor training appears to determine the adoption of the expected types of tutoring activities. In this respect, providing novice peer tutors with guidelines by means of a specific training is fruitful for realising more adequate online tutoring behaviour and optimising self-efficacy beliefs regarding tutoring competences.
Article Outline
1. Introduction
2. Theoretical framework
2.1. Tutor training
2.2. Tutor characteristics
3. Aim of the study and research questions
4. Method
4.1. Participants and setting
4.2. Procedure
4.2.1. Group assignments
4.2.2. Tutor training conditions
4.2.3. Focus groups
4.3. Content analysis
4.3.1. Unit of analysis
4.3.2. Coding scheme
4.3.3. Coding strategy and reliability
4.4. Research instruments
4.4.1. Tutors’ self-efficacy beliefs
4.4.2. Tutors’ perceived collective efficacy
4.4.3. Tutors’ training evaluation
5. Results
5.1. Descriptive results
5.2. Research question 1: impact of training conditions on tutors’ patterns of e-moderating
Mieke – 02:20pm Oct19, 2006
A word of welcome
Imke – 04:21pm Oct22, 2006
Planning
Rik – 12:39 pm Nov18, 2006
Quotation of sources
Andreas – 11:14 am Nov16, 2006
Some feedback
5.3. Research question 2: impact of training conditions on tutors’ adoption of modeling and coaching behaviour
5.4. Research question 3: impact of training conditions on tutor characteristics
6. Discussion
7. Conclusion
Acknowledgements
Appendix A
References
Abstract
Educational data mining is an emerging discipline, concerned with developing methods for exploring the unique types of data that come from the educational context. This work is a survey of the specific application of data mining in learning management systems and a case study tutorial with the Moodle system. Our objective is to introduce it both theoretically and practically to all users interested in this new research area, and in particular to online instructors and e-learning administrators. We describe the full process for mining e-learning data step by step as well as how to apply the main data mining techniques used, such as statistics, visualization, classification, clustering and association rule mining of Moodle data. We have used free data mining tools so that any user can immediately begin to apply data mining without having to purchase a commercial tool or program a specific personalized tool.
Article Outline
1. Introduction
2. Process of data mining in e-learning
3. Preprocessing Moodle data
4. Applying data mining techniques to Moodle data
4.1. Statistics
4.2. Visualization
4.3. Clustering
4.4. Classification
4.5. Association rule mining
4.6. Other techniques
5. Conclusions
Acknowledgements
References
Abstract
This paper describes an active method for database design learning through practical tasks development by student teams in a face-to-face course. This method integrates project-based learning, and project management techniques and tools. Some scaffolding is provided at the beginning that forms a skeleton that adapts to a great variety of student-proposed domain projects and emulates the real way of working in database design. We include a quasi-experimental study in which the results of five academic years are analyzed. The first three years a traditional strategy was followed and a course management system was used as material repository. The active method was introduced for the last two years and coexisted with the traditional one. The course management system greatly simplifies the management of the numerous documents produced, the description and scheduling of tasks, the identification of teams, as well as all communication needs. In this study we analyze aspects such as exam dropout rates, exam passing rates, exam marks, and class attendance. Students that followed this active learning approach obtained better results than those that followed a traditional strategy. Besides, the experience of the introduction of such a method in a student subgroup positively influenced the whole group.
Article Outline
1. Introduction
2. Related work
3. Project-based approach
3.1. Context
3.2. Scaffolding
3.3. Project topics
3.4. Role playing
3.5. Evaluation
4. Computer’s role: database software and CMS
5. Research hypotheses
6. Research design
7. Results and discussion
8. Conclusions and further work
Acknowledgements
References
Abstract
The history of science education reform has been fundamentally centered around science curriculum development and implementation. The advent of mobile technologies has necessitated a re-examination of how students could better learn science through these 21st century tools. Conventional teaching materials may not prepare students to learn the inquiry way and to become self-directed and social learners who could learn “everywhere and all the time (seamlessly)” using mobile technologies. This paper is based on our first year of work in our mobile learning research project in transforming primary three science lessons into a “mobilized” curriculum for a classroom context in which students routinely use mobile technologies. Using an exemplar fungi topic, we discuss our approach as well as experiences in deconstructing and reconstructing an existing curriculum through a co-design approach with teachers in a Singapore local school. In doing so, we make a contribution to the methodology for developing mobilized science curricula for in-class learning that also extends to out-of-class learning.
Article Outline
1. Introduction
2. Context and the existing P3 science curriculum
2.1. Context
2.2. Curricular materials to be re-designed for mobile technologies
3. Design guidelines for mobilizing the curriculum
3.1. Exploiting the affordances of mobile technologies
3.2. Use the smartphone as a learning hub to integrate formal and informal learning activities
3.3. Design student-centered inquiry-based learning activities
3.4. Making use of community support and resources
3.5. Facilitate collaborative knowledge building
3.6. Support teachers to be good curriculum developers and facilitators
3.7. Assess student learning formatively
4. An introduction of the mobilized fungi curriculum
5. Process of transforming the curriculum
5.1. Step 1 Deconstructing: Analyzing learning objectives and student learning difficulties
5.2. Step 2 Brainstorming: Gathering ideas and resources based on student learning scenarios
5.3. Step 3 Composing: Developing student learning tasks and resources
5.4. Step 4 Reconstructing: Stitching different pieces to form a coherent mobile curriculum
5.5. Step 5 Implementing: Students carrying out learning activities in and out of classroom
5.6. Step 6 Evaluating: Reflecting and evaluating the effectiveness and informing new design cycles
6. Teacher and student changes as results of the enacted curriculum
6.1. Students were more engaged and motivated [DGa]
6.2. Students were engaged in inquiry-based learning [DGb] [DGc] [DGd] [DGg]
6.3. Students showed significant improvement in their year-end science exam
6.4. Students showed signs of collaborative and self-directed learning [DGe]
6.5. The teacher positioned herself as a facilitator [DGf]
6.6. The teacher became more confident and knowledgeable in mobile learning
7. Discussion and conclusion
Acknowledgements
Appendix. Lesson procedure (A microsoft mobile word file).
References
Vitae
[[561]]
[[GettingStarted]]
Abstract
Using the model for learning and teaching activities (MOLTA), a new technology enhanced hybrid instruction was designed, developed and implemented. The effectiveness of the hybrid instruction in regard to students’ achievement, knowledge retention, attitudes towards the subject, and course satisfaction was evaluated in comparison to traditional classroom instruction. Experimental study with pre-test, post-test control group design was carried out. The sample of the study consisted of 50 university students enrolled in “Computer Networks and Communication” course. The control and experimental groups composed of 24 and 26 students respectively, and the experiment lasted 14 weeks. The findings of the study indicated no significant difference between the hybrid course and the traditional course in students’ achievement, knowledge retention, satisfaction, and attitude.
Article Outline
1. Introduction
2. Method
2.1. Design of the study
2.2. The sample
2.3. The hybrid course
2.4. Data collection instruments
2.5. Procedures of the study
3. Results
3.1. Difference between experimental (hybrid course) and control (traditional instruction) groups in achievement
3.2. Difference between experimental (hybrid course) and control (traditional instruction) groups in knowledge retention
3.3. Difference between experimental group and control group in attitudes toward computer networks course at the end of the treatment
3.4. Difference between experimental group and control group in course satisfaction
4. Conclusion and implications
References
Abstract
Collaboration becomes an essential competency in the current knowledge society. In this study, a collaborative learning environment was designed to facilitate students in group collaboration. Instructional support strategies of friendship and meaningful learning tasks were applied to promote collaboration. Scaffolding strategies such as writing progress reports and developing product versions were used to coordinate and monitor the collaborative learning environment. In addition, the online file sharing tool DriveHQ was used to facilitate collaboration. Four classes of students used the learning environment to complete their final project in pairs. Results showed friendship and meaningful learning tasks helped to promote individual accountability and positive interdependence, and the use of progress reports and product versions was useful for coordinating and monitoring the learning process. However, additional strategies might be needed for more effective collaboration to take place. Issues involved in this study are discussed.
Article Outline
1. Introduction
2. Conceptual framework: computer-supported collaborative learning (CSCL)
2.1. Individual accountability
2.2. Positive interdependence
2.3. Coordination
2.4. Monitoring learning processes
3. Design and evaluation of the CSCL environment
3.1. Context
3.2. Design
3.2.1. Friendship
3.2.2. Meaningful learning tasks
3.2.3. DriveHQ
3.2.4. Progress report
3.2.5. Product versions
3.3. Evaluation questions and instruments
4. Evaluation results
4.1. How did the students feel the collaborative learning environment?
4.2. How did the progress report help to coordinate the collaborative learning process?
4.3. Did the use of product versions help to monitor the collaborative learning process?
4.4. Was DriveHQ a useful tool for facilitating collaboration?
5. Discussion
References
Abstract
Synchronous e-learning has received much less research attention, as compared with asynchronous e-learning. Practitioners that consider using and designing synchronous e-learning are in urgent need of guidance. In order to address this need, we propose design exemplars for synchronous e-learning. They are directed towards a primary constituent community of teachers, administrators, managers and developers of e-learning. The exemplars have been theoretically as well as empirically grounded through cross-case analyses of studies conducted between 2003 and 2006. Moreover, the exemplars have been evaluated by conducting focus group sessions with experienced practitioners having experience of using and developing e-learning. Strong support was identified for each design exemplar. The exemplars can be used as research hypotheses and be tested in future design research.
Article Outline
1. Introduction
2. Developing design theory for e-learning
3. Previous research on synchronous e-learning
4. Our previous research on synchronous e-learning
5. Design exemplars for synchronous e-learning
5.1. Design exemplar #1: use synchronous e-learning to support strong group-wide relations
5.1.1. Our research
5.1.2. SKernel theory and previous research
5.2. Design exemplar #2: use synchronous e-learning to support weak class-wide relations
5.2.1. Our research
5.2.2. Kernel theory and previous research
5.3. Design exemplar #3: use synchronous e-learning for task support
5.3.1. Our research
5.3.2. Kernel theory and previous research
5.4. Design exemplar #4: use synchronous e-learning for social support
5.4.1. Our research
5.4.2. Kernel theory and previous research
6. Empirical test and evaluation of the initial design theory
6.1. Test and evaluation method: focus groups
7. Results and discussion
7.1. Design exemplar #1: use synchronous e-learning to support strong group-wide relations
7.2. Design exemplar #2: use synchronous e-learning to support weak class-wide relations
7.3. Design exemplar #3: use synchronous e-learning for task support
7.4. Design exemplar #4: use synchronous e-learning for social support
8. Conclusions
Acknowledgements
References
Abstract
This study proposes a teaching and research initiative, named SAMAL (Smart AMbience for Affective Learning) that will provide a unique ambient mediated environment for integrating cognitive and affective approaches to enhance learning. Also, this study illustrates a design of SAMAL classroom with affectively evocative scenarios for learning de Bono’s six-hat thinking in a course of information management, and proposes a research model to examine the enabling effects of the SAMAL environment on learners’ affective experience, learning engagement and creativity. Our empirical results show that SAMAL environment can positively influence the affective experience perceived by learners, encourage their learning engagement, which in turn positively influence their creativity. In particular, the results show that the effect of SAMAL environment on students’ learning engagement was mediated by the affective experience they perceived.
Article Outline
1. Introduction
2. Background and proposed design of SAMAL classroom
2.1. Proposed design of affectively evocative scenarios for learning de Bono’s six-hat thinking strategy
2.1.1. The White Hat Smart Ambient Scenario
2.1.2. The Red Hat Smart Ambient Scenario
2.1.3. The Blue Hat Smart Ambient Scenario
2.1.4. The Yellow Hat Smart Ambient Scenario
2.1.5. The Green Hat Smart Ambient Scenario
2.1.6. The Black Hat Smart Ambient Scenario
3. Research model and hypotheses
4. Research method
5. Result and discussion
5.1. Hypothesis 1: SAMAL sensations can positively influence learning engagement of learners
5.2. Hypothesis 2: SAMAL sensations can positively influence affective experience perceived by learners
5.3. Hypothesis 3: the effect of SAMAL sensations on learners’ learning engagement is mediated by the affective experience perceived by learners
5.4. Hypothesis 4: learning engagement can positively influence creativity of learners
6. Conclusion
Acknowledgements
References
Abstract
The importance of ICT literacy education for students and teachers in the information society cannot be overemphasized. The Korean government had developed an ICT literacy curriculum for students and teachers since 2000. It announced the ICT literacy curriculum for students in 2000 and the ISST for teachers in 2002. Most contents of the ICT literacy curriculum and ISST focused on teaching the use of application programs. However, as the IT environment changes rapidly, the parties concerned thought that the revision of the ICT literacy curriculum and ISST is indispensable. Therefore, the Korean government announced the revised ICT literacy curriculum for students in 2005. The revised ICT literacy curriculum emphasized the principles of computer science and problem-solving methods. However, although the ICT literacy curriculum was revised, there was no ICT literacy in-service training curriculum to reflect the revised ICT literacy curriculum.
In this research, we designed the contents of the ICT literacy in-service training program based on the revised ICT literacy curriculum. The contents of the ICT literacy in-service training program consist of four sections: the Information society, Information devices, Information processing, and Information handling. The contents in each section of the ICT literacy in-service training curriculum are divided into two groups: mandatory and optional. There were several findings made in this study. After analyzing the opinions and requirements of experts and teachers, the ‘Information processing’ section was found to be the most important part of the ICT literacy in-service training program. It was found that the experts and teachers have different views on the contents of the ICT literacy in-service training program. Also, we found that effective teaching strategies and evaluation methods should be provided for the ICT literacy in-service training curriculum to be effective.
Article Outline
1. Introduction
2. Background
2.1. Teachers’ ICT in-service training overseas
2.2. ICT literacy curriculum in Korea
2.3. ICT in-service training of teachers in Korea
2.4. Drawbacks of ICT literacy in-service training in Korea
2.4.1. Taking the training course optionally
2.4.2. ICT Literacy in-service training contents’ overlapping and non-systematization
3. Methodology
3.1. Design of draft contents of ICT literacy in-service training program
3.2. Opinion analysis on the ICT literacy in-service training program contents through expert group
3.3. Requirement analysis on the ICT literacy in-service training program contents through secondary school teacher survey
3.4. Design of contents for ICT literacy in-service training
4. Results and analysis
4.1. Design of draft contents for ICT literacy in-service training
4.1.1. Draft contents in ‘Information society’ section
4.1.2. Draft contents in ‘Information devices’ section
4.1.3. Draft contents in ‘Information processing’ section
4.1.4. Draft contents in ‘Information handling’ section
4.2. Analysis of experts’ opinions on the contents of the ICT literacy in-service training program
4.2.1. Experts’ opinions on the contents in the ‘Information society’ section
4.2.2. Experts’ opinions on the contents in the ‘Information devices’ section
4.2.3. Experts’ opinions on the contents in the ‘Information processing’ section
4.2.4. Experts’ opinions on the contents in the ‘Information handling’ section
4.3. Analysis of teachers’ requirements on the contents of the ICT literacy in-service training program
4.3.1. Teachers’ requirements on the contents in the ‘Information society’ section
4.3.2. Teachers’ requirements on the contents in the ‘Information devices’ section
4.3.3. Teachers’ requirements on the contents in the ‘Information processing’ section
4.3.4. Teachers’ requirements on the contents in the ‘Information handling’ section
4.4. Design of the contents for the ICT literacy in-service training program
4.4.1. Design of the contents for the ‘Information society’ section
4.4.2. Design of the contents for the ‘Information devices’ section
4.4.3. Design of the contents for the ‘Information processing’ section
4.4.4. Design of the contents for the ‘Information handling’ section
5. Discussion
6. Conclusion
References
Abstract
Within the context of a Europe-wide project UNITE, a number of European partners set out to design, implement and validate a pedagogical framework (PF) for e- and m-Learning in secondary schools. The process of formulating and testing the PF was an evolutionary one that reflected the experiences and skills of the various European partners and secondary schools involved in the project. The framework involved pedagogies which underpin the teaching of subject matter in a number of European secondary schools as well as the ways in which learning is delivered and assessed. The PF represents an essential part of the e-Learning system conceptualization and development and offers sound concepts for the development of learning scenarios in order to enhance the learning experience of students in secondary schools. A five-component framework which, by means of its constituents, drives and guides the creation of e-Learning scenarios was designed and tested. It is composed of the pedagogical framework context, pedagogical approaches, assessment techniques, teacher education and national specifics and current pedagogical practices implemented in national curricula. A series of learning scenarios were created to test the PF in classrooms. A detailed exemplar of a scenario in practice is offered. An evaluation of the scenarios based on [Reeves, T. C., 1994. Evaluating what really matters in computer-based education. In M. Wild, D. Kirkpatrick (Eds.), Computer education: new perspectives (pp. 219–246). Perth, Australia: MASTEC] pedagogical dimensions revealed that UNITE is based on constructivist and cognitive foundations. With increased experience of the system the teachers’ implementation of the pedagogical framework developed into increased mastery in the school context. Teachers from the second validation phase became more confident in their application of the framework principles and evaluated more positively the outcomes. This helped them to become more aware of the opportunities offered by the framework in their secondary school teaching. In order to bring this about the supports for change were put into place at the levels of pedagogical design, administrative support and the provision of the required resources and appropriate continuing professional development. The project has sought to create this support structure to ensure maximal benefits of the system for teaching and learning. Such a pedagogical support PF has offered scope for both collaborative and autonomous learning which have brought about value-added teaching and learning effects in the Europe-wide network of schools.
Article Outline
1. Introduction
2. Background to the research
2.1. The effects of ICT in education
2.1.1. Impact of ICT on attainment and motivation
2.1.2. Impact of ICT on learning and creativity
2.1.3. Autonomous learning
2.1.4. A new role for teachers
2.1.5. Supports for change
2.2. Background work to pedagogical framework design
3. Pedagogical framework design
3.1. Context of the pedagogical framework
3.2. Pedagogical approaches and assessment techniques
3.2.1. User requirements as prerequisite for pedagogical framework design
3.2.2. Pedagogical approaches
3.2.2.1. Constructivism
3.2.2.2. Blended learning
3.2.2.3. Collaborative learning
3.2.2.4. Active learning
3.2.3. Assessment techniques
3.2.3.1. Computer-based assessment
3.2.3.2. Tutor-assessment
3.2.3.3. Self-assessment
3.2.3.4. Peer-assessment
3.3. Teacher education
3.4. Current pedagogical practices and national specifics
4. Pedagogical framework implementation
4.1. Resource materials
4.2. The UNITE platform/system
4.2.1. User’s area
4.2.2. InfoPool
4.2.3. Course Editor and Course Viewer
4.2.4. mediaBoard
4.2.5. SMS quizzes and SMS quiz engine
4.2.6. Flash games and authoring tools
4.3. Professional development of teachers
4.4. Platform preparation and its use
5. Pedagogical framework validation
5.1. Quality control of the scenarios
5.2. Validation of the pedagogical processes
5.2.1. Autonomous learning
5.2.2. Innovation
5.2.3. Individualisation
5.2.4. Efficiency
5.2.5. Effectiveness
5.3. Evaluation of the pedagogical dimensions of the learning scenarios
6. Summary and discussion
7. Conclusions
Acknowledgements
Appendix. Elective course scenario “Wonderful world of inventions”, delivered by Spinut School, Croatia
Appendix 1. Curriculum area
Appendix 2. Pedagogical approach
Appendix 3. Learning activities
3.1. Activity 1 – introducing the course and forming a group of students
3.2. Activity 2 – presenting the curriculum/program of the course
3.3. Activity 3 – 1st group meeting
3.4. Activity 4 – getting familiar with UNITE
3.5. Activity 5 – [I. Experiments]: the assignment of simple experiments
3.6. Activity 6 – [I. Experiments]: the experiment performance/presentation
3.7. Activity 7 – [II. Famous scientists]: the research assignment
3.8. Activity 8 – introducing mediaBoard
3.9. Activity 9 – [II. Famous scientists]: the field trip to technical museum in Zagreb
3.10. Activity 10 – [II. Famous scientists]: the students’ presentations
3.11. Activity 11 – organized discussion about the content/activities of the course
3.12. Activity 12 – [III. Scientific method]: introducing the scientific research
3.13. Activity 13 – [III. Scientific method]: visit to MedILS laboratories
3.14. Activity 14 – [IV. The sky as a gift]: introducing the project
3.15. Activity 15 – [IV. The sky as a gift]: individual exercises for students
3.16. Activity 16 – [IV. The sky as a gift]: visit to Astro Village Mosor
3.17. Activity 17 – prototyping
3.18. Activity 18 – exercises for senses and promoting creativity
3.19. Activity 19 – robotics workshop
3.20. Activity 20 – WWI evaluation
3.21. Activity 21 – WWI exhibition/presentation
References
Abstract
Teacher assessment literacy is a key factor in the success of teaching, but some studies concluded that teachers lack it. The aim of this research is to propose the “Practicing, Reflecting and Revising with WATA system (P2R-WATA) Assessment Literacy Development Model” for improving pre-service teacher assessment literacy. WATA system offers personalized learning resources and opportunities for pre-service teachers to assemble tests and administer them to students on-line. Furthermore, WATA system facilitates performance of test analysis and item analysis, and enables pre-service teachers to review statistical information from the test and item analyses to revise test items. Sixty pre-service teachers participated in this research. The research results indicate that pre-service teachers using P2R-WATA Assessment Literacy Development Model have better effectiveness in improving their assessment knowledge and assessment perspectives.
Article Outline
1. Introduction
2. Literature review
2.1. Teacher assessment literacy
2.2. Development of teacher assessment literacy
2.3. Web-based assessment system and teacher assessment literacy development
3. Methodology
3.1. Participants
3.2. Instruments
3.2.1. Assessment Knowledge Test (AKT) & Survey of Assessment Perspectives (SAP)
3.2.2. Web-based Assessment and Test Analysis (WATA) system (Wang et al., 2004)
3.3. Research design
3.4. Research procedure
3.5. Data collection and analysis
4. Results
4.1. Development of assessment knowledge
4.2. Development of assessment perspectives
5. Concluding remarks
Acknowledgements
References
Abstract
Though blogs and wikis have been used to support knowledge management and e-learning, existing blogs and wikis cannot support different types of knowledge and adaptive learning. A case in point, types of knowledge vary greatly in category and viewpoints. Additionally, adaptive learning is crucial to improving one’s learning performance. This study aims to design a semantic bliki system to tackle such issues. To support various types of knowledge, this study has developed a new social software called “bliki” that combines the advantages of blogs and wikis. This bliki system also applies Semantic Web technology to organize an ontology and a variety of knowledge types. To aid adaptive learning, a function called “Book” is provided to enable learners to arrange personalized learning goals and paths. The learning contents and their sequences and difficulty levels can be specified according to learners’ metacognitive knowledge and collaborative activities. An experiment is conducted to evaluate this system and the experimental results show that this system is able to comprehend various types of knowledge and to improve learners’ learning performance.
Article Outline
1. Introduction
2. Literature review
2.1. Knowledge types
2.2. Adaptive hypermedia
2.3. Semantic Web and semantic-based KMS
3. System overview
3.1. Supporting various types of knowledge
3.2. Supporting metacognitive knowledge and adaptive learning
3.3. Other functions
4. Experimental design
5. Experimental results
5.1. Analysis of learning performance
5.2. Analysis of adaptive learning performance
5.3. Analysis of collaborative activities
5.4. Analysis of satisfaction with system
5.5. Analysis of knowledge types
6. Conclusions
Appendix A. Questionnaire
References
Abstract
Although prior research has shown that generating explanations encourages students to learn new content with deeper understanding and to monitor their own comprehension more effectively, helping students learn how to explain properly remains a significant challenge. This study investigated the use of software agents as learning partners in an activity where students generated explanations about river ecosystem concepts.
The results of the experiment demonstrated that software agents can have a positive impact as learning partners in a virtual world environment. It was found that the agents encouraged the use of explanation resources designed to help students generate more effective explanations. Students working with the agents generated deeper explanations than students who did not interact with an agent. Implications for the design of learning environments with agents as learning partners are discussed.
Article Outline
1. Introduction
1.1. Roles of learning partners
2. Methods
2.1. Participants and location
2.2. The learning activity
2.3. Software agent design
2.4. Explanation resources
2.5. Experimental conditions
2.6. Data collection
3. Results
3.1. Pre–post test results
3.2. An evaluation of explanation types
3.3. River monitoring exercise transcript analysis
3.4. Questioning and explaining
3.5. Instruction
3.6. Help-seeking
3.7. Agreements and disagreements
3.8. Monitoring
3.9. Procedural
3.10. Off-topic
3.11. Student interviews
3.12. Expectations
3.13. Functionality
3.14. Control
4. Discussion
4.1. Effectiveness of agents as resource providers
4.2. Effectiveness of agents on explanations
4.3. Agents as learning partners
4.4. Positioning agents for effective support
4.5. Summary
4.6. Design implications for learning agents
4.7. User control
4.8. Intentionality
4.9. Expectations
5. Conclusion
References
Abstract
This paper presents a field study carried out with learners who used a grammar checker in real writing tasks in an advanced course at a Swedish university. The objective of the study was to investigate how students made use of the grammar checker in their writing while learning Swedish as a second language. Sixteen students with different linguistic and cultural backgrounds participated in the study. A judgment procedure was conducted by the learners on the alarms from the grammar checker. The students’ texts were also collected in two versions; a version written before the session with the grammar checker, and a version after the session. This procedure made it possible to study to what extent the students followed the advice from the grammar checker, and how this was related to their judgments of its behavior.
The results obtained demonstrated that although most of the alarms from the grammar checker were accurate, some alarms were very hard for the students to judge correctly. The results also showed that providing the student with feedback on different aspects of their target language use; not only on their errors, and facilitating the processes of language exploration and reflection are important processes to be supported in second-language learning environments.
Based on these results, design principles were identified and integrated in the development of Grim, an interactive language-learning program for Swedish. We present the design of Grim, which is grounded in visualization of grammatical categories and examples of language use, providing tools for both focus on linguistic code features and language comprehension.
Article Outline
1. Introduction
1.1. Computers in second language learning
1.2. A developmental perspective on the use of language tools
1.3. Computer language tools in language learning
1.4. Errors and grammar checking programs
1.5. Role of written feedback
2. Empirical studies on the use of a Swedish grammar checker by second-language learners
2.1. Granska – a grammar checker for Swedish
2.2. Participants in the study
2.3. Methodology
2.4. Data collected
3. Results
3.1. Results of the judgment procedure
3.2. Results from observations and interviews
4. Discussion
4.1. Lack of adequate feedback and misleading feedback
4.2. Use of different sources of linguistic information
4.3. Focus on form
4.4. Trusting the program
4.5. Meta-language and grammatical knowledge
4.6. Transparency
4.7. Interaction and integration
5. Designing a language environment focused on learning Swedish
5.1. Supporting focus on form
5.2. Visualization of grammatical categories
5.3. Focus on authentic language use
5.4. Examples of language use
6. Conclusions
Acknowledgements
References
Abstract
Especially in vocational education, attention should be paid not only to the use of new technological solutions but also to collaborative learning and cooperative working methods in order to develop students’ skills for their future jobs. This study involves a design experiment including the design process of a new game environment, description of the script developed for this game, as well as the empirical study with multiple data collection methods, data analysis, results and conclusions for further work. The aim of the study was twofold. Firstly, we aimed to develop a game environment to simulate the work context of a vocational design process, and secondly, to investigate how effective the game environment is in vocational learning and how scripting affected students’ group processes during the game. It seems that, at their best, such “edugames” may enrich learning and the pedagogical use of technology. Although integrating learning and games provides tempting possibilities, it also contains many challenges, such as different group-specific learning processes despite the scripted environment.
Article Outline
1. Introduction
2. Scripting computer-supported collaboration
3. Scripting game environment
4. Aims
5. Instructional design of Mustakarhu game
5.1. Mustakarhu script
6. Methods
6.1. Data collection
6.2. Data analysis
7. Results
7.1. Added value of the game environment
7.2. Game process in scripted key points of the game
7.3. Differences between the groups
8. Discussion
Acknowledgements
References
Abstract
This paper reports on the design and the implementation of the Technological Pedagogical Science Knowledge (TPASK), a new model for science teachers professional development built on an integrated framework determined by the Technological Pedagogical Content Knowledge (TPACK) model and the authentic learning approach. The TPASK curriculum dimensions and the related course sessions are also elaborated and applied in the context of a teacher trainers’ preparation program aiming at ICT integration in science classroom practice. A brief description of the project, its accomplishments, and perceptions of the participants, through the lens of TPASK professional development model, are presented. This is followed by the presentation of the evaluation results on the impact of the program which demonstrates that science teachers reported meaningful TPASK knowledge and increased willingness to adopt and apply this framework in their instruction. Finally, we draw on the need to expand TPACK by incorporating a fourth dimension, the Educational Context within Pedagogy, Content and Technology mutually interact, in order to address future policy models concerning teacher preparation to integrate ICT in education.
Article Outline
1. Introduction
2. Literature review
3. Defining technological pedagogical content knowledge for science
3.1. Pedagogical science knowledge (PSK)
3.2. Technological science knowledge (TSK)
3.3. Technological pedagogical knowledge (TPK)
3.4. Technological pedagogical science knowledge (TPASK)
4. Implementation of TPASK framework
4.1. Project overview
4.1.1. General theory modules
4.1.2. ICT in science education modules
4.2. Designing TPASK coursework
4.3. Implementing TPASK coursework
5. Empirical evaluation of the TPASK coursework
5.1. Participants
5.2. Method
5.3. Data analysis
6. Results
6.1. Representations and perceptions of the TPASK model
6.2. TPASK knowledge and skills to integrate ICT into science instruction
6.3. Main difficulties to integrate ICT in science classroom
7. Conclusions
References
Abstract
This research study looks at how organizations in developing countries perceive the challenge of building capacity in e-learning expertise. Data was collected on six such organizations, and a range of perceived rationales and constraints were identified. The paper hypothesizes a four-part framework to define the e-learning capacity gaps that these circumstances appear to represent: the “instructional design capacity gap”, the “production capacity gap”, the “tutorial capacity gap” and the “community building gap”. The framework is used to re-examine the data to explore the ways in which the organizations’ e-learning activities might constitute strategic responses to the hypothesized capacity gaps.
Article Outline
1. Introduction
2. Background
3. Data collection and analysis
4. Perceptions of challenge
4.1. Why build capacity in e-learning
4.2. Perceptions of constraints
4.3. Types of capacity gap
5. Conceptualization of the capacity gaps
5.1. Instructional design capacity gap: pedagogic decisions
5.2. Production capacity gap: developing tools and materials
5.3. Tutorial capacity gap: facilitating and moderating
5.4. Community building capacity gap: exploiting knowledge management
6. Strategies for addressing the capacity gaps
7. Concluding remarks
References
Abstract
The present study attempted to investigate whether young learners who were new to knowledge building approaches could work towards advancing both individual and collective knowledge, and whether knowledge building could be beneficial to both high-achieving and low-achieving students. Findings reported in this paper are from one and a half-year design research for science learning in one primary school in Singapore. In this study, we closely examined the design and enactment of the Knowledge Building Community model in one class with high-achieving students and two classes with mixed-ability students. The research consists of two phases: Phase I Cultivating a collaborative knowledge building culture and Phase II Progressive Knowledge Building using Knowledge Forum. Data were collected from multiple sources, including knowledge assessment, conceptual understanding tasks, and the content analysis of Knowledge Forum postings. The results in Phase I show that while it is critical for students to monitor and build knowledge for their own understanding, they had difficulties developing such skills. In both phases, we found positive impacts on academic achievements showing improvement of student understanding in the course of reflective thinking and progressive inquiry. Overall, quantitative data suggest that the collaborative knowledge building environment was beneficial for both high-achieving and low-achieving students. We conclude by discussing some of challenges and issues in designing collaborative knowledge building environments for young learners with diverse abilities.
Article Outline
1. Introduction
1.1. Knowledge Building Community
1.2. Barriers in knowledge building
1.3. Research questions
2. Is knowledge building for all learners?
2.1. Knowledge building for young learners
2.2. Knowledge building for learners with different abilities
2.3. The research gap
3. The context of the present study
3.1. Educational curriculum and system in Singapore
3.2. Participants
3.3. Designing a learning environment: general principles
3.4. Science lessons: Matter
4. Data collection and analysis
5. Findings
5.1. Impacts on the advancement of knowledge
5.1.1. Knowledge test
5.1.2. Conceptual understanding task
5.1.3. Depth of understanding expressed in Knowledge Forum
5.2. Design challenges
6. Discussion and implications
Acknowledgements
Appendix A. Knowledge assessment: Matter
A1. An example of multiple-choice items
A2. An example of open-ended items
References
Abstract
In this paper, we present a framework for the development of collaborative design games that can be employed in participatory design sessions with students for the design of educational applications. The framework is inspired by idea generation theory and the design games literature, and guides the development of board games which, through the use of adequate stimuli, rules and props, facilitate students in extracting and expressing their needs, desires and prospects regarding future educational software. To evaluate the proposed framework three studies were conducted. The first study aimed at the design of a web learning platform with the participation of 62 undergraduate higher education students in 13 design sessions; in the second study, a structured design approach was employed (12 sessions, 54 students) with the same design objective for comparison reasons; in the third study, the framework was deployed for the design of an electronic assessment application so as to examine its applicability in different learning domains (8 design sessions, 28 students). Students were very positive regarding both their participation and experience with the design games, and the needs elicited. The games favored a quick, broad exploration of the design space and facilitated the elicitation of numerous diverse needs and ideas, almost twice as many as produced by the structured approach. They also facilitated the creation of an informal atmosphere and limited the effects of common social influences on idea generation, such as social loafing, evaluation apprehension and production blocking. The three studies indicated that the proposed framework may simplify the development and employment of effective and efficient participatory design sessions in educational settings.
Article Outline
1. Introduction and theoretical background
1.1. Games in education and design
1.1.1. Game-based learning
1.1.2. Design games
1.2. Idea generation
2. The We!Design & Play framework
2.1. Setting the design space exploration perspectives
2.2. Designing the game board and props
2.3. Playing the game
2.3.1. Creating a design alter ego
2.3.2. The rules of the game
2.3.2.1. Dice and unpredictability
2.3.2.2. Needs presentation, reward and discussion
2.3.2.3. Ideas sharing
2.3.2.4. Needs/ideas evaluation
3. Research hypotheses and methodology
3.1. Designing a web learning platform
3.2. Comparing the design game with a structured approach
3.3. Designing a different software product: eAssessment
3.4. The participants
3.5. Inquiry
4. Results
4.1. The design of the learning platform
4.1.1. Quantitative analysis
4.1.1.1. Students’ evaluation of the design process and products
4.1.1.2. Analysis of the design space exploration perspectives and the corresponding stimuli
4.1.2. Qualitative analysis: students’ attitude towards the design game and its final products
4.2. Comparing the design game with a structured approach
4.2.1. Concise qualitative and quantitative results
4.2.2. Comparing the design game with the structured approach
4.3. The design of the eAssessment application
4.3.1. Verifying the previous qualitative and quantitative results
4.3.2. Students’ evaluation of the exploration perspectives and the game props
4.3.3. Analysis of students’ perceived satisfaction, cognitive effort and creativity during the game
5. Conclusions and discussion
References
Abstract
The research reported here is part of a larger project which seeks to combine serious games (or games-based learning) with location-based services to help people with intellectual disabilities and additional sensory impairments to develop work based skills. Specifically this paper reports on where these approaches are combined to scaffold the learning of new routes and ultimately independent travel to new work and educational opportunities. A phased development methodology is applied in a user sensitive manner, to ensure that user feedback drives the ongoing development process. Methods to structure this include group feedback on conceptual storyboards, expert review of prototypes using usability heuristics relating to the main system goals, and finally co-discovery methods with student pairs exploring all three modes of the system in real world contexts. Aspects of developmental and cognitive psychological theories are also reviewed and it is suggested that combining games-based learning approaches with location-based services is an appropriate combination of technologies for an application specifically designed to scaffold route learning for this target audience.
Article Outline
1. Introduction
2. User sensitive inclusive design
3. Analysis phase and iterative design with users
3.1. User scoped design requirements
3.2. Further design requirements
3.3. First and second design with user feedback
4. Phased implementation
4.1. Main menu
4.2. Plan mode
4.3. Practice and use mode
5. User based evaluation
5.1. Expert review
5.2. User review
5.3. Results and discussion
5.3.1. Expert evaluation
5.3.2. Co-discovery
5.3.3. Current testing
6. Conclusions
References
Abstract
This study aimed to design and evaluate multimedia games which were based on the theories of children’s development of taxonomic concepts. Factors that might affect children’s classification skills, such as use of single physical characteristics of objects, competition between thematic and taxonomic relationships, difficulty in forming hierarchical categories, were identified. Several strategies for overcoming the above disadvantages, such as verbal hints, linguistic labeling, exemplar comparison, and explicit statements were implemented in the Software for Rebuilding Taxonomy (SoRT) for improving children’s taxonomic concept learning. Sixty children, aged 4 and 5, participated in the evaluation of SoRT. The results showed that the SoRT was helpful to improve children’s distinction between thematic and taxonomic relationships and their learning of hierarchical taxonomic concepts.
Article Outline
1. Introduction
2. SoRT: the software for rebuilding taxonomy
2.1. Design rationale
2.2. Learning stages of classification
2.2.1. Perceptual learning
2.2.2. Learning thematic relationships
2.2.3. Learning concepts in hierarchical taxonomy
2.2.4. Clarifying thematic and taxonomic relationships
2.3. Feedback for learning
2.3.1. Verbal hints
2.3.2. Linguistic labeling
2.3.3. Exemplar comparison
2.3.4. Explicit statements of category names
3. Method
3.1. Participants
3.2. Experimental design
3.3. Materials
3.4. Measures
3.4.1. Classifying colored geometric tiles test (CCGTT)
3.4.2. The thematic and taxonomic concepts test (TTCT)
3.4.3. Hierarchical taxonomic concept test (HTCT)
3.5. Procedure
3.5.1. Pre-test
3.5.2. Formal experiment
3.5.3. Post-test
4. Results
4.1. Children’s perceptual learning
4.2. Children’s learning of thematic and taxonomic relationships
4.3. Children’s learning of hierarchical taxonomic concepts
5. Discussion and conclusions
Acknowledgements
Appendix. Measurement tools
References
Abstract
Designing specifications for technically advanced instructional products, such as e-learning, simulations or simulators requires different kinds of expertise. The SLIM method proposes to involve all stakeholders from the beginning in a series of workshops under the guidance of experienced instructional designers. These instructional designers ensure that specifications are designed in a systematic, iterative, way based on instructional design and development models. The workshop participants, however, bring in all the necessary information and they take all the decisions. The SLIM method is geared towards the first phase of the instructional design process: designing a needs statement in the form of a first set of global user requirements. It has been used in eight case studies. The results of these case studies have led to improvements to the method and suggestions for further research.
Article Outline
1. Introduction
2. Problem and setting
3. Basic principles underlying the SLIM method
4. The SLIM method
4.1. Research questions
5. Case studies: method
5.1. Procedure
5.2. The cases
6. Case studies: results
6.1. Development of adequate needs statements
6.2. Iteration
6.3. The required amount of time
6.4. The number and kind of participants
6.5. The role of facilitators
7. Conclusions and recommendations
8. Future work
Acknowledgements
References
Abstract
PictoPal is the name of a technology-supported intervention designed to foster the development of emergent reading and writing skills in four and five year old children. Following the theoretical underpinnings and a brief description of PictoPal, this article describes how children worked with the technology; how the intervention elicited their engagement with literacy concepts both on the computer and off; and effects on early literacy learning. Observation results indicate that children are able to work independently with the program after a few instruction sessions. Observation data yield insight in the nature of adult guidance and the way the results of computer activities were implemented in off-computer classroom activities, as well as areas where this could be improved. Comparison of the four pre–post test experiments used to assess learning effects, suggest that the on-computer activities in PictoPal can yield a statistically significant learning effect, but only when integration with off-computer activities is present.
Article Outline
1. Introduction
2. Theoretical foundations
2.1. Young children, play and linguistic concept formation
2.2. Technology and young children
3. About PictoPal
3.1. Ideas underpinning PictoPal design
3.2. PictoPal components
4. Studies examining the effects of PictoPal
4.1. Research approach
4.2. Study 1
4.2.1. Focus
4.2.2. Methods
4.2.3. Results
4.3. Study 2
4.3.1. Focus
4.3.2. Methods
4.3.3. Results
4.4. Study 3
4.4.1. Focus
4.4.2. Methods
4.4.3. Results
4.5. Study 4
4.5.1. Focus
4.5.2. Methods
4.5.3. Results
5. Discussion and conclusions
Acknowledgements
References
Abstract
Within the context of an introductory CS1 unit on algorithmic problem-solving, we are exploring the pedagogical value of a novel active learning activity—the “studio experience”—that actively engages learners with algorithm visualization technology. In a studio experience, student pairs are tasked with (a) developing a solution to an algorithm design problem, (b) constructing an accompanying visualization with a storyline, and finally (c) presenting that visualization for feedback and discussion in a session modeled after an architectural “design crit.” Is a studio experience educationally valuable? What kind of technology can best support it? To explore these questions, we conducted an empirical study of two alternative CS1 studio experiences in which students used one of two different kinds of algorithm development and visualization technology: (a) a text editor coupled with art supplies, or (b) ALVIS Live!, a computer-based algorithm development and visualization tool. We found that the students who used ALVIS Live! developed algorithms with significantly fewer semantic errors. Moreover, discussions mediated by ALVIS Live! had significantly more student audience contributions, and retained a sharper focus on the specific details of algorithm behavior, leading to the collaborative identification and repair of semantic errors. In addition, discussions mediated by both ALVIS Live! and art supplies contained substantial evidence of higher order thinking. Based on our results, we make recommendations for educators interested in exploring studio-based approaches, and we propose an agenda for future research into studio-based learning in computer science education.
Article Outline
1. Introduction
2. Related work
3. Study background
3.1. Participants
3.2. The studio experiences
3.3. Supporting technology: Art supplies and ALVIS live!
4. Field techniques
5. Observations
5.1. Algorithm and visualization development
5.1.1. Development activities
5.1.2. Algorithmic solutions
5.1.3. Visualizations
5.2. Visualization presentation and discussion
5.2.1. Data transformation process
5.2.2. Contribution analysis
5.2.3. Content analysis
5.2.4. Reference analysis
5.2.5. Higher order thinking analysis
6. Discussion
6.1. Does the construction of personalized AVs aid algorithm understanding?
6.2. Does the presentation of personalized AVs lead to educationally beneficial conversations?
6.3. What form of AV technology best supports the above processes?
7. Summary, limitations, and implications
Acknowledgements
References
Abstract
E-learning environments increasingly serve as important infrastructural features of universities that enable teachers to provide students with different representations of knowledge and to enhance interaction between teachers and students and amongst students themselves. This study was designed to identify factors that can explain teachers’ use of e-learning environments in higher education. A questionnaire was completed by 178 teachers from a wide variety of departments at Wageningen University in the Netherlands. We found that 43% of the total variance in teacher use of e-learning environments could be explained by their opinions about web-based activities and their opinions about computer-assisted learning (predictors) and the perceived added value of e-learning environments (mediating variable). In other words, teachers’ use of e-learning environments can be explained to a high extent by their perceptions of the added value of these environments, which in turn are substantially influenced by their opinions about web-based activities and computer-assisted learning.
Article Outline
1. Introduction
2. Methodology
2.1. Participants
2.2. Instrument
2.3. Data analysis
3. Results
3.1. Teachers’ use of e-learning environments (USE)
3.2. Teachers’ perceived added value of e-learning environments (AV)
3.3. Teachers’ general opinions about e-learning environments and impeding factors
3.4. Factor structure of constructs
3.5. Bivariate correlations
3.6. Structural model
4. Discussion
4.1. Which functions of e-learning environments do teachers often use?
4.2. What added value do teachers perceive of e-learning environments?
4.3. What are the barriers for implementing e-learning environments in the learning process?
4.4. Which factors influence teachers’ use of different functions and capabilities of e-learning environments?
5. Conclusion
Acknowledgements
References
Abstract
Although many children are technically skilled in using the Web, their competences to use it in a critical and meaningful way are usually less well developed. In this article, we report on a multiple case study focusing on the possibilities and limitations of collaborative inquiry activities as an appropriate context to acquire Web literacy skills in primary education. Four 5th grade school teachers and their students worked with collaborative inquiry activities on the subject of ‘healthy food’. The project was aimed at both the development of Web literacy skills and content knowledge building. Data from a variety of sources were collected: videotaped and written lesson observations, interviews with teachers and students, teacher diaries, student questionnaires, and student assignments. The teachers appeared to be able to carry out the program to varying degrees. Contextual factors that influenced the realization of the project’s goals and results were the adequacy of the research questions formulated by students, students’ inquiry skills, and the teachers’ teaching styles. Students’ learning results show that it is possible to teach Web literacy skills in the context of collaborative inquiry activities. All classes show knowledge gain with regard to the subject healthy food and all classes but one show knowledge gain with regard to Web literacy skills. Although many students show adequate use of particular Web searching, reading and evaluating skills after the project, inconsistency, impulsiveness and impatience are also typical of their Web behaviour. In the context of collaborative inquiry activities teachers are challenged to deal with the paradox that they want their students to be active knowledge builders with help of the Web, whereas the Web seems to invite students to be more or less passive searchers.
Article Outline
1. Introduction
2. Theoretical framework
2.1. Theoretical perspectives
2.2. Components of Web literacy
3. Methods
3.1. Participants and setting
3.2. Materials
3.2.1. Design and content of the program
3.3. Instruments and procedures
3.3.1. Lesson observations, field notes and interviews with teachers
3.3.2. Student questionnaires, interviews with students, and final assignments
3.4. Design of the study and data analysis
3.4.1. Analysis of lesson observations, field notes and teacher interviews
3.4.2. Analysis of student interviews, observations, questionnaires and final assignments
4. Results
4.1. Within-class description of the four classes
4.1.1. Kingsley School
4.1.2. Langdon School
4.1.3. Milford School
4.1.4. Norwood School
4.2. Across-class comparison
4.2.1. Shaping the curriculum: collaborative inquiry and Web literacy
4.2.2. Students’ learning results: questionnaires
4.2.3. Students’ learning results: final assignments
5. Conclusions and discussion
References
Abstract
In face-to-face instruction of Reciprocal Teaching (RT), students’ reading processes and dialogues with their peers are hardly observed. As a result, the teacher has few clues to identify students’ learning difficulties and provide further scaffoldings. To record students’ reading processes and enhance their comprehension, this study reports on the design of an online reciprocal teaching and learning system to support teachers and students in college remedial reading instruction. A sample of 129 under-prepared college students voluntarily signed up to participate in a remedial reading program. They were encouraged to use multiple strategies such as predicting, clarifying, questioning, and summarizing, which were supported by the functionalities of dialogue box, chat room, discussion forum, and annotation tool in the system. In this study, it was observed that students employed the multiple strategies to enhance their reading comprehension, as revealed by the students’ reading processes recorded in the system. When encountering difficulties in using these multiple strategies, students expressed that they observed and learned from the teacher’s or their peers’ externalization of strategy usage. Students’ reading progress in the remedial instruction incorporating the RT system was also identified by the pre- and post-tests. This study suggests that there may be benefits for teachers in encouraging students to interact with others in order to clarify and discuss comprehension questions and constantly monitor and regulate their own reading.
Article Outline
1. Introduction
1.1. Reciprocal teaching
1.2. Background of this study
2. Method
2.1. Participants
2.2. System development
2.2.1. The student interface
2.2.2. The teacher interface
2.3. Procedure of data collection
2.4. Procedure of data analysis
3. Results
3.1. John’s reading process in the RT system
3.2. Students’ employment of the multiple strategies
3.3. Students’ progress in remedial instruction incorporating the RT system
4. Discussion
Appendix. Appendix
The hummingbirds that unexpectedly changed my career
References
Abstract
This study reports on the development of ESP (English for Specific Purposes) multimedia courseware on oral presentations, and its integration into self-study learning and elective courses for students with different English proficiencies, as one solution to problems in ESP courses in Taiwan. The courseware design is based on Mayer’s multimedia learning cognitive theory, and the language learning focus draws on Chapelle’s suggested criteria for development of multimedia CALL. Evaluation of student performance with two different formats for courseware integration is based upon data from pre- and post-tests for preparing speech texts, and a questionnaire survey. The courseware provides authentic materials with a logical situational layout and a friendly interface design for learning ESP for oral presentations in international business and technical settings and offers rich and flexible learning activities with corresponding on-line self-evaluation so that students actively engage in cognitive processing. Students with different English proficiencies have different concerns about giving a presentation. Meanwhile, after students’ self-study for six weeks, regardless of level of proficiency, students’ learning effectiveness and satisfaction with the courseware integration were significantly improved, by qualitative and quantitative analysis. Such students’ improvement suggests success of the courseware design and learning effectiveness with its integration.
Article Outline
1. Background
2. Purpose of the study
3. Methodology
3.1. Design and structure of courseware
3.2. Courseware integration into instruction
4. Results
4.1. Development of ESP courseware for English presentations
4.2. Courseware integration into instruction
4.2.1. Text analysis
4.2.2. Questionnaire of satisfaction
4.2.3. Questionnaire of concern about giving a presentation and results of open-ended question
5. Discussion
5.1. Text analysis
5.2 Questionnaire of satisfaction
5.3. Questionnaire of concern about giving a presentation and results of open-ended question
6. Conclusions
References
Vitae
Abstract
Many English learning websites have been developed worldwide, but little research has been conducted concerning the development of comprehensive evaluation criteria. The main purpose of this study is thus to construct a multi-dimensional set of criteria to help learners and teachers evaluate the quality of English learning websites. These evaluation guidelines are based on web usability, learning materials, functionality of assisting language learning, technology integration, and learner preferences. In order to achieve this goal, the researchers used a rigorous four-phase procedure and utilized both qualitative and quantitative research methods with university students and professors in Design-based Research to construct and refine the evaluation criteria in 2008–2009. Fifty-eight evaluation criteria were refined and finalized. In addition, to cope with the difficulties in applying the derived criteria and explaining what the results indicate, this study presents a practical application by evaluating an English learning website.
Article Outline
1. Introduction
2. Multidimensional components for English learning website evaluation
2.1. Four language skills and major language areas
2.2. The ACTFL standards for foreign language learning
2.3. Language learners’ preferences and satisfaction
2.4. Web usability
2.5. Learning materials of English learning websites and website functionality of assisting language learning
3. Methods
3.1. Synthesizing and establishing a preliminary set of evaluation criteria based on a review of the literature
3.2. A survey of English learning websites
3.3. Discussions with experts
3.4. Finalizing the evaluation criteria for English Learning Websites
4. Results and discussion
4.1. Phase I—the derivation of preliminary evaluation criteria
4.2. Phase II—analysis of the survey of website users
4.2.1. The reliability and validity of the survey and its results
4.2.2. The preservation of the preliminary evaluation criteria
4.3. Phase III—the discussion with experts on the preservation of criteria
4.4. Phase IV—the refined and finalized criteria for English learning websites
4.5. Evaluation criteria in real use—demonstration of evaluating existing English learning websites
5. Recommendations
5.1. Recommendations for English teachers and English learning website users
5.2. Recommendations for website sponsors and website managers
5.3. Suggestions for further study
6. Conclusions
Acknowledgements
Appendix A. The selected existing literature related to the perspectives of learner preferences, web usability, learning materials, functionality of assisting language learning, or technology integration
Appendix B. Appendix
Appendix C. Tables of the range of evaluation criteria passed and the degree of qualification suggested by the researcher
Appendix D. A sample of the derived evaluation criteria combined with the five-point likert scale for bbc learning English website
References
Abstract
The paper reports a small-scale, long-term pilot project designed to foster strategic and reasoning abilities in young primary school pupils by engaging them in a number of computer games, mainly those usually called mind games (brainteasers, puzzlers, etc.). In this paper, the objectives, work methodology, experimental setting, and tools used in the project are outlined, together with an analysis of some findings.
In particular, we perform a brief analysis of some of the cognitive processes involved in playing with the computer games considered; we then discuss software features that, in our experience, help children tackle different cognitive tasks. The quantitative data collected during the pilot allow us, also, to take account of children’s performance according to a number of different parameters, such as their level of achievement, the game’s degree of difficulty and the type of data handled. Moreover, we reflect on the general impact of the project on children’s reasoning abilities.
The extent and duration of the study mean that, whilst the findings are not generalizable, they do offer insights into mechanisms underpinning basic strategic and reasoning skills as well as the educational potentialities offered by some of the existing computer games; they also point to some areas for further research.
Article Outline
1. Introduction
2. The research project
2.1. Objectives
2.2. Working methodology and experimental setting
2.3. Tools: the games used
3. Preliminary findings
3.1. Is it possible to identify some cognitive processes involved in playing the considered computer games?
3.2. Which software features can support children’s cognitive processes?
3.3. How do children perform with the games?
3.4. Does the use of logical games impact on pupils’ reasoning abilities?
4. Additional remarks
References
Abstract
Information technology (IT) has the potential to improve the clinical learning environment. The extent to which IT enhances or detracts from healthcare professionals’ role performance can be expected to affect both student learning and patient outcomes. This study evaluated nursing students’ satisfaction with a novel compartmental Picture Archiving and Communications System (PACS) for the automatic object-oriented integration and visualization of heterogeneous biomedical data. The compartmental PACS was specially designed to support client assessment and clinical education in the integrative health clinic of a university, which is run by a multidisciplinary service team. The sample was 63 nursing students, who were asked to complete a series of realistic tasks using the compartmental PACS. Upon completing the tasks, the Computer System Usability Questionnaire (CSUQ) was administered to assess their satisfaction with the system. Results from data analysis showed that nursing students who completed the evaluation had a satisfactory experience with the system. The Information Quality subscale mean was the highest mean of the CSUQ subscales. This is an important finding as the multidisciplinary data visualization feature of the system provides a technology-enhanced learning environment that can support nursing students’ efforts to both organize and represent knowledge. Through the compartmental PACS, students are assisted in connecting relevant knowledge via various representations of medical data for the clinical conditions under study.
Article Outline
1. Introduction
2. Generic Picture Archiving and Communications Systems (PACS)
2.1. Generic PACS and DICOM standard
2.2. Limitation of generic PACS
3. Compartmental PACS
3.1. Service compartment
3.2. Integration compartment
3.3. Multidisciplinary data visualization
4. Evaluation
4.1. Participants
4.2. Data collection
5. Findings and discussion
5.1. Instrument validation
5.2. Descriptive and inferential statistical analyses
5.3. Discussion
6. Conclusion
Appendix A. Survey items
References
Abstract
Video games and new communication metaphors are quickly changing today’s young people habits. Considering the actual e-learning scenarios, embedded in a fully technological enabled environment it is crucial to take advantage of this kind of capabilities to let learning process gain best results.
This paper presents a virtual campus created using Second Life which provides four distinct types of virtual space: common student campus, collaborative zones, lecture rooms and recreational areas. Second Life environments and objects have been designed and programmed to support synchronous lectures and collaborative learning. The Second Life virtual world has also been equipped with supporting tools enabling students and teachers to navigate among multimedia contents. Second Life and an ad-hoc developed Moodle plug-in have been integrated to naturally enrich the environment with LMS services, exploiting this 3D world to increase the interaction and communication opportunities between teachers and students, and among students, principally favoring planned and unplanned social encounters.
We have conducted an experiment involving university students aiming at evaluating Second Life synchronous distance lectures in the proposed learning environment. The evaluation has been conducted considering that, in a 3D multi-user virtual environment, learning is strongly related to the user perception of belonging to a learning community, as well as to the perception of awareness, presence and communication. The results of the evaluation are very positive.
Article Outline
1. Introduction
2. Related work
2.1. Virtual classroom and 3D virtual learning environments
2.2. Evaluation of 3D virtual environment
2.2.1. Presence
2.2.2. Awareness
2.2.3. Communication
2.2.4. Belonging to a community
3. The proposed environment
3.1. The virtual campus overview
3.2. Equipping a virtual classroom
3.3. Supporting collaborative group learning
4. Evaluation
4.1. Design and context
4.2. Preparation
4.3. Material and execution
4.4. Results
4.5. Validity and discussion
5. Conclusion
References
Abstract
This paper describes the development and validation of a new 40-item Internet Attitude Scale (IAS), a one-dimensional inventory for measuring the Internet attitudes. The first experiment initiated a generic Internet attitude questionnaire, ensured construct validity, and examined factorial validity and reliability. The second experiment further analyzed the results of the first experiment to verify criterion validity and reliability using a different sample group. The results of the first and second experiments illustrated that this newly Internet Attitude Scale is a valid and reliable instrument for measuring Internet attitudes.
Article Outline
1. Introduction
2. First experiment
2.1. Questionnaire generation and content validity
2.2. Sample
2.3. Results
3. Second experiment
3.1. Procedure
3.2. Sample
3.3. Results
4. Discussion
Appendix A. Internet Attitude Scale
References
Abstract
In a language curriculum, the training of reading ability is one of the most important aspects. Previous studies have shown the importance of assigning proper articles to individual students for training their reading ability; nevertheless, previous experience has also shown the challenges of this issue owing to the complexity of personal factors as well as the diverse properties of the candidate articles to be taken into consideration. This study proposes a knowledge engineering approach for developing reading material recommendation systems by eliciting domain knowledge from multiple experts. Experimental results on 29 senior high school students show that the developed system is able to provide expert-like recommendations to the students by taking preferences and knowledge levels of individual students as well as categories and traits of articles into consideration.
Article Outline
1. Introduction
2. Method
2.1. Establishing repertory grids for English article recommendations
2.2. Fitness analysis
2.3. Article recommendation strategy
2.4. Experimental design
3. Results and discussion
3.1. Feedback on the recommendation system
3.2. Recommendation evaluation
3.3. Learning motivation survey
3.4. Perception and satisfaction survey
3.5. Comparison of different learning material recommendation approaches
4. Conclusions
Acknowledgements
References
Abstract
Agreement on the effectiveness of the technology mentoring approach in addressing educators’ needs for learning different technologies has been growing. Literature on the concept of mentoring in general and technology mentoring specifically has indicated mentoring relationships in different settings provide benefits for the less experienced mentoring partner, while existing literature was limited in providing insights about mentoring from the more experienced partner’s point of view. But, studies have suggested that understanding mentors’ reactions to the experience is necessary to establish sustainable and mutually beneficial mentoring relationships. For this purpose, this study discusses and proposes an assessment framework and an instrument to examine benefits for technology mentors. Considering the lack of similar studies and the absence of an instrument designed specifically to study this subject, we believe that our study will contribute to the knowledge base by providing educators with an assessment strategy and a tool for investigating the benefits gained by the more experienced person (graduate student in our context) benefits in a technology mentoring relationship. In addition, the resulting survey instrument provided along with this study is a valuable tool for those studying technology mentoring. The theoretical foundations, development process of the development of the instrument, and reliability and validity issues are discussed in detail.
Article Outline
1. Introduction
2. Context: the structure of faculty technology mentoring
3. Theoretical foundation
3.1. Technical
3.2. Pedagogical
3.3. Academic
3.4. Professional
4. Instrument structure
4.1. Technical benefits
4.2. Pedagogical benefits
4.3. Academic benefits
4.4. Professional benefits
5. Generation of Items
6. Reliability and validity of the instrument
6.1. Reliability
6.2. Instrument validity
6.2.1. Content validity
6.2.2. Face validity
6.2.3. Construct validity
7. Conclusion
Appendix A. Technology mentor benefits instrument
Appendix B. Technology mentor benefits instrument development and modification template
References
Abstract
Obesity and chronic disease risk factors are rising among youth. The Internet offers promise as a channel for delivering behavior change programs in a manner that is both available and accessible. This manuscript describes how theory informed the development of an Internet-based program promoting the maintenance of healthy eating and physical activity (PA) behaviors to 8-year-old African American girls. The web site was designed using a theoretical framework comprised of Social Cognitive Theory (SCT) and the Elaboration Likelihood Model (ELM). Program content was developed to target mediating variables derived from SCT, whereas the delivery channel was designed to enhance central processing, a concept derived from ELM. This manuscript is important because interactive multimedia provides a promising medium for attracting and maintaining youth’s attention, thereby enhancing the opportunity for behavior change to occur. Such interventions can incorporate state of the art theory-based procedures, effect behavior change, and provide opportunities to test theoretical constructs and procedures.
Further, it demonstrates that theory-based behavior change programs can be developed and delivered over the Internet with expectations of success.
Article Outline
1. Introduction
2. Background
3. Methods
3.1. Project description
3.2. Participants
3.3. Design
3.4. Baylor GEMS: intervention overview
3.5. Target behaviors
3.6. Intervention results
4. Treatment girls’ internet program
4.1. Comics
4.2. Problem solving
4.3. Self control
4.4. Fun links
4.5. Theoretical framework
4.6. Storyline
4.7. Characters
4.8. Text and voice overs
4.9. Deconstruct behavior
4.10. Interactivity
5. Conclusion
5.1. Implications/future directions
Acknowledgements
References
Abstract
Previous research of adaptive learning mainly focused on improving student learning achievements based only on single-source of personalization information, such as learning style, cognitive style or learning achievement. In this paper, an innovative adaptive learning approach is proposed by basing upon two main sources of personalization information, that is, learning behavior and personal learning style. To determine the initial learning styles of the students, the [Keefe, J. W. (1987). Learning Styles: Theory and Practice. Reston, VA: National Association of Secondary School Principals.] questionnaire is employed in our approach. To more precisely reflect the learning behaviors of each student, the interactions and learning results of each student are analyzed when adjusting the subject materials. Based on the innovative approach, an adaptive learning system has been developed; moreover, an experiment was conducted to evaluate the performance of our approach. By analyzing the results from three groups of students using different adaptive learning approaches, it can be found that the innovative approach is helpful in improving both the learning achievement and learning efficiency of individual students.
Article Outline
1. Introduction
2. Relevant work
2.1. Adaptive learning
2.2. Learning style
3. Implementation of TSAL
4. Two-source adaptive learning approach
4.1. The parameters considered by TSAL approach
4.2. Analysis of presentation styles
4.3. Determination of difficulty levels of subject materials
5. Experiments and evaluation
5.1. Experiment design
5.2. Analysis of leaning efficacy and efficiency
6. Conclusions
Acknowledgements
References
Abstract
The following paper presents a computer-based learning strategy to assist in introducing and teaching water quality modelling to undergraduate civil engineering students. As part of the learning strategy, an interactive computer-based instructional (CBI) aid was specifically developed to assist students to set up, run and analyse the output from a commercially available water quality model (WQMAP) for a hypothetical raw sewage spill. The CBI aid comprised a Hypertext Markup Language (HTML) module with helpful text and still graphics, and links to on-screen recorded motion movie clips showing on-screen actions and voice narrations during the instructors absence. An anonymous class questionnaire to assess the students’ perceptions of the developed approach found that most students felt they were able to complete the project with minimum supervision, and have acquired a basic understanding of water quality modelling as a result of the activity. Additionally, almost all of the students found the CBI aid helpful and easy to follow.
Article Outline
1. Introduction
2. Related research
3. Developing the computer-based learning strategy
3.1. Application
3.2. Hypothetical scenario
3.3. Water quality model
3.4. Computer-based instructional aid
4. Results and discussion
5. Conclusion
Acknowledgements
References
Abstract
The objective, strategy, and implementation details of a new undergraduate course, Internet-based Instrumentation and Control, are presented. The course has a companion laboratory that is supported by the National Science Foundation and industry. The combination is offered to senior-level undergraduate engineering students interested in sensing, instrumentation, control, and web programming that want to learn more about the integration of these technologies for solving real-world engineering problems. The course will also be offered to gifted high school seniors with similar interests and can serve as a vehicle to attract them to engineering disciplines. Preliminary assessment of the first offering of the course is encouraging and has shown that the course has achieved success in helping students understand concepts and master basic technologies for developing Internet-based automatic systems.
Article Outline
1. Introduction
2. Fitting to the curriculum
3. Methods
3.1. Development plan
3.2. Laboratory equipment
3.3. Laboratory activities
4. Assessment and discussion
5. Conclusion
Acknowledgements
References
Abstract
Multidisciplinary courses are being developed at a number of US colleges and universities to highlight the connections between the rise or fall of world civilizations and the sustainable or unsustainable uses of soil and water resources. The content presented in these courses is complex because it includes concepts from disciplines as varied as geology, soil science, politics, economics, history, and anthropology. The learning goals for the courses include developing skills in the critical analysis of complex “real-world” problems for which there is often no simple or correct solution. Didactic materials for such courses are limited. Field trips to sites around the world that present some of the issues covered in the course would be ideal, but are logistically challenging. We considered that a series of virtual field trips (VFTs) to sites around the world would allow us to present students with complicated real-world situations, with which to practice critical analysis skills. The VFTs envisaged are neither tutorials nor field/lab exercises. Rather, they are meant to be complex, multi-faceted representations of a past or current civilization and how it affects or is affected by its environment. We expect that the students will use the VFTs to explore the relationships between physical geography and culture and how the decisions or actions of a civilization impact natural resources and the environment and thus affect its fate. A goal of the VFTs is that through consideration of their experiences, students arrive at novel associations that lead to dynamic in-class dialogue about the material presented and a deeper understanding of the intricacies of the situation in the field. This article describes the process of assembling a VFT, and analyzes the technological and didactic choices the process requires. Our experience with a pilot VFT suggests that no single medium (i.e., video clips, interactive maps, animation sequences, etc.) is comprehensive enough to meet the course learning goals. Thus, a web-based, open architecture format was selected for the VFTs because of its simplicity, flexibility and extensibility. Each medium was selected for its ability to support the course learning goals. The learning process was mediated by the VFT text, questions for thought, and in-class discussions. Preliminary results with the pilot VFT are encouraging.
Article Outline
1. Introduction
1.1. Background
2. Virtual field trips
3. Site selection: the Chinampas of the Basin of Mexico
4. Preparation of VFTs
4.1. Organizational structure design
4.2. Preliminary information gathering
4.3. Choice of tools
4.4. Lessons learned
5. User evaluations
5.1. Navigation and functionality
5.2. Realization of learning goals
6. Conclusions
7. Viewing the Chinampas VFT
Acknowledgements
References
Abstract
Models represent a set of generic patterns to test hypotheses. This paper presents the CogMoLab student model in the context of an integrated learning environment. Three aspects are discussed: diagnostic and predictive modeling with respect to the issues of credit assignment and scalability and compositional modeling of the student profile in the context of an intelligent tutoring system/adaptive hypermedia learning system architectural pattern. The SOM–PCA, a collaborative-based data mining approach, is shown to be reusable for all three purposes above, enabling fast, objective implementations without requiring much intensive data collection.
Article Outline
1. Introduction
1.1. Framework of the study
1.2. Problems
1.3. Research questions
1.4. Significance of the study
1.5. Outline of the paper
2. Related study
2.1. Overlay student model
2.2. Stereotyped student models
2.3. Buggy student models
2.4. Summary
3. Reuse in data mining for student modeling
3.1. Differentiation of significant knowledge states for performance standards setting
3.1.1. Design details
3.1.2. PCA over SOM k-means clusters
3.1.3. Comparisons with other algorithms
3.2. Diagnostic predictive modeling (fast, easily scalable, non-intensive data collection)
3.3. Compositional modeling with data mining for student modeling
4. Conclusion
Acknowledgements
References
Vitae
Abstract
The aim of this study was to assess the learning effectiveness and motivational appeal of a computer game for learning computer memory concepts, which was designed according to the curricular objectives and the subject matter of the Greek high school Computer Science (CS) curriculum, as compared to a similar application, encompassing identical learning objectives and content but lacking the gaming aspect. The study also investigated potential gender differences in the game’s learning effectiveness and motivational appeal. The sample was 88 students, who were randomly assigned to two groups, one of which used the gaming application (Group A, N = 47) and the other one the non-gaming one (Group B, N = 41). A Computer Memory Knowledge Test (CMKT) was used as the pretest and posttest. Students were also observed during the interventions. Furthermore, after the interventions, students’ views on the application they had used were elicited through a feedback questionnaire. Data analyses showed that the gaming approach was both more effective in promoting students’ knowledge of computer memory concepts and more motivational than the non-gaming approach. Despite boys’ greater involvement with, liking of and experience in computer gaming, and their greater initial computer memory knowledge, the learning gains that boys and girls achieved through the use of the game did not differ significantly, and the game was found to be equally motivational for boys and girls. The results suggest that within high school CS, educational computer games can be exploited as effective and motivational learning environments, regardless of students’ gender.
Article Outline
1. Introduction
2. Method
2.1. Research design
2.2. Participants
2.3. Materials
2.3.1. Gaming application
2.3.2. Non-gaming application
2.4. Instruments
2.5. Procedure
2.6. Data analysis
3. Results
3.1. Comparison of the intervention groups as to biographical variables
3.2. Observation of the students’ interaction with the applications
3.3. Comparison of the applications as to their learning outcomes
3.4. Comparison of the applications as to their appeal to students
4. Discussion and conclusions
References
Vitae
Abstract
This paper reports qualitative findings from a study that investigated Australian university staff and students’ perceptions and use of current and emerging technologies both in their daily lives and in teaching and learning contexts. Forty-six first-year students and 31 teaching and support staff from three Australian universities took part in interviews and focus groups. This paper examines how students and staff reported on their use of new technologies in their daily lives, their stated reasons for using those technologies, and their beliefs about the benefits and limitations of using technologies as teaching and learning tools. The findings question assumptions that have been made about a “digital divide” between “digital native” students and their “digital immigrant” teachers in higher education today, suggesting we need to develop a more sophisticated understanding about the role technologies play in the lives of both students and staff. A better understanding of student and staff perspectives will allow for more informed decisions about the implementation of educational technologies in today’s higher education institutions.
Article Outline
1. Introduction
1.1. A digital divide between natives and immigrants
1.2. A divide between living and learning technologies
1.3. Research aims
2. Method
2.1. Context of study
2.2. Participants
2.3. Analysis
3. Results
3.1. What technologies students and staff use in everyday life – and why they use them
3.2. How students and staff use technologies in everyday life
3.3. How students and staff use technologies in higher education
3.4. Benefits of using technologies in higher education
3.5. Limitations of using technologies in higher education
4. Discussion
5. Conclusion
Acknowledgements
Appendix A. Example focus group questions for students
A.1. Everyday
A.2. Implementation
Appendix B. Example focus group questions for staff
B.1. Everyday
B.2. Educational Context
B.3. Implementation
References
Abstract
Learning often involves complex cognitive and motorical processes, and while most learners cope adequately with these challenges there are always some that struggle. When new kinds of knowledge are introduced there is a possibility that some learners will find this new knowledge hard to acquire, and thus manifest a dysfunction. Today the new knowledge can be found within the digital domain. Some learners need more time and more efforts to master the different aspects of digital literacy, some of these even need special attention from friends, teachers or others. Is it possible that this group of learners is experiencing some kind of dysfunctions? It is likely to think so, there are a variety of different learning dysfunctions related to many learning domains, and when a new domain is established it would not come as a surprise that a new form of dysfunction is discovered. This article seeks to answer the question: “Do digital dysfunctions exist?” The answer is given as indicators more than as solid proof. In this study a group of 144 pupils is reduced through a triangulation of qualitative and quantitative methods, and ends up with three cases where there are obvious lacks of digital literacy without any obvious reason. The study also deals with definitions on “digital literacy”, and tries to point out what construct the term “digital literacy” in the study material. This construct is then used for measuring digital literacy.
The key findings of the study are: Firstly, indications of digital dysfunctions are found within the sample we studied. Secondly, it strengthens the assumption that digital literacy may be independent of other basic literacies from school subjects like mathematics, reading, writing, and esthetic topics.
Article Outline
1. Introduction
2. Methodologies
2.1. Questionnaire
2.2. Statistical analyses
2.3. Interviews
2.4. Practical test
3. Results
3.1. Factor analysis (PCA) and questionnaire results
3.2. The test and interview
4. Discussion
4.1. Exposure and training
4.2. The interface
4.3. Attitude and anxiety
4.4. Specific learning disability
4.5. Impacts for individuals and society
5. Concluding remarks
5.1. Limitations
Acknowledgements
References
Abstract
As course management systems (CMS) gain popularity in facilitating teaching. A forum is a key component to facilitate the interactions among students and teachers. Content analysis is the most popular way to study a discussion forum. But content analysis is a human labor intensity process; for example, the coding process relies heavily on manual interpretation; and it is time and energy consuming. In an asynchronous virtual learning environment, an instructor needs to keep monitoring the discussion forum from time to time in order to maintain the quality of a discussion forum. However, it is time consuming and difficult for instructors to fulfill this need especially for K12 teachers. This research proposes a genre classification system, called GCS, to facilitate the automatic coding process. We treat the coding process as a document classification task via modern data mining techniques. The genre of a posting can be perceived as an announcement, a question, clarification, interpretation, conflict, assertion, etc. This research examines the coding coherence between GCS and experts’ judgment in terms of recall and precision, and discusses how we adjust the parameters of the GCS to improve the coherence. Based on the empirical results, GCS adopts the cascade classification model to achieve the automatic coding process. The empirical evaluation of the classified genres from a repository of postings in an online course on earth science in a senior high school shows that GCS can effectively facilitate the coding process, and the proposed cascade model can deal with the imbalanced distribution nature of discussion postings. These results imply that GCS based on the cascade model can perform as an automatic posting coding system.
Article Outline
1. Introduction
2. Background
2.1. Research questions
2.2. Course management system
2.3. Content analysis of online discussion threads
2.4. Text mining in education research
2.4.1. Text classification
2.4.2. Text formatting
2.4.3. Decision tree classification
3. Framework of genre classification system (GCS)
4. Implementation and evaluation
4.1. Data collection
4.2. Coding schema
4.3. Implementation of genre classification system (GCS)
4.3.1. CKIP Chinese words segmentation system
4.3.2. Weka java class
4.4. Evaluation method
5. Evaluation results
5.1. Content features in nouns, verbs, and adverbs
5.2. Contextual attributes
5.3. idf threshold
5.4. GCS cascade model
5.5. Several unbalanced data distribution
6. Discussions
6.1. The first question
6.2. The second question
6.3. The third and fourth questions
6.4. The fifth question
6.5. The sixth question
7. Conclusions and future works
References
Abstract
High-ranking officers require advanced military education in war tactics for future combat. However, line officers rarely have time to take such courses on campus. The conventional solution to this problem used to take the inefficient correspondence courses. Whereas Internet technologies progress, online course is the current trend for military training. However, the question is what distance learning methodology best suits such a proprietary learning purpose.
This study presents a sequential process of developing distance learning courses in advanced military education. Further, the Petri-Net analytical approach is adopted to discover the essential interaction requirements of advanced military education delivered via Internet. This study developed a systematic method for designing e-learning systems according to specific requirements of target courses. The proposed approach starts by comparing on-campus programs with the existing e-learning systems to identify the steps required to transform the program into an e-learning system. After first outlining the pedagogy of the on-campus program, its proposed teaching flow through the Internet is then sketched. Finally, the Petri-Net model was used for in-depth analysis of the stages affecting the learning curve of the line office taking e-learning courses. The example of a “Joint Operations” AME course elaborated the presented approach. An e-learning system prototype was also designed accordingly. Lastly, an experiment was conducted to verify the efficiency of the presented approach.
Article Outline
1. Introduction
2. Related developments
2.1. E-learning in military education
2.2. Comparison of on-campus programs, correspondence courses and e-learning
3. Distance learning for advanced military education
3.1. AME in Taiwan
3.2. Requirements analysis
3.3. Functional analysis by Petri-Net model
3.4. The Petri-Net model for DL4AME
3.5. The DL4AME architecture
4. Implementation and experiments
4.1. Implementation of DL4AME
4.2. Experimental evaluation of learning effectiveness
4.3. Discussion
5. Conclusion
References
Abstract
Educational hypertexts usually include graphical overviews, conveying the structure of the text schematically with the aim of fostering comprehension. Despite the claims about their relevance, there is currently no consensus on the impact that hypertext overviews have on the reader’s comprehension. In the present paper we have explored how hypertext overviews might affect comprehension with regard to (a) the time at which students read the overview and (b) the hypertext difficulty. The results from two eye-tracking studies revealed that reading a graphical overview at the beginning of the hypertext is related to an improvement in the participant’s comprehension of quite difficult hypertexts, whereas reading an overview at the end of the hypertext is linked to a decrease in the student’s comprehension of easier hypertexts. These findings are interpreted in light of the Assimilation Theory and the Active Processing model. Finally, the key educational and hypertext design implications of the results are discussed.
Article Outline
1. Introduction
1.1. Reading the graphical overview at the beginning of the hypertext
1.2. Reading the graphical overview at the end of the hypertext
2. Experiment 1
3. Method
3.1. Participants
3.1.1. Apparatus
3.1.2. Materials
3.1.2.1. Hypertexts
3.1.2.2. Text-based questions
3.1.2.3. Inference questions
3.1.2.4. Graphical overview usefulness ratings
3.2. Procedure
3.3. Results
3.4. Preliminary analyses
3.5. Question 1: what impact does the time spent reading the graphical overview at the beginning of the hypertext have on comprehension?
3.6. Question 2: what impact does the time spent reading the graphical overview at the end of the hypertext have on comprehension?
3.7. Discussion
4. Experiment 2
4.1. Method
4.1.1. Subjects
4.1.2. Apparatus
4.1.3. Materials
4.1.3.1. Hypertext
4.1.3.2. Prior knowledge questions
4.1.3.3. Text-based questions
4.1.3.4. Inference questions
4.2. Procedure
4.3. Results
4.4. Question 1: what impact does the time spent reading the graphical overview at the beginning of the hypertext have on comprehension?
4.5. Question 2: what impact does the time spent reading the graphical overview at the end of the hypertext have on comprehension?
4.6. Discussion
5. General discussion
5.1. Graphical overviews and hypertext comprehension
5.2. Future research
5.3. Implications for instruction and design
Acknowledgements
Appendix I. Appendix
A.1. Sample materials of experiment 1
A.1.1. Sample of an unfamiliar text
A.1.2. Sample of a text-based question of the ‘The Romantic movement’ text
Appendix II. Appendix
B.1. Sample materials of experiment 2
References
Abstract
The purposes of this study were to examine the effects of two types of interactive computer simulations and of prior knowledge levels on concept comprehension, cognitive load, and learning efficiency. Seventy-two 5th grade students were sampled from two elementary schools. They were divided into two groups (high and low) based on prior knowledge levels, and each group was divided into two treatment groups (a low-interactive simulation group and a high-interactive simulation group). The dependent variables were concept comprehension, cognitive load, and learning efficiency. The results showed that, for students with high prior knowledge levels, high-interactive simulations, rather than low-interactive simulations, resulted in significantly increased comprehension scores, decreased cognitive load scores, and higher learning efficiency. On the other hand, among students with low prior knowledge levels, the low-interactive simulation group did not demonstrate significantly increased comprehension scores, but they did show lower cognitive load scores and higher learning efficiency than the high-interactive simulation group.
Article Outline
1. Introduction
2. Interactive computer simulations
2.1. Low interactivity
2.2. High interactivity
3. Methods
3.1. Participants and experimental design
3.2. Materials and instruments
3.3. Procedure
4. Results
4.1. Comprehension
4.2. Cognitive load
4.3. Learning efficiency
5. Discussion and conclusion
References
Abstract
As more and more people use computers to complete their work and solve problems in the workplace, computing education is emphasized for students of all levels and disciplines in Taiwan. However, the computing education in Taiwan can hardly be recognized as effective and satisfactory. Many inappropriate examples that lack context are used in teaching and textbooks that may result in employees with low competence and insufficient ability for collaborative working. Students who grow up in this learning context usually lack the ability to seek information and solve problems by themselves. In this regard, the author redesigned a course and adopted online collaborative learning with initiation to establish the essential knowledge for students’ collaboration in the initial stage of a course. This study conducted an experiment that included 169 undergraduates from three class sections – the first two from an academic university (Case 1, n = 68; Case 2, n = 68) and the last one from a university of science and technology (Case 3, n = 33) – taught by the same teacher under the same course name and the same course website. The results show that students who received online collaborative learning with initiation had higher grades than those without. The author further discusses the implications for teachers, schools, and scholars who plan to provide online courses for their students, particularly computing courses.
Article Outline
1. Introduction
2. Conceptual framework
2.1. Online collaborative learning
2.2. Initiation
3. Methods
3.1. Subjects
3.2. Course setting
3.3. Experimental design and procedure
3.4. Treatments
3.4.1. Treatment of online collaborative learning
3.4.2. Treatment of initiation
3.5. Evaluation and data collection
4. Results
4.1. The effects of teacher’s initiation in online collaborative learning
4.2. The effects of online collaborative learning
5. Discussion and implications
5.1. The effects of teacher’s initiation in online collaborative learning
5.2. The effects of online collaborative learning
5.3. Limitations of this study
6. Conclusion
Acknowledgements
References
Abstract
The purpose of this study is to investigate the effect of a one-year regular robotic toys (lego) training on school pupils’ performance. The underlying pedagogical perspective is the constructionist 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 treatment and the second after treatment. For both cases we have constructed and included control groups. The data was gathered from different pupils from two different age categories, from different classes, from different schools, and finally from different places in Sweden. We have investigated whether the approach of involving the lego training in the schools activities might lead to improving the adoption process and that the pupils would perform better in mathematics and technique. Our null hypothesis states that the lego robots do not have a positive or negative effect on the pupils’ ability to solve mathematical and logical problems. A one-way ANOVA test leads to acceptance of the null hypothesis. However, when ANOVA test was performed on sub groups of pupils, the null hypothesis was rejected in some cases. This indicates that lego training may be useful for some groups of students. Furthermore, a hypothesis test regarding certain correlation measures was conducted, supporting this theory. In general, the statistical analysis suggest that there is no obvious over-all effect of lego, though there are significant positive effects of lego for sub groups of pupils. In all, we find the results promising enough to suggest a larger experiment to be performed.
The 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.
Article Outline
1. Introduction
1.1. Theoretical background
1.2. Outline of the project
1.3. Methods used in the project
1.4. Qualitative methods
1.5. Quantitative methods
1.6. Hypothesis test
2. Results
2.1. Qualitative results
2.1.1. Different strategies of learning the material
2.1.2. Pupils learning
2.1.3. Learning context
2.1.4. The role of the teacher
2.2. Quantitative results
3. Concluding discussion
Appendix. Appendix
References
Abstract
This paper explores the use of design patterns and anti-patterns in teaching human–computer interaction principles. Patterns are increasingly popular and are seen as an efficient knowledge transfer mechanism in many fields, including software development in the field of software engineering, and more recently in the field of human–computer interaction. In software engineering a concerted effort is also being made to identify and document anti-patterns for recording the experiences of expert software developers to caution novices against potential bad practices. It is, however, essential that we ensure compatibility with the learner’s internal knowledge representation and acquisition processes, whether we are attempting to convey the knowledge in the form of a pattern or an anti-pattern. Since teaching with anti-patterns implies using negation, the primary aim of the research reported in this paper is to explore the efficacy of negative, rather than positive, teaching mechanisms. Evidence from theories of mental modelling and knowledge acquisition that highlight significant dangers in the use of anti-patterns to teach novices human–computer interaction principles is presented and supported with empirical findings. We started off by investigating the use of patterns (positive) in teaching, and then carried out experiments to test the use of anti-patterns (negative) in teaching HCI principles. This paper, whilst reporting mainly on our findings with respect to HCI design anti-patterns, will also identify some problems with the structure and use of patterns and anti-patterns in pedagogy.
Article Outline
1. Introduction
2. Patterns and anti-patterns
2.1. SE and HCI design patterns
2.2. SE and HCI design anti-patterns
2.3. Comparing HCI design patterns and anti-patterns
3. Patterns and pedagogy
3.1. Pedagogical, SE and HCI design patterns
3.2. Patterns in teaching
3.2.1. The University of California study
3.2.2. The University of Glasgow study
4. First investigation – case study
4.1. Experimental design
4.1.1. Participants
4.1.2. Method
4.1.3. Instruction and presentation of information
4.2. Results and discussion
4.3. Reflection on case study
5. Mental models and teaching using patterns
5.1. Mental models and knowledge transfer
5.2. Knowledge transfer using patterns
5.3. Knowledge transfer using anti-patterns
6. Second investigation – experiment
6.1. Experimental design
6.1.1. Participants
6.1.2. Method
6.1.3. Instruction and presentation of information
6.1.4. Student assessment
6.1.5. Coding and scoring of answer sheets
6.2. Results and discussion
6.2.1. Inter-evaluator reliability
6.2.2. Students scores
6.3. Reflection on experiment
7. Discussion
8. Conclusion
Acknowledgements
References
Abstract
In this paper, a dropout prediction method for e-learning courses, based on three popular machine learning techniques and detailed student data, is proposed. The machine learning techniques used are feed-forward neural networks, support vector machines and probabilistic ensemble simplified fuzzy ARTMAP. Since a single technique may fail to accurately classify some e-learning students, whereas another may succeed, three decision schemes, which combine in different ways the results of the three machine learning techniques, were also tested. The method was examined in terms of overall accuracy, sensitivity and precision and its results were found to be significantly better than those reported in relevant literature.
Article Outline
1. Introduction
2. Materials and methods
2.1. Related literature
2.1.1. Studies using time-invariant student attributes
2.1.2. Studies using time-varying student attributes
2.1.3. Literature discussion
2.2. Machine learning techniques in dropout prediction
2.2.1. Feed-forward neural networks
2.2.2. Support vector machines
2.2.3. Probabilistic ensemble simplified fuzzy ARTMAP
2.3. Combining the results of the machine learning techniques using decision schemes
2.4. Dataset description and algorithm implementation
2.4.1. Dataset description
2.4.2. Algorithm implementation
3. Experimental results
3.1. Overall accuracy
3.2. Sensitivity
3.3. Precision
3.4. Method promptness in identifying dropouts
4. Discussion
5. Conclusion
References
Abstract
Children’s academic performance and social competence in school is positively associated with parent involvement. However, the researches about educational learning models often ignore the parent part. Moreover, Internet forms a new paradigm, education and communication approach is more complicated than ever. In this paper, we would like to introduce an Education Wheel model (EWM) which includes students, teachers and parents in the education environment. Under EWM framework, we design an E-Homebook System (EHS) with agents which provide a teacher–parent–student communication interface through Internet. The EHS comprises intelligent agents: interaction agent, instruction agent, information agent, evaluation agent and log agent. The agents manage a learning portfolio conception, observe and record students’ e-learning behavior through the web log, and provide teachers a reference of portfolio information. The agents adopt a trigger function to analyze the students’ learning behavior from Internet as well as from classroom, evaluate overall performance, then send an e-mail message automatically to the teachers and parents to guide and assist the students who need to revise their learning attitude. Similarly, the agents will record parents’ participation portfolio, then teachers may draft better communication strategy. The EHS provides a better communication role between students–parents–teachers, implements an integrated performance measurement method, and conducts a better teaching strategy support interface for elementary education.
Article Outline
1. Introduction
2. Literature review
2.1. Review of computer-based education models
2.2. Review of web-based learning systems
2.3. Review of portfolio
3. Education Wheel model
4. E-Homebook System
4.1. EHS functions
4.1.1. Providing a common communication bridge
4.1.2. Applying learning portfolio technique to performance assessment
4.1.3. Applying participating portfolio technique to parent involvement
4.1.4. Reporting periodically
4.2. EHS system framework
4.2.1. Interaction agent
4.2.2. Instruction agent
4.2.3. Evaluation agent
4.2.4. Information agent
4.2.5. Log agent
4.3. Observation index in learning portfolio
4.4. Assessment method
5. Results and discussions
6. Conclusions
Acknowledgements
References
Abstract
E-Science has the potential to transform school science by enabling learners, teachers and research scientists to engage together in authentic scientific enquiry, collaboration and learning. However, if we are to reap the benefits of this potential as part of everyday teaching and learning, we need to explicitly think about and support the work required to set up and run e-Science experiences within any particular educational context. In this paper, we present a framework for identifying and describing the resources, tools and services necessary to move e-Science into the classroom together with examples of these. This framework is derived from previous experiences conducting educational e-Science projects and systematic analysis of the categories of ‘hidden work’ needed to run these projects. The articulation of resources, tools and services based on these categories provides a starting point for more methodical design and deployment of future educational e-Science projects, reflection on which can also help further develop the framework. It also points to the technological infrastructure from which such tools and services could be built. As such it provides an agenda of work to develop both processes and technologies that would make it practical for teachers to deliver active, and collaborative e-Science learning experiences on a larger scale within and across schools. Routine school e-Science will only be possible if such support is specified, implemented and made available to teachers within their work contexts in an appropriate and usable form.
Article Outline
1. Introduction: education, e-Science and the grid
1.1. Moving to a vision of everyday e-Science in the classroom
2. Reflection on two e-Science projects
2.1. Public understanding and sense e-Science sessions
2.2. Identifying the ‘hidden work’ involved in delivering educational e-Science
3. Towards supporting everyday e-Science in the classroom
4. Discussion
Acknowledgements
References
Abstract
Previous research has demonstrated that the experience of reading e-books is not equivalent to reading textbooks. This study examines factors influencing preference for e-books as well as reported use of e-book content. Although the present student cohort is the most technologically savvy to ever enter universities, students do not prefer e-books over textbooks regardless of their gender, computer use or comfort with computers. No significant correlations existed between the number of e-books previously used and overall preference of e-books: Participants who had previously used an e-book still preferred print texts for learning. Despite the ability to easily access supplemental content through e-books via hyperlinks and other features, students were more likely to use special features in print books than in e-books.
Article Outline
1. Introduction
2. Method
2.1. Participants
2.2. Materials and procedure
3. Results
3.1. E-Book preference
3.2. E-Book use
4. Discussion
4.1. E-Book preference
4.2. E-Book use
5. Conclusions
References
Abstract
This paper reviews a range of accessibility tools and evaluates how successful they have been in helping teachers in higher education and further education develop accessible e-learning materials and activities for disabled learners. It is argued that these accessibility specific tools have had limited success to date, and that there may therefore be value in exploring the potential role that more general pedagogic tools might play in the development of accessible e-learning and accessibility practices. Two examples of general pedagogic tools, learning theories and learning design tools, are assessed for the extent to which they raise awareness of an association between accessibility and pedagogy; highlight potential barriers to and facilitators of accessible e-learning and offer methods and approaches for developing accessible e-learning. This assessment suggests that the general pedagogical tools will have a limited or abstract influence on the development of accessible e-learning, but that this influence could be potentially increased by “blending” the use of specific accessibility tools with the use of more general pedagogical tools. The success of a blended approach to designing and developing accessible e-learning will depend on a number of factors, including teacher and learner agency. Nevertheless such an approach could be significant in terms of seeking to make accessibility as much a pedagogical issue as it is a technical one.
Article Outline
1. Introduction
2. Accessibility and e-learning: the current tools of practice
2.1. Technical and design tools
2.2. Conceptual tools
3. Accessibility and e-learning: is there a role for pedagogy?
3.1. Definitions of pedagogy
3.2. The relationship between pedagogy and accessibility
4. Accessibility and e-learning: a role for generic pedagogical tools?
4.1. Learning theories and their potential to help teachers develop accessible e-learning
4.2. Learning design tools and their potential to help teachers develop accessible e-learning
4.2.1. The DialogPLUS toolkit
4.2.2. The London Pedagogy Planner
4.2.3. A critique of the two tools
5. Conclusions
Notes
References
Abstract
Based on a framework for analysis combining diffusion theory, content layer analysis and sense making, this paper discusses the theme of “e-learning as augmentation or disruption” from the point of view of technological innovation. Two cases of on-campus blended learning at Roskilde University, Denmark, are introduced to illustrate the discussion. They summarize experiences with three courses in Chemistry and Communication Studies, each of which has been taught over a period of three years or more. It is concluded that adoption of information and communication technology in education depends both on systemic factors and factors involving the world view and sense making of the individual. These various factors operate at different speeds, and the difference in time frame is likely to be one of the causes for the current apparently growing disillusionment with e-learning. However, focus on the absence of demonstrable disruptive effects tends to obscure the fact that more or less unobtrusive changes occurring over time do add up to an effect that eventually may well lead beyond simple augmentation of conventional practices.
Article Outline
1. Introduction
2. Frame of reference
3. The setting
4. Case 1: ICT support for teaching and learning in science courses
5. Case 2: collaborative learning in the humanities
6. Discussion
Acknowledgements
References
Vitae
Abstract
This work explores the feasibility of proposing universal design guidelines for E-training modules considering aging differences as an important factor. A controlled experiment was designed and conducted to evaluate the effects of module design characteristics on information recall, satisfaction, disorientation, and task workload, and the implications for E-Training. Sixteen Web modules with two different lesson content types were developed for this study, considering different independent variables such as camera focus, environment simulator, video size, and instructor’s gender. The experimental results suggest that an interface that ensures high levels of satisfaction and information recall as well as low levels of disorientation and task workload could be accomplished only partially if young and aging participants were to be target simultaneously with the same type of training module. Based on the results of this study the specific preferences in design suggest an interface that provides narrative type information, where a large video is displayed with a realistic background, and text is larger than18 point font avoiding colored text, is preferred over other combination of design variables.
Article Outline
1. Introduction
2. Methods
2.1. Participants
2.2. Web module design criteria
2.3. Dependent measures
2.4. Experimental procedure and testing
2.5. Experimental design
3. Results
3.1. Descriptive characteristics
3.2. Information recall
3.3. Satisfaction
3.4. Disorientation
3.5. Task workload
4. Discussion and conclusions
4.1. Future work
Acknowledgements
References
Abstract
This study investigated EFL learners’ online reading strategies and the effects of strategy use on comprehension. To fulfill the purposes of this study, a Web-based reading program, English Reading Online, was created. Thirty applied English majors, divided into a high group and a low group based on their proficiency levels, were asked to read four authentic online texts; two were appropriate to the students’ level of proficiency, and two were more difficult. Results from data analysis showed that the use of support strategies dominated the strategy use and contributed to most of the comprehension gains, but an exclusive dependence on support strategies did not successfully predict the increase in scores on main ideas and details when the students were reading more challenging texts. On the whole, the use of global strategies significantly contributed to better comprehension, especially for low proficiency students.
Article Outline
1. Introduction
2. Research background
2.1. Second language reading strategies
2.2. Hypertext second language reading
3. Methodology
3.1. Participants
3.2. Data collection procedures
3.3. Data analysis procedures
4. Results
4.1. Online reading strategy use
4.2. Distribution of strategy use by the high and the low groups
4.3. Strategy use across difficulty levels of the text
4.4. Relationships between strategy use and recall scores
4.4.1. The total recall scores
4.4.2. The recall scores on main ideas
4.4.3. The recall scores on details
5. Discussion
5.1. Online reading strategy patterns
5.2. Language proficiency
5.3. Text difficulty level
5.4. The effects of strategy use on reading comprehension
5.4.1. The effects of global strategies on comprehension
5.4.2. The effects of support strategies on comprehension
5.4.3. The effects of socio-affective strategies on comprehension
6. Pedagogical implications and conclusion
Acknowledgements
Appendix A. Appendix
Appendix B. Appendix
Appendix C. Appendix
References
Vitae
Abstract
In an effective e-learning game, the learner’s enjoyment acts as a catalyst to encourage his/her learning initiative. Therefore, the availability of a scale that effectively measures the enjoyment offered by e-learning games assist the game designer to understanding the strength and flaw of the game efficiently from the learner’s points of view. E-learning games are aimed at the achievement of learning objectives via the creation of a flow effect. Thus, this study is based on Sweetser’s & Wyeth’s framework to develop a more rigorous scale that assesses user enjoyment of e-learning games. The scale developed in the present study consists of eight dimensions: Immersion, social interaction, challenge, goal clarity, feedback, concentration, control, and knowledge improvement. Four learning games employed in a university’s online learning course “Introduction to Software Application” were used as the instruments of scale verification. Survey questionnaires were distributed to students taking the course and 166 valid samples were subsequently collected. The results showed that the validity and reliability of the scale, EGameFlow, were satisfactory. Thus, the measurement is an effective tool for evaluating the level of enjoyment provided by e-learning games to their users.
Article Outline
1. Introduction
2. Literature review
2.1. Performance from game-based learning
2.2. Self-initiated motivations of learning in e-learning games
2.3. Evaluation of e-learning games
3. Methodology
3.1. The process of scale development
3.2. Scale design
3.3. Games tested
3.4. Sample
3.5. Data analysis methods
4. Results and discussion
4.1. Demographics of the subjects
4.2. Result of analyses of scale items
4.3. Scale validity
4.4. Scale reliability
5. Summary and application
References
Abstract
This paper highlights key themes which emerged from schoolgirls’ responses to focus group questions regarding perceptions of Information Communication Technology (ICT) subjects in the Queensland senior secondary curriculum, primarily, Information Processing Technology (IPT) and Information Technology Systems (ITS). The 2006 focus group interviews comprised one component of a 3-year research project seeking to identify factors that deter females from ICT education and career pathways. Focus group data reveal that one barrier to selection of advanced ICT options was girls’ experience of junior secondary school ICT subjects which had been typically delivered by teachers with limited expertise and constituted by mundane, repetitive tasks. Further, while Non Takers of senior ICT subjects acknowledged the pervasiveness of ICTs in the workplace, they were disinterested in a specialized ICT career path. Hence, rather than undertake advanced offerings of little relevance to career aspirations, Non Takers perceived that they could continue to hone their skills on a needs basis and, indeed, were routinely and purposefully using computers in their home settings. A lack of understanding of the different foci of IPT (i.e. programming and databases) and ITS (i.e. multimedia and web design) was evident among Non Takers, with many singularly associating senior ICT subjects with programming and other highly technical skills. Both Non Takers and Takers (who in the context of the focus groups were largely Takers of ITS) expressed an aversion to programming. It was the creative aspects of ITS which had attracted Takers to the subject and they were, in fact, enjoying its authentic, problem-based design tasks. Many Non Takers responded positively to interviewers’ descriptions of ITS; the subject’s broader appeal is evidenced in growing enrolments since its 2000 introduction in the senior curriculum. Findings indicate that schoolgirls’ participation in ICT pathways may be well promoted through subjects that position and call for students to engage with ICTs as ‘enablers’ in diverse, meaningful and creative human contexts.
Article Outline
1. Introduction
1.1. Female ICT labour force and higher education participation for Australia, USA and the UK
1.2. Recommendations and initiatives to enhance participation in Australia
1.3. Research background
2. Methodology
3. Results and discussion
3.1. Queensland schoolgirls’ participation in IPT and ITS
3.2. Queensland schoolgirls’ perceptions of IPT and ITS
4. Conclusion and view forward
Acknowledgements
References
Abstract
This paper reports on a case study of a teacher from a technical education institution who explored the educational affordances of PDA technology over a period of six months. Based on this teacher’s perspectives, the study was designed to inform our own understanding of educational affordances of this new and emerging technology. Understanding of educational affordances is important in the context of planning a suitable intervention to support pedagogically effective integration of PDA technology. The study explicated a set of five affordances of PDA technology: as a multimedia-access tool, connectivity tool, capture tool, representational tool and analytical tool. We call on further research to expand this set into a more comprehensive collage of educational affordances of PDA technology.
Article Outline
1. PDA technology and its educational affordances
2. The study
2.1. The participant
2.2. Procedure
3. Results – a set of five educational affordances of PDAs from the participant’s perspective
3.1. Multimedia-access tool
3.2. Connectivity tool
3.3. Capture tool
3.4. Representational tool
3.5. Analytical tool
4. Changes in Jack’s thinking about PDA
5. Discussion of results
5.1. Areas of perceived affordances
6. Summary
References
Abstract
In this paper, we present how creation and dynamic synthesis of linguistic resources of Greek Sign Language (GSL) may serve to support development and provide content to an educational multitask platform for the teaching of GSL in early elementary school classes. The presented system utilizes standard virtual character (VC) animation technologies for the synthesis of sign sequences/streams, exploiting digital linguistic resources of both lexicon and grammar of GSL. Input to the system is written Greek text, which is transformed into GSL and animated on screen. To achieve this, a syntactic parser decodes the structural patterns of written Greek and matches them into equivalent patterns of GSL, which are then signed by a VC. The adopted notation system for the representation of GSL phonology incorporated in the system’s lexical knowledge database, is Hamburg Notation System (HamNoSys). For the implementation of the virtual signer tool, the definition of the VC follows the h-anim standard and is implemented in a web browser using a standard VRML plug-in.
Article Outline
1. Introduction
2. GSL in the educational context
2.1. Linguistic research and background in the area of SL
2.2. GSL language resources for educational applications
2.2.1. Grammar content definition
2.2.2. Notation and glossing
3. E-learning in Greece: history and current practice
4. An e-learning platform for GSL
4.1. Designing an accessible educational platform
4.2. Tutoring system design and evaluation principles
4.3. Educational function
5. Technical considerations
5.1. The h-anim standard
5.1.1. Definition and modeling of an h-anim model
5.2. Implementation
6. Implications and extensibility of the educational platform
7. Problems and limitations
8. Conclusion
Acknowledgements
References
Abstract
This study provides an understanding of how different interactive technology tools that are integrated into a Website can be used for teaching undergraduate human anatomy and physiology laboratory students. Technology tools refer to a Website that the authors created to teach the Cardiovascular System that includes dynamic tools such as the Pronunciation Corner and Spelling Bee, and an Interactive practice and test tool. The Cardiovascular System was chosen as the subject matter to modify based upon the results of a pilot study where students indicated difficulty in understanding this subject. In addition, a “Teacher Resources” tool on the Website allows any teacher to create their own Pronunciation Corner and Spelling Bee and use them for their classes. The statistical analyses showed that the experimental group students (who had access to the Website) took advantage of the technology tools provided and demonstrated significant improvement in their performance on the cardiovascular portion of the lab test.
Article Outline
1. Background
2. Introduction
3. Review of related literature
4. Methodology
4.1. Research context and participants
4.2. Procedure
4.3. Design and development of the Cardiovascular System Website
4.3.1. Homepage
4.3.2. Pronunciation Corner (PC)
4.3.3. Spelling Bee (SB)
4.3.4. Interactive tool (IT)
4.3.5. Web resources (WR)
4.3.6. Teacher Resources (TR)
4.3.7. Unique features of the Cardiovascular System Website
4.3.8. Follow up
5. Data analysis and results
5.1. Results
5.1.1. What is the difference between the mean scores of control and experimental groups on the Cardiovascular System portion of the second lab test?
5.1.2. What is the difference between the mean scores on the Cardiovascular System portion of the second lab test that were taught by different instructors?
5.1.3. Is there any interaction between the group and the instructors on the Cardiovascular System portion of the second lab test?
5.1.4. What is the difference between the mean scores of the control and the experimental groups on the non-Cardiovascular System portion of the second lab test?
5.1.5. What is the difference between the mean scores on the Non-Cardiovascular System portion of the second lab test that were taught by different instructors?
5.1.6. Is there any interaction between the group and the teachers on the Non-Cardiovascular System portion of the second lab test?
6. Discussions and conclusions
7. Suggestions for future research
Acknowledgements
Appendix A. Appendix
Appendix B. Appendix
Anatomy of the Cardiovascular System – the heart
Anatomy of the Cardiovascular System – the Vascular System
References
Abstract
This paper describes the flexibility of Personal Response Systems (PRSs), (also known as ‘clickers’ or electronic voting systems (EVS)), as part of strategies to support students’ learning in science. Whilst variants of this technology began to appear 12 years ago, there is now a steadily increasing adoption of these systems within higher education, including science programmes, and this use has grown significantly in the last six years. They have previously been shown to offer a measurable learning benefit. Typically, someone at an institution buys these systems for learning support and they never make it out of their cases. Far less work has been done with these systems at school level. In this practitioner based paper, the broad range of practical uses for these systems is described in a variety of formal and informal learning situations – from testing the understanding of science concepts (from primary aged school children up to physics undergraduates), to undertaking evaluation of events as well as public participation in data collection for research on attitudes to careers. In addition, the data collected on such handsets can be mapped to demographic factors such as gender and age yielding further layers of analysis. Overall this is a highly flexible and transferable approach to the use of interactive technology for engaging learners of all ages as well as carrying out research.
Article Outline
1. Introduction
2. Methods and materials
2.1. PRS and investigating conceptual understanding of physics in higher education
2.2. PRS in science outreach work
3. Results
3.1. PRS: a tool for pedagogical research into conceptual understanding of physics
3.2. PRS: assessing attitudes with unknown school groups
4. Conclusion
Acknowledgements
References
Abstract
This study developed a Mobile Plant Learning System (MPLS) that provides instructors with the ways and means to facilitate student learning in an elementary-school-level botany course. The MPLS represented in this study was implemented to address problems that arise with the use of a didactic approach to teaching and learning botany, as is typically used in elementary schools in Taiwan. To extend opportunities for learning beyond the classroom, this study used personal digital assistants (PDAs) equipped with the MPLS, which provided both teachers and students access to plant information while in the field. A quasi-experimental research design was used to investigate the effectiveness of using the MPLS to support student learning. The responses to questionnaires and interviews indicate that students valued the outdoor learning activities made possible by use of the PDA and its functions. Pre- and post-test results demonstrated that students also benefitted academically from the use of the MPLS and the PDA.
Article Outline
1. Introduction
2. Theoretical foundations underpinning this research
2.1. Social context
2.2. Knowledge context
2.3. Technical context
3. Overview of the MPLS
3.1. Content synchronization
3.2. Plant searching
3.3. Plant navigation
3.4. Knowledge sharing
4. Methodology
4.1. Research settings
4.2. Research instruments
5. Results
6. Conclusion and discussion
Acknowledgements
References
Abstract
Many have argued that interactive 3D virtual environments have great educational potential due to their ability to engage learners in the exploration, construction and manipulation of virtual objects, structures and metaphorical representations of ideas. Although learning benefits have been demonstrated in research settings, and substantial usage has occurred in workplace training contexts, there are few published evaluations of applications of such environments within university contexts. This article reports on studies exploring the effectiveness of a virtual environment based on a chemistry laboratory as a tool to prepare university chemistry students studying at a distance for their on-campus residential schools, in response to evidence suggesting that many of these students experienced a lack of confidence and a sense of anxiety approaching these sessions. In an experimental study it was found that the environment was able to be effective as a tool for familiarising students with the laboratory. However, when the resource was provided to distance students, less than half of the students chose to use it, possibly due to the fact that use of the resource was not required for the assessment in the subject. Questionnaire and interview data suggested that most of those who used the resource found that it was a valuable preparatory tool and would recommend its further use. For many students, however, a lack of familiarity with the laboratory was not seen as the major source of their anxiety and therefore a resource allowing them to become familiar with the laboratory did not have a major impact on their learning experience. Given that the ability to apply mathematical techniques and chemistry concepts within the practical sessions emerged as a major source of students’ anxiety, it is suggested that the incorporation of instruction or scaffolding for these aspects of the task can be provided, and would make a valuable enhancement to the virtual environment.
Article Outline
1. Introduction
2. Background
2.1. Teaching chemistry to Distance Education students
2.2. Identified issues: anxiety and confidence
2.3. Our approach
2.4. Virtual laboratories
2.5. The Virtual Chemistry Laboratory
3. Study 1: Comparison with orientation in the real laboratory
3.1. Overview
3.2. Method
3.3. Results
3.3.1. Initial analysis
3.3.2. Apparatus identification
3.3.3. View positioning
3.3.4. Apparatus location
3.4. Conclusions from Study 1
4. Study 2: evaluation with distance chemistry students
4.1. Overview
4.2. Method
4.3. Results
4.3.1. Confidence and anxiety
4.3.2. Laboratory familiarity
4.3.3. Overall assessment
4.3.4. Who chose to use the Virtual Laboratory?
4.4. Conclusions from Study 2
5. Discussion
Acknowledgements
References
Abstract
This paper describes the results and implications of a study into the effectiveness of a blended e-learning cooperative approach (BeLCA) on Pre-Service Teacher’s (PST) achievement, attitudes towards e-learning and cooperativeness. Quantitative and qualitative methodologies were used with participants of the study. Twenty-six science PSTs, enrolled in an Egyptian university, represented the study’s experiential and control groups. Pre and post-tools were administered to participants in the two groups in a quasiexperimental design. Instruments to measure dependent variables of the study were developed by the authors in light of relevant previous studies.
The findings suggest that PSTs in the experimental group have higher achievement levels in their post-overall-course-test, ‘comprehensive-score’, and attitudes towards e-learning environments compared to those of the control group. The specific design of the course may be responsible for these changes. Future implications and suggestions for teacher educational programmes are presented.
Article Outline
1. Introduction
2. Review of the literature
2.1. Blended e-learning (BeL)
2.2. Cooperative learning (CL)
2.3. Blended e-learning cooperative approach (BeLCA)
3. Context of the study
4. Methods
4.1. Experimental design
4.2. Instruments
4.2.1. Achievement test
4.2.2. E-learning attitude scale
4.2.3. Cooperativeness scale
4.2.4. End of course interview questions
4.3. Procedure
5. Results
5.1. Demographic and background comparisons
5.1.1. Research question one
5.1.2. Research question two
5.1.3. Research question three
5.1.4. Research question four
6. Discussion
6.1. Effectiveness of BeLCA on PSTs’ achievement-levels in the science teaching methods course
6.2. Effectiveness of BeLCA on PSTs’ attitudes toward e-learning
6.3. Effectiveness of BeLCA on PSTs’ attitudes toward cooperativeness
6.4. Pre-service teachers’ views on implementing BeLCA
7. Conclusion
Appendix 1. Home page of science teaching methods course
Appendix 2. Text and still pictures in module five, assessment
Appendix 3. Attitude towards e-learning
Appendix 4. Cooperativeness scale
References
Abstract
One of the core courses in the undergraduate mechanical engineering curriculum has been completely redesigned. In the new numerical methods course, all assignments and learning experiences are built around a video/computer game. Students are given the task of writing computer programs to race a simulated car around a track. In doing so, students learn and implement numerical methods content. The design of the course, around a video game, is rooted in commonly accepted theories of how people learn. The article describes a study to assess the effectiveness of the video game-based course. Results show that students taking the game-based course, on average, spend roughly twice as much time, outside of class, on their course work. In a concept mapping exercise, students taking the game-based course demonstrate deeper learning compared to their counterparts taking traditional lecture/textbook-based numerical methods courses.
Article Outline
1. Introduction
2. Why a video game?
2.1. Learning principles embedded in games
2.2. Video games for training and learning
3. A game-based numerical methods course
3.1. A comparison of learning activities
3.1.1. Root finding, a textbook problem
3.1.2. The root of motivation within the video game
3.1.3. A root finding problem within the game
3.1.4. A different kind of root finding problem
4. Effect of the game-based course: time on task
5. Effect of the game-based course: learning measures
5.1. Concept map
5.2. Underpinnings of the concept map
5.3. Administering the concept map assessment
5.4. Quantifying concept map features
5.4.1. Scoring the sophistication of the concept maps
5.4.1.1. Measure #1: number of major topics listed
5.4.1.2. Measure #2: number of numerical techniques per major topic
5.4.1.3. Measure #3: number of defining features per major topic
5.4.1.4. Measure #4: number of connections between primary topics
5.4.2. Reliability of scoring
5.5. Comparing students in game-based and traditional courses
5.5.1. Evidence of low-level knowledge
5.5.2. Evidence of deeper learning
5.5.3. Other evidence of deep learning
6. Effect of the game-based course: perceived importance
6.1. Results
7. Closing remarks
Acknowledgements
References
Abstract
The purpose of this research was to investigate the effects of a computer-assisted concept mapping learning strategy on EFL college learners’ English reading comprehension. The research questions were: (1) what was the influence of the computer-assisted concept mapping learning strategy on different learners’ English reading comprehension? (2) did the computer-assisted concept mapping learning strategy affect learners’ use of other English reading strategies? One hundred ninety-four freshmen who were enrolled in the English course were divided into low-level and high-level groups according to their English proficiency. A computer-assisted concept mapping learning strategy was introduced to the learners in the experimental class to improve their reading ability. Through two-way ANOVA analysis, it was found that the computer-assisted concept mapping learning strategy had greater reading benefit for the low-level group than for the high-level group. In addition, the results of independent sample t-test analysis indicated that the computer-assisted concept mapping learning strategy enhanced learners’ use of other English reading strategies–listing, enforcing, and reviewing.
Article Outline
1. Introduction
2. Research background
2.1. Concept mapping reading comprehension strategy
2.2. Computer-assisted concept mapping
3. Methodology
3.1. Participants
3.2. Instruments
3.2.1. Reading material
3.2.2. Reading tests
3.2.3. Reading strategy application questionnaire
3.2.4. Concept mapping reading strategy instruction
3.2.5. Concept mapping software program
3.3. Procedure
4. Results
4.1. The influence of computer-assisted concept mapping on learners’ English reading comprehension
4.2. The influence of a computer-assisted concept mapping reading strategy on English reading strategy application
5. Conclusion
5.1. The computer-assisted concept mapping reading strategy has positive effects on learners’ reading ability
5.2. Concept mapping can enhance the use of English reading strategies
Acknowledgements
References
Abstract
This study investigated how the online problem based learning (PBL) approach employed in an online learning environment influenced undergraduate students’ critical thinking skills (CTS) and content knowledge acquisition. The pretest–posttest control group design was used in the study. The subjects included the students who were enrolled at the Department of Primary School Mathematics Teaching in Anadolu University Education Faculty. Subjects attended to Computer II course in 2008 spring. Experiment group attended the online PBL course whereas the control group attended the online instructor-led course. Each group consisted of 20 students. Data collection tools consisted of a multiple choice content knowledge acquisition scale and the Watson–Glaser critical thinking skills test. The results of two-way mixed design ANOVA indicated that learning in the online PBL group did not have a significant effect on the content knowledge acquisition scores. It was also revealed that learning in the online PBL group had a significant effect on increasing the critical thinking skills.
Article Outline
1. Introduction
1.1. Problem based learning (PBL)
1.2. Critical thinking skills (CTS)
1.3. PBL in online environments
1.4. Problem statement
2. Methods and procedures
2.1. Subjects
2.2. Instruments
2.3. Procedure
2.3.1. Course selection
2.3.2. The online platform
2.3.3. Treatment procedures
2.4. Data analysis
3. Results
3.1. Content knowledge acquisition
3.2. Critical thinking skills
4. Conclusions and discussion
Appendix A. Content Knowledge Test
References
Abstract
This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a 3.4 point difference in test scores between individuals on a 10-point scale. General attitude towards mathematics positively predicted test scores. However, more able students who were well-disposed towards mathematical computer tools achieved lower scores. Self-reported behaviours were unrelated to test scores. Detailed observation of a small number of students (N = 8) revealed that positive attitudes towards mathematics and mathematical computer tools augmented exhibited learning behaviours, and that both a positive attitude to mathematical computer tools and exhibited learning behaviours benefited tool mastery. Although tool mastery and test scores are intimately related, reflective processes appear to mediate this relationship. Promoting learning with mathematical computer tools needs to take several factors into account, including improving student attitudes, raising levels of learning behaviours, and giving sufficient opportunity for constructing new mathematical knowledge within meaningful mathematical discourse.
Article Outline
1. Introduction
1.1. Aims of the study
1.2. Theoretical background
1.2.1. Attitudes and their effects on behaviour
1.2.2. Learning behaviours for mathematics
1.3. Research framework
1.4. Research context, questions and hypotheses
2. Material and methods
2.1. Participants
2.2. Intervention
2.3. Instruments and data
2.4. First research question: measurement and analysis
2.4.1. Outcome variable
2.4.2. Predictors
2.4.3. Covariates
2.4.4. Analysis
2.5. Second research question: measurement and analysis
2.5.1. Outcome variables
2.5.2. Independent variables
2.5.3. Analysis
3. Results
3.1. First research question
3.2. Second research question
3.2.1. Attitudes
3.2.2. Self-reported and exhibited behaviours
3.2.3. Learning outcomes
3.2.4. Attitudes, exhibited behaviours and learning outcomes
4. Conclusions and discussion
4.1. Answer to the first research question
4.2. Answer to the second research question
4.3. Implications for students
4.4. Implications for design and implementation of mathematical computer tools
4.5. Implications for theory and recommendations for future research
4.6. Limitations
Acknowledgements
Appendix A. Example items student and teacher questionnaires
Appendix B. Example tool techniques and learning behaviours
References
Abstract
The study investigated the effects of computer collaborative group work, facilitated by an adult, on peer acceptance of a junior boy with Attention Deficit Hyperactivity Disorder (ADHD). It aimed to ascertain whether collaborative group work on a computer, with the facilitation of an adult, could help to raise his peer acceptance among his classmates. Data were gathered before and after computer group work sessions. Interviews and questionnaires were conducted on parents and teachers to help establish the history background data and their concerns on the boy’s peer acceptance. Sociometrics testing of classmates was used to determine peer acceptance among the boy’s immediate peer group. During the adult-facilitated computer sessions, the facilitator reinforced positive social behaviour and interactions. After the computer sessions, interviews and questionnaires were conducted again on parents, teachers and facilitator in an attempt to capture information on the child’s behaviour and attitudes during the computer sessions. Sociometrics testing was also conducted again to determine if the peer acceptance among the boy’s immediate peer group has changed. The results indicated encouraging improvements in the raise of his peer acceptance among his classmates in general. Although this was a discrete setting, the finding is promising and this strategy may be replicated in school to support mainstream inclusion for children with ADHD.
Article Outline
1. Introduction
1.1. Diagnostic criteria of ADHD
1.2. Inclusive education
1.3. Problems of inclusive education
1.4. Ways of intervention and treatment
1.4.1. Medication
1.4.2. Collaborative work
1.4.3. Computer work
1.4.4. Computer collaborative work
2. Focus of study
3. Limitation of study
4. Methodology
4.1. Subject
4.2. Procedures
4.3. Data collection
4.3.1. Pre-task
4.3.2. Adult-facilitated computer group work
4.3.3. Post-task
5. Findings
5.1. Jimmy’s classroom profile: pre-task
5.2. Jimmy’s social profile: pre-task
5.3. EP’s observation: computer collaborative work sessions
5.4. Jimmy’s classroom profile: post-task
5.5. Jimmy’s social profile: post-task
5.6. Parents’ reflection on Jimmy’s participation
5.7. Teacher’s and LSA’s reflections on Jimmy’s participation
6. Implications, discussions and recommendations
7. Conclusion
Appendix A. Data collection details
Appendix B. Sample Parents’, Teacher’s and LSA’s semi-structured interviews (adapted from Cumine et al.’s (2000) observation profile)
Appendix C. Sample Teacher’s and LSA’s questionnaires (adapted from Cumine et al.’s (2000) observation profile)
References
Abstract
This study investigated the comparative efficiency of computer-assisted instruction (CAI) and conventional teaching method in biology on senior high school students. A science class was selected in each of two randomly selected schools. The pretest-posttest non equivalent quasi experimental design was used. The students in the experimental group learned science concepts (cell cycle) through the CAI, whereas the students in the control group were taught the same concepts by the conventional approach. The conventional approach consisted of lecture, discussions and question and answer teaching methods. Mann–Whitney U tests were used to analyze students’ pretest and posttests scores. The results indicated that students that were instructed by the conventional approach performed better on the posttest than those instructed by the CAI. However, the performance of low achievers within the experimental group improved after they were instructed by the CAI. Even though the CAI group did not perform better than the conventional approach group, the students in the CAI group perceived CAI to be interesting when they were interviewed.
Article Outline
1. Introduction
2. Theoretical background
3. Previous research
4. Significance of the study
5. Research methodology
5.1. Sample
5.2. Instrument
6. Research design and procedure
7. Analysis
8. Results
9. Discussion
10. Conclusions
10.1. Implication for science education
References
Abstract
A meta-analysis was performed to synthesize existing research comparing the effects of computer-assisted instruction (CAI) versus traditional instruction (TI) on students’ achievement in Taiwan. Fifty-two studies were located from four sources, and their quantitative data was transformed into effect size (ES). The overall grand mean of the study-weighted ES for all 52 studies was 0.55. The results suggest that CAI is more effective than TI in Taiwan. In addition, two of the seventeen variables selected for this study (i.e., statistical power, and comparison group) had a statistically significant impact on the mean ES.
The results from this study suggest that the effects of CAI in instruction are positive over TI. The results also shed light on the debate of learning from media between Clark and Kozma.
Article Outline
1. Introduction
1.1. The development of CAI in Taiwan
1.2. Purposes of study
2. Procedure
2.1. Data sources
2.2. Outcome measures
2.3. Variables studied
2.4. Coder reliability
3. Results
4. Discussion
4.1. Study characteristics
4.2. Methodological characteristics
4.3. Design characteristics
5. Conclusion
Acknowledgements
References
Vitae
Abstract
In this study the effects of two different interactive learning tasks, in which simple games were included were described with respect to student motivation and deep strategy use. The research involved 235 students from four elementary schools in The Netherlands. One group of students (N = 128) constructed their own memory ‘drag and drop’ game, whereas the other group (N = 107) played an existing ‘drag and drop’ memory game. Analyses of covariance demonstrated a significant difference between the two conditions both on intrinsic motivation and deep strategy use. The large effect sizes for both motivation and deep strategy use were in favour of the construction condition. The results suggest that constructing a game might be a better way to enhance student motivation and deep learning than playing an existing game. Despite the promising results, the low level of complexity of the games used is a study limitation.
Article Outline
1. Introduction
1.1. Effects of gaming
1.1.1. Intrinsic motivation
1.1.2. Deep learning and achievement
1.2. Game construction
2. Method
2.1. Research design
2.2. Participants
2.3. Tasks and materials
2.4. Instruments
2.4.1. Pre-test: intrinsic motivation inventory
2.4.2. Pre-test: deep learning strategy inventory
2.4.3. Correlations pre-test scales
2.4.4. Post-test: intrinsic motivation inventory
2.4.5. Post-test: learning strategy use inventory
2.4.6. Correlations between pre-test and post-test scales
2.5. Data analysis
3. Results
4. Conclusion and discussion
References
Abstract
Spatial ability is a critical skill in geometric learning. Several studies investigate how to use digital games to improve spatial abilities. However, not every learner favors this kind of support. To this end, there is a need to examine how human factors affect learners’ reactions to the use of a digital game to support geometric learning. In this vein, this paper addresses this issue by developing a digital pentominoes game and examining the effects of two essential human factors, especially gender differences and spatial abilities, on students’ performance. The results demonstrate that students’ spatial abilities were significantly improved after they took the digital pentominoes game. The results also demonstrate that the digital game can reasonably reduce the differences between boys and girls. Moreover, the major gender differences lie within mental rotation among the three types of spatial ability and also mainly exist in the low spatial ability group. Finally, the findings are applied to develop a framework that can be used to enhance the understanding of gender differences and spatial abilities within the digital pentominoes game.
Article Outline
1. Introduction
2. Related work
2.1. Geometric learning
2.2. Spatial abilities
2.3. Gender differences
3. The digital pentominoes game
3.1. Design of the digital pentominoes game
3.2. System implementation
4. Methods
4.1. Participants
4.2. Instruments
4.3. Procedure
4.4. Data analyses
5. Results and discussions
5.1. Spatial abilities
5.1.1. Overall spatial ability
5.1.2. Different types of spatial ability
5.1.3. Different levels of spatial ability
5.2. Gender differences
5.2.1. Gender differences in overall spatial ability
5.2.2. Gender differences in different types of spatial ability
5.2.3. Gender differences in different levels of spatial ability
6. Development of a framework
7. Conclusion
Acknowledgements
References
Abstract
Reflection plays a very important role in learning processes and is very helpful for promoting learning performance. Many higher education institutions today are actively promoting learners’ reflection ability in order to help them cope with the fast changing world they will be entering when they graduate. Online learning provides potential for applying new teaching and learning strategies. However, it has not yet been systematically studied how to concretely apply reflection strategies in an online learning environment. The aim of this study is to explore how high level prompts and peer assessment can affect a learner’s reflection levels in an online learning context. The participants were 157 university students and each individual was randomly assigned to one of the fourteen learning conditions. We found that the main factor affecting reflection levels is high level prompts followed by high quality observation that has a moderating effect on learners’ reflection levels. However, peer feedback has no significant influence on reflection levels.
Article Outline
1. Introduction
2. Method
2.1. Variables
2.1.1. High level prompts
2.1.2. Peer assessment
2.1.2.1. Peer observation
2.1.2.2. Peer feedback
2.1.3. Reflection levels
2.2. Design
2.3. Participants
2.4. Material
2.5. Procedure
3. Results
3.1. Testing between high level prompts and peer observation on reflection levels
3.2. Testing between peer observation and peer feedback on reflection levels
4. Discussion
5. Conclusion
Acknowledgements
References
Abstract
This paper describes the effects of learning support on simulation-based learning in three learning models: experiment prompting, a hypothesis menu, and step guidance. A simulation learning system was implemented based on these three models, and the differences between simulation-based learning and traditional laboratory learning were explored in the context of physics studies. The effects of the support type on learning performance were also quantified. In second-year junior high school students it was found that the outcome for learning about the basic characteristics of an optical lens was significantly better for simulation-based learning than for laboratory learning. We also investigated the influences of different learning models on the students’ abstract reasoning abilities, which showed that the different learning models do not have different effects on individuals with different abstract reasoning abilities. However, we found that students who are better at higher abstract reasoning benefit more from simulation-based learning, and also that the learning results are better for experiment prompting and a hypothesis menu than for step guidance.
Article Outline
1. Introduction
2. Three models of simulation-based learning
2.1. Experiment prompting
2.2. Hypothesis menu
2.3. Step guidance
3. Method
3.1. Hypotheses
3.2. Subjects
3.3. Experimental design
3.4. Tools
3.5. Procedures
4. Results
4.1. Experiment I: Differences between simulation-based learning with learning support and laboratory learning
4.2. Experiment II: Influence of different learning models and abstract reasoning abilities on learning performance
5. Discussion and conclusions
5.1. Discussion
5.2. Conclusions
Acknowledgements
References
Abstract
Reflection plays an important role in improving learning performance. This study, therefore, attempted to explore whether learners’ reflection levels can be improved if teaching strategies are adapted to fit with learners’ thinking styles in an online learning environment. Three teaching strategies, namely constructive, guiding, and inductive, were designed to match with three thinking styles, namely legislative, executive, and judicial respectively. An online reflection learning system was subsequently developed to reflect this scenario. An experiment was then conducted where the learners were classified into fit or non-fit group in order to analyze whether there was a good fit between the teaching strategies designed by the teacher and the thinking styles of learners. A total of 223 graduate and undergraduate students participated in the experiment. The results revealed that the reflection levels of the fit group had outperformed the non-fit group.
Article Outline
1. Introduction
2. Methods
2.1. Research design
2.2. Variable definitions
2.3. The online reflection learning system
2.4. Experimental design
3. Results
4. Discussion
5. Conclusion
Acknowledgements
Appendix A. Thinking style questionnaire of the function dimension.
Appendix B. Appendix
References
Abstract
Computer-supported collaborative learning (CSCL) is aimed at enhancing and supporting the active participation of all students in knowledge sharing and knowledge co-construction. In this study, an experimental programme was designed to support students in elaborating and justifying their positions in CSCL discussions. The effects of this experimental programme on the participation of students as compared to their counterparts in a control programme were determined. It was hypothesised that special attention to elaboration improves the degree and quality of student’s participation. The subjects in the study were 190 students from nine different primary school classes. The results both show a main effect on the degree of participation of students in the experimental programme and the expected effects of the programme in terms of better quality participation. Although the programme aimed at enhancing the degree and quality of the participation of all students, participation appeared to depend on certain learner characteristics. Students from minority backgrounds benefited less than majority students from the programme in terms of degree of participation. Boys benefited less than girls from the programme in terms of the quality of their participation.
Article Outline
1. Introduction
2. Theoretical and empirical background
2.1. Cognitive elaboration perspective
2.2. Differences in participation between student categories
2.3. Instructional design principles
3. Method
3.1. Design
3.2. Participants
3.3. Variables and Instruments
3.4. Analysis
3.5. Procedures
4. Results
4.1. Descriptives and correlations of the main variables
4.2. Differences between the programmes (simple ANOVA’s)
4.3. Type of contribution per programme
4.4. Effects of the programme on degree of participation (words per message)
4.5. Differences in type of participation by programme for various student categories
4.6. Effects of the programme on the quality of participation (proportion of elaborated contributions)
5. Conclusions and discussion
References
Abstract
This study reported an investigation of eighth graders’ (14-year-olds) web searching strategies and outcomes, and then analyzed their correlations with students’ web experiences, epistemological beliefs, and the nature of searching tasks. Eighty-seven eighth graders were asked to fill out a questionnaire for probing epistemological beliefs (from positivist to constructivist-oriented views) and finished three different types of searching tasks. Their searching process was recorded by screen capture software and answers were reviewed by two expert teachers based on their accuracy, richness and soundness. Five quantitative indicators were used to assess students’ searching strategies: number of keywords, visited pages, maximum depth of exploration, refinement of keyword, and number of words used in the first keyword. The main findings derived from this study suggested that, students with richer web experiences could find more correct answers in “close-ended” search tasks. In addition, students with better metacognitive skills such as keyword refinement tended to achieve more successful searching outcomes in such tasks. However, in “open-ended” tasks, where questions were less certain and answers were more elaborated, students who had more advanced epistemological beliefs, concurring with a constructivist view, had better searching outcomes in terms of their soundness and richness. This study has concluded that epistemological beliefs play an influential role in open-ended Internet learning environments.
Article Outline
1. Introduction
2. Research purposes
3. Methodology
3.1. Participants
3.2. Data collection and analysis
3.3. Questionnaire about students’ epistemological beliefs
3.4. Searching tasks
3.5. The analysis of students’ web searching strategies
4. Results
4.1. The analysis of searching outcomes
4.1.1. Students’ web searching strategies and web searching outcomes
4.2. Correlations among students’ web experiences, epistemological beliefs, web searching strategies, and outcomes
4.3. Regression models for predicting search performance of different tasks
5. Conclusions and suggestions
Acknowledgements
References
Abstract
The purpose of this study was to consider the efficacy and popularity of “Virtual Lectures” (text-based, structured electronic courseware with information presented in manageable “chunks”, interaction and multimedia) and “e-Lectures” (on-screen synchrony of PowerPoint slides and recorded voice) as alternatives to traditional lectures. We considered how three modes of delivery compare when increasingly deeper forms of learning are assessed and also student reaction to electronic delivery. Fifty-eight students in three groups took three topics of a human genetics module, one in each delivery style. Results indicated no overall greater efficacy of either delivery style when all question types were taken into account but significantly different delivery-specific results depending on which level of Bloom’s taxonomy was assessed. That is, overall, questions assessing knowledge consistently achieved the highest marks followed by analysis, comprehension, evaluation and application. Students receiving traditional lectures scored significantly lower marks for comprehension questions. Students receiving Virtual Lectures scored high for knowledge, comprehension and application but significantly lower for analysis and evaluation questions. The e-Lectures scored high for knowledge questions and were the median for all question types except application. Questionnaire analysis revealed a preference for traditional lectures over computer-based but nevertheless an appreciation of the advantages offered by them.
Article Outline
1. Introduction
2. Methodology
2.1. Study group
2.2. Human genetics module
2.3. Creation of delivery styles
2.4. Quantitative assessment of efficacy of electronic approaches using multiple choice questions (MCQ)
2.5. Qualitative assessment of modes of delivery – questionnaire design
3. Results
3.1. MCQ assessment
3.2. Increasingly deeper levels of learning
3.3. Questionnaire evaluation
3.4. Additional feedback
4. Discussion and conclusions
Acknowledgements
References
Abstract
Web Course Tools (WebCT) have enhanced the ability and motivation of institutes of higher education to support e-learning. In this study, we extended the Technology Acceptance Model to include technical support as a precursor and then investigated the role of the extended model in user acceptance of WebCT. Responses from 836 university students were used to test the proposed structural model. The data showed that technical support has a significant direct effect on perceived ease of use and usefulness, while perceived ease of use and usefulness are the dominant factors affecting the attitude of students using WebCT. The results indicate the importance of perceived ease of use and perceived usefulness in mediating the relationship of technical support with attitude and WebCT usage.
Article Outline
1. Introduction
2. Literature review
2.1. Web-based learning systems
2.2. Technology acceptance model
3. Research model and hypotheses
4. Research method
4.1. Development of instruments
4.2. Sample and data collection
5. Analysis and results
5.1. Demographics and descriptive statistics
5.2. Data analysis
5.3. Analysis of validity and reliability
5.4. Analysis of the structural model
6. Discussion and conclusions
Acknowledgements
Appendix A. Questions used in the study
References
Abstract
The research presented in this paper reaches towards a better theoretical understanding of how students in higher education currently take notes, how this process is evolving in the digital age to include information assimilation, and the kinds of support students need to be successful with their changing academic tasks. To gain insight into these questions, we triangulated three major and distinct user studies. First we interviewed 70 university students from various disciplines across campus, and we administered questionnaires to these same students, receiving back a total of 68. Our second study was based on participant observation whereby we “shadowed” 32 university students for 2–3 h each as they went about their normal academic business around campus. Lastly, we conducted a broader-based questionnaire with 280 students from a wider campus demographic than our first survey. We sought a diverse population for our research, and were able to include students from the disciplines of Business, English, Computer Science, Chemistry, Psychology, Pharmacy and Biology in one or more of the studies. We discovered how closely students are connected to technology and how they are adapting to changing expectations, current issues they have completing their academic tasks, how they view traditional notetaking versus electronic notetaking, and evidence that they are engaging more and more in the process of information assimilation. From these results, we conclude that students in higher education might accomplish certain tasks more effectively and efficiently with a well-designed software system that provides access to a centralized set of notes from different locations on campus and beyond. After identifying functional requirements for the system we envision, we preview our initial low-fidelity prototypes, and discuss feedback we gathered on these designs from a set of user focus groups.
Article Outline
1. Introduction
2. Related work
3. Research questions and method
4. User studies
4.1. Student interviews and questionnaires
4.1.1. Questionnaire results (q)
4.1.2. Interview results (I)
Students’ current notetaking practices
Students’ view of notetaking
Information assimilation
4.2. Shadowing sessions (S)
4.3. Broader-based questionnaire (Q)
4.3.1. Information seeking, gathering, and saving
4.3.2. Information usage and assimilation
4.3.3. Information effects and perceptions
4.3.4. Centralized notes/storage system
5. Synthesis and implications of results
6. Preliminary system design
6.1. Functional requirements
6.2. Related systems
7. Early prototypes
7.1. Low-fidelity sketches/mockups
7.2. User focus groups
7.2.1. Feedback
7.3. Interface redesign (iteration 1)
8. Conclusion
Acknowledgements
References
Abstract
Web-based education and training provides a new paradigm for imparting knowledge; students can access the learning material anytime by operating remotely from any location. Web3D open standards, such as X3D and VRML, support Web-based delivery of Educational Virtual Environments (EVEs). EVEs have a great potential for learning and training purposes, by allowing one to circumvent physical, safety, and cost constraints. Unfortunately, EVEs often leave to the user the onus of taking the initiative both in exploring the environment and interacting with its parts. A possible solution to this problem is the exploitation of virtual humans acting as informal coaches or more formal instructors. For example, virtual humans can be employed to show and explain maintenance procedures, allowing learners to receive more practical explanations which are easier to understand. However, virtual humans are rarely used in Web3D EVEs, since the programming effort to develop and re-use them in different environments can be considerable. In this paper, we present a general architecture that allows content creators to easily integrate virtual humans into Web3D EVEs. To test the generality of our solution, we present two practical examples showing how the proposed architecture has been used in different educational contexts.
Article Outline
1. Introduction
2. Educational Virtual Environments
3. Virtual humans in EVEs
4. Modeling different virtual human aspects
5. Virtual Human Architecture
5.1. The Behavioral Engine
5.2. The Execution Engine
5.3. The Presentation module
6. Case studies
6.1. The 3D Computer Science Museum
7. Conclusions
References
Abstract
Exploring student test, homework, and other assessment scores is a challenge for most teachers, especially when attempting to identify cross-assessment weaknesses and produce final course grades. During the course, teachers need to identify subject weaknesses in order to help students who are struggling with a particular topic. This identification often needs to happen across multiple assessment data points and should be considered in comparison to the class’s progress as a whole. When determining grades, fairness to all is essential, but there are special needs for students who did poorly on one exam or had a steadily increasing grasp of the subject. We present eduViz, a visualization tool designed to help teachers explore and assign grades. Teachers can see the trajectory of student scores, the relationship of a particular student to the class, and use categories they have defined in order to filter their assessment information. Query response is immediate and all logical comparisons are possible. Teachers can easily compare their query to the class or per student average as well as view scores by raw point total or percentage. Additionally, eduViz provides a grade assignment interface which allows teachers to view sorted student scores in a scatterplot. This scatterplot is coupled with a unique partition slider which allows users to move color coordinated bands on the scatterplot to indicate grade ranges. As these grade ranges are set, a histogram is updated to show the number of students assigned to each grade range. These features give teachers new and powerful ways to explore and assign grades so that they can better understand student strengths and weaknesses and make the most of the time they have available. Interviews with 16 expert teachers indicate that eduViz is a success across fields, provides teachers with a useful tool to understand and help their classes, and encourages reflective practice.
Article Outline
1. Introduction
1.1. Related work
1.2. Main contributions
2. Spreadsheet design
3. Database design
4. eduViz implementation
4.1. Grade exploration panel
4.1.1. Control panel
4.1.2. Supported functionality
4.2. Grade assignment panel
4.2.1. Scatterplot with bands
4.2.2. Partition slider
4.2.3. Histogram
5. Domain expert consultations
5.1. Discussion format
5.2. Expert feedback
5.2.1. General impressions
5.2.2. Comparison with other tools
5.2.3. Spreadsheet, database, and visual design
5.2.4. Grade exploration panel
5.2.5. Grade assignment panel
5.2.6. Usability
5.2.7. Scalability
5.2.8. Expert characteristics analysis
6. Future work
7. Conclusion
References
Abstract
Can modern, computer-based technology engage college students and improve their academic achievement in college? Although numerous examples detail technology’s classroom uses, few studies empirically examine whether technologically oriented pedagogical changes factually lead to positive outcomes among college students. In this pilot study, we used a quasi-experimental design to examine whether a technology enhanced research methods classroom led to increased student engagement and academic achievement among college students. Two features generally characterized the technology enhanced classroom experience: specific feedback generated from recordings of small group discussions and podcasts of class recordings. Technology enhanced classroom students demonstrated statistically significant increases in student engagement and improved academic achievement. These findings support previous efforts to use technology to enhance engagement and achievement among college students and they encourage future efforts.
Article Outline
1. Introduction
2. Methods
2.1. Participants
2.2. Procedure
2.2.1. General research methods classroom experience
2.2.2. Technology enhanced classroom (TEC) (experimental class)
2.3. Measures
2.3.1. Achievement
2.3.2. Engagement
3. Results
4. Discussion
4.1. Limitations
5. Conclusion
Acknowledgements
References
Abstract
Widespread use of the Web and other Internet technologies in postsecondary education has exploded in the last 15 years. Using a set of items developed by the National Survey of Student Engagement (NSSE), the researchers utilized the hierarchical linear model (HLM) and multiple regressions to investigate the impact of Web-based learning technology on student engagement and self-reported learning outcomes in face-to-face and online learning environments. The results show a general positive relationship between the use the learning technology and student engagement and learning outcomes. We also discuss the possible impact on minority and part-time students as they are more likely to enroll in online courses.
Article Outline
1. Introduction
1.1. Purpose of study and research questions
2. Methods
2.1. Instrument and data source
2.2. Sample
2.3. Variables and data analysis
3. Results
3.1. Descriptive statistics
3.1.1. HLM one-way ANOVA model
3.1.2. HLM random coefficient regression and intercept- and slopes-as-outcomes models
3.2. Multiple regression models
4. Discussion
4.1. Limitations
5. Conclusion
Appendix A
A.1. NSSE 2008 online learning survey items
References
Abstract
The effectiveness of a reading intervention using the whole-word multimedia software ‘Oxford Reading Tree (ORT) for Clicker’ was compared to a reading intervention using traditional ORT Big Books. Developing literacy skills and attitudes towards learning to read were assessed in a group of 17 struggling beginner readers aged 5–6 years. Each child was given each of the two interventions, and the order of intervention was counterbalanced across the group. Each intervention was integrated into the literacy hour over five consecutive days. Measures of written word recognition, written word naming, phonological awareness and attitudes towards computers were taken before and after each intervention. Significant gains in performance were found following both interventions for all of the literacy measures, but significantly greater gains in written word recognition and enjoyment of instruction were found following the Clicker than Big Book intervention. These results suggest that whole-word multimedia software could be a useful classroom aid for supporting early literacy skills in children who are struggling with learning to read.
Article Outline
1. Introduction
2. Method
2.1. Design
2.2. Participants
2.3. Materials
2.3.1. Written word recognition
2.3.2. Written word naming
2.3.3. Phonological awareness
2.3.4. Attitude questionnaire
2.4. Procedure
3. Results
3.1. Group-level analyses
3.2. Written word recognition (LDT)
3.3. Written word naming (SWORT)
3.4. Phonological awareness (PAT)
3.5. Attitude towards computers questionnaire (AQ)
3.6. Participant-level analyses
4. Discussion
Acknowledgements
Appendix A
Appendix B
Appendix C
References
Abstract
Developing a software environment to enhance 3D geometric proficiency demands the consideration of theoretical views of the learning process. Simultaneously, this effort requires taking into account the range of tools that technology offers, as well as their limitations. In this paper, we report on the design of Virtual Spaces 1.0 software, a program that exercises the user’s abilities to build spatial images and to manipulate them. This paper also reports on a study that aimed to assess whether those abilities affected achievements in the spatial thinking of 10th graders who worked with the software. Additionally, we investigated whether self-regulating questions can improve the effect of exercising with Virtual Spaces 1.0. The sample was 192 students, who were randomly assigned to four groups, two of which used Virtual Spaces 1.0 (Group 1 with virtual reality and self-regulating questions N = 52, Group 2 with virtual realty only N = 52) and the other two the non-Virtual Spaces 1.0 (Group 3 self-regulating questions only N = 45, Group 4 non-treatment group N = 45). The results suggest that spatial thinking was enhanced by exercising with Virtual Spaces 1.0 and asking self-regulating questions. In addition, it was found that the self-regulating questions make the use of virtual reality more efficient, and that the influence of self-regulating questions is especially manifested in tasks that make use of high order skills.
Article Outline
1. Introduction
2. Related literature
2.1. Spatial thinking
2.2. Spatial image
2.3. Theory and design
2.3.1. Self-regulating questions
2.3.2. Feedback in Virtual Spaces 1.0
2.4. Virtual Spaces 1.0 – main features
2.5. Related work
3. Method
3.1. Participants
3.2. Design and procedure
3.2.1. Participants
3.2.2. Design
3.2.3. Procedure
3.3. Instrumentation
3.4. Data analysis
4. Results
4.1. Research limitations
5. Discussion and implications
5.1. Conclusions and further research
Acknowledgements
Appendix A. Sample exercises
Appendix B. Construction in motion game
Appendix C
References
Abstract
Although conventional student assessments are extremely convenient for calculating student scores, they do not conceptualize how students organize their knowledge. Therefore, teachers and students rarely understand how to improve their future learning progress. The limitations of conventional testing methods indicate the importance of accurately assessing and representing student knowledge structures. The personalized diagnosis and remedial learning system (PDRLS) proposed in this study enhances the effectiveness of the Pathfinder network by providing remedial learning paths for individual learners based on their knowledge structure. The sample was 145 students enrolled in introductory JAVA programming language courses at a Central Taiwan technology university. The experimental results demonstrate that learners who received personalized remedial learning guidance via PDRLS achieved improved learning performance, self-efficacy, and PDRLS use intention. The experimental results also indicated that students with lower knowledge level gain more benefits from the PDRLS than those with higher level of knowledge and that field dependence (FD) students obtain a greater benefit from PDRLS than field independence (FI) students do.
Article Outline
1. Introduction
1.1. Knowledge structure
1.2. Pathfinder network
2. System architecture
2.1. System architecture and operation
2.2. System components
2.2.1. Front-end part
2.2.1.1. Interface management agent
2.2.1.2. Testing management agent
2.2.1.3. Courseware management agent
2.2.2. Back-end part
2.2.2.1. Knowledge acquisition agent
2.2.2.2. Misconception diagnosis agent
2.2.2.3. Remedial learning path generation agent
3. Experiments
3.1. Participants
3.2. Experimental environment
3.3. Procedure
4. Results
4.1. Influence of personalized remedial learning service on learning performance
4.2. Effect of personalized remedial learning service on student attitude
5. Discussions
5.1. Knowledge level and learning performance
5.2. Cognitive style and learning performance
6. Conclusions
Acknowledgements
Appendix. Supplementary material
References
Abstract
Information and Communication Technologies (ICT) have become an integral component of Physical Education (PE) and Sport Science (SS) curricula and professions. It is thus imperative that PE and SS students develop ICT skills, self-efficacy in ICT and positive attitudes towards ICT. This study was aimed at designing a computer literacy course targeted at equipping PE and SS students with core ICT skills, and at evaluating its impact on students’ computer and Internet self-efficacy, attitudes towards computers and the Internet, and computer anxiety. The study also explored students’ responses to the course, students’ perceptions of the relevance of ICT for PE and SS professionals as well as eventual differences in the course’s impact in relation to students’ prior ICT experience. Participants were 89 PE and SS undergraduate students. Both quantitative and qualitative data were gathered through pretest/posttest questionnaires and transcripts of an online discussion forum. Data analysis showed that the course significantly enhanced students’ computer and Internet self-efficacy and their positive attitudes towards computers and the Internet, while significantly reducing their computer anxiety. The course was very well-received by the students, who were found to fully perceive the pervasiveness of ICT in today’s PE and SS professions, and who felt that they had developed valuable ICT skills. The course elicited positive responses regardless of students’ prior ICT experience, although it had significantly more positive effects, in terms of computer self-efficacy, Internet self-efficacy and computer attitudes, with the students who were most in need of the course, namely those with low prior ICT experience. The findings are discussed in relation to training PE and SS students in ICT within academic settings.
Article Outline
1. Introduction
2. Methods
2.1. Research design
2.2. Sample
2.3. The course
2.3.1. Aim, setting and assessment requirements
2.3.2. Content and structure
2.3.3. Pedagogical strategies
2.4. Instruments
2.5. Procedure
2.6. Data analysis
3. Results
3.1. Impact of the course on students
3.2. Differences in course impact as to students’ prior ICT experience
3.3. Students’ responses to the course
3.4. Students’ perceptions of ICT in relation to PE and SS professionals
4. Discussion and conclusions
References
Vitae
Abstract
Empathy is an essential part of normal social function that people with autism spectrum conditions (ASCs) lack. This study uses the intervention of enhancing empathy via 3D animated scenarios of empathy in a virtual learning environment to help those deficient in empathy. Specifically, this study explores the understanding of empathy, perspective-taking and the performance of understanding of empathy via a collaborative virtual learning environment (CVLE) - empathy system. The study, which used CVLE - 3D empathy systems and three participants diagnosed with ASCs, conducted multiple baseline research for evidence of improved understanding of empathy via system usage. This experimental study lasted 5 months and the experimental results indicate that using the CVLE 3D empathy system had significant and positive effects on participant use of empathy, both within the CVLE 3D empathy system and in terms of maintaining learning in understanding empathy.
Article Outline
1. Introduction
1.1. People with ASCs and the development of empathy
1.2. Virtual learning environments and people with ASCs
2. Development of 3D empathy system
2.1. 3D empathy system
2.2. System design
2.3. System structure
2.4. System contents
3. Method
3.1. Participants
3.2. Setting and design
3.3. Measurement
3.4. Procedure
3.4.1. Baseline
3.4.2. Intervention
3.4.3. Maintenance
4. Results
4.1. Understanding empathy in the CVLE-3D empathy system
4.1.1. Adam
4.1.2. Luke
4.1.3. James
4.2. The performance of understanding empathy
5. Discussion
6. Conclusions
Acknowledgements
References
Abstract
Many universities and colleges, throughout the world, that deliver undergraduate programmes in science and engineering are currently incorporating virtual instruments as teaching, measurement and analysis tools for student learning. The aim of this study is to enhance the learning experience of undergraduate engineering students and stimulate their research interests by incorporating hands-on, hardware linked programming. The framework for the current research consisted of, initially, observing and recording the interest students showed in a graphical-based computer language for programming control and data acquisitions. Secondly, in the software laboratory sessions, the students were introduced to the concept of research activity and the use of computer software in such activity. LabVIEW™, an easy-to-use, interactive, graphical programming language that can be used to build virtual instruments was used in the current study. This software allows creation of sophisticated programs and applications in a shorter amount of time without needing an in-depth knowledge of computers or indeed programming languages. The methodology consisted of an introductory learning period for the LabVIEW™ programming language, followed by hands-on programming with a specific set of laboratory exercises aimed at solving typical industrial automation type problems. Finally the results of a detailed student questionnaire and created programs were analysed to establish the learning experiences. It was established that student experiences in designing and developing LabVIEW™ programs with associated hardware has hugely stimulated their interest and enthusiasm in the subject of industrial automation. Students acquired knowledge by direct experience, explored phenomena, visualized expected outcomes and experimented with possible solutions. Critically, the LabVIEW programming laboratory sessions undertaken during the course of this research has stimulate students interest in pursing further research at post-graduate level.
Article Outline
1. Introduction
2. LabVIEW software
3. Laboratory hardware
4. Current research
4.1. Research framework and objectives
5. Study methodology
5.1. Laboratory sessions
6. Data collection and analysis
6.1. Analysis of learning outcomes
7. Results and discussion
8. Conclusions
References
Abstract
Many educators distribute either complete or incomplete handouts so students can follow along with their lectures. This research examines a teaching system that combines computer-generated graphics presentations and detailed outline handouts with blanks added. An experiment found that this system produced significantly higher short-term recall of a presentation when compared with note-taking on lined paper and with no note-taking. Visual design variables, specifically slide typefaces and type, were also manipulated to examine whether they had independent effects on short-term recall or influenced the benefits from note-taking. No significant main effects or interactions were found for the visual aid variables.
Article Outline
1. Introduction
2. Previous research
3. Methodology and data
4. Results
5. Conclusions and implications
References
Abstract
Social interactions profoundly impact the learning processes of learners in traditional societies. The rapid rise of the Internet using population has been the establishment of numerous different styles of network communities. Network societies form when more Internet communities are established, but the basic form of a network society, especially a network learning society, remains unclear. In 1998, a group of Taiwanese researchers created a network learning society, named “EduCities”. Based on the experience of building this network learning society, the authors found that a structured network learning society architecture helps participants to coordinate and manage interaction processes. This study describes 10 basic elements involved in establishing a structured network learning society, i.e., participants, shared visions, devices, services, rules, relations, manners, learning domains, learning goals and learning activities. A structured network learning society environment, “EduCities”, was then implemented based on the structured network learning society concept. EduCities included numerous structural designs, including EduCity, EduTown, EduSisterTown, EduVillage, EduSisterVillage, EduCitizen, and EduHome were practiced. Participants in EduCities own their roles, managing power, learning goals, and social relations. The structured network learning society concept represents a prototype of an online learning society.
Article Outline
1. Introduction
2. Structured network learning society
2.1. Social design and EduCities
2.2. Basic elements of a network tribal community
2.2.1. P: Participants
2.2.2. V: Shared visions
2.2.3. D: Devices
2.2.4. S: Services
2.2.5. U: Rules
2.3. Basic elements of a structured network society
2.3.1. NTCs: Network tribal communities
2.3.2. R: Relations
2.3.3. M: Manners
2.4. Basic elements of a structured network society for learning
3. EduCities platform as a preliminary instance of a structured network learning society
3.1. A basic SNLS platform: EduCities
3.2. NTCs in the EduCities platform
3.2.1. EduCity
3.2.2. EduTown
3.2.3. EduVillage
3.2.4. EduCitizen
3.2.5. EduSisterTown
3.2.6. EduSisterVillage
3.2.7. EduHome
3.3. Structured network society of the EduCities
3.4. Learning activities in EduCities
4. Discussion
4.1. Structured network learning society architecture design is beneficial to learners
4.2. Hybrid physical and network learning environments
4.3. Separate online learning society system designers and online participants
4.4. Connected channels: Supply–delivery-analysis circle
5. Conclusion
Acknowledgements
References
Vitae
Abstract
In this paper, several issues regarding the epistemology of technological pedagogical content knowledge (TPCK) are first raised for the purpose of clarifying the construct. Specifically, the transformative and integrative views are juxtaposed for exploring the epistemology of TPCK, and, at the end, the transformative view is adopted concluding that TPCK is a unique body of knowledge that is constructed from the interaction of its individual contributing knowledge bases. Then, ICT–TPCK is introduced as a strand of TPCK, and is described as the ways knowledge about tools and their affordances, pedagogy, content, learners, and context are synthesized into an understanding of how particular topics that are difficult to be understood by learners or difficult to be represented by teachers can be transformed and taught more effectively with technology in ways that signify its added value. One model for the development and another for the assessment of ICT–TPCK are then discussed. Technology Mapping is proposed as a situative methodology for the development of ICT–TPCK, and three forms of assessment, namely, expert assessment, peer assessment, and self-assessment are proposed for assessing teachers’ competencies to teach with technology. The paper also reports on the empirical findings of a study that was undertaken to investigate the impact of the proposed models on student learning within the context of two design tasks in a pre-service primary teacher education course. Repeated measures within-subject effects were tested and the results indicated that ICT–TPCK competency significantly improved over the course of a semester. The results of this study clearly show that the theoretical models proposed herein can positively impact the development of ICT–TPCK. Lastly, these results can be used as baseline data in future studies that may be conducted to further validate or improve the proposed models in different contexts.
Article Outline
1. Introduction
2. PCK as a conceptual basis
3. TPCK: An extended view of PCK
4. Theoretical and epistemological considerations about TPCK
5. From TPCK to ICT–TPCK
6. Technology mapping: A situative methodology for developing ICT–TPCK
7. Assessing ICT–TPCK
8. Empirical appraisal of the models
8.1. Participants
8.2. Research procedures
8.3. Assessment procedures
8.4. Results
8.4.1. Student performance on the design tasks
8.4.2. Student course evaluations
8.4.2.1. Gather initial information
8.4.2.2. Engage in real-world authentic tasks
8.4.2.3. Share, discuss, and reflect with others to eliminate uncertainty
8.4.2.4. Discuss with an expert
8.5. Discussion
9. Concluding remarks
References
Abstract
This paper reports on two studies conducted in 2006 in the Singapore schools to investigate the relationships between teachers’ beliefs about knowledge and learning, their pedagogical practices, and uses of information and communications technologies (ICT). Three primary research questions were examined in this research: First, do teachers’ beliefs about knowledge and learning influence the uses of ICT, pedagogical approaches, and types of assessments used in the Singapore schools? Second, does the school culture influence the uses of pedagogical approaches and ICT by Singapore teachers in their classes? Third, are the epistemic ideas about the nature of knowledge and learning beliefs that are stable cognitive structures or are they resources that are more adaptively shaped to different contexts? In Study 1, 1882 teachers from 51 schools took part in the 187-item online survey on these areas, and Study 2 involved eight principals, two vice-principals, 33 heads of department, and 60 teachers in structured interviews. It had been hypothesized that beliefs about the nature of knowledge being complex and changing would be associated with more learner-centered pedagogical practices and uses of technology in the classrooms. However, the main findings of Study 1 suggest that it is not epistemological beliefs of teachers about knowledge and knowing that shape pedagogical practices in Singapore schools, but rather teachers’ beliefs about learning. From the interviews in Study 2, it appears that teachers tend to mix pedagogical strategies consisting of both teacher-directed and learner-centered approaches primarily based on beliefs about learning. Our research findings also suggest that epistemic ideas teachers have may not be relatively fixed and stable “beliefs” but rather are more contextually influenced epistemic resources. The paper concludes with a discussion of these findings and their implications for theory, practice, and future research.
Article Outline
1. Introduction
2. Theoretical backgrounds
2.1. Epistemology: from uni-dimensional to multi-dimensional cognitive models
2.2. Teacher epistemology
2.3. An epistemic resources perspective
3. The present research
3.1. Study 1: online survey
3.1.1. Method
3.1.2. Participants
3.1.3. Validating the instruments
3.1.3.1. Epistemic beliefs inventory (EBI)
3.1.3.2. Learner- and teacher-centered practices inventory
3.1.3.3. Beliefs about constructivist/transmissionist pedagogies
3.1.3.4. Beliefs in the usefulness of assessments
3.1.3.5. Teachers’ perceptions of their work environment
3.1.4. Findings
3.2. Study 2: interviews with principals, heads of departments, and teachers
3.2.1. Method
3.2.2. Coding and reliability
3.2.3. Findings
3.2.3.1. Profile of pedagogical approaches
3.2.3.2. Teachers’ beliefs about knowledge and learning
3.2.3.3. ICT use in the Singapore schools
4. Discussion
4.1. Beliefs about knowledge and learning and influence on classroom practices
4.2. Influence of school culture on pedagogical approaches and ICT use
4.3. Views about epistemology and learning
4.4. Practical implications and recommendations
Acknowledgements
References
Abstract
Competition, despite its potential drawbacks, is an easily adopted and frequently used motivator in classrooms. Individual abilities, in the years of schooling, are inevitably different, and performance in competition is heavily ability dependent, resulting that more-able students always win while less-able students always lose. Students easily perceive how well they perform through the result of competition, which is termed as perceived performance in this paper. Consistently demonstrating lower perceived performance than their peers, the less-able students feel discouraged and frustrated, hardly having the same opportunity for owning the sense of achievement as the more-able students. In this study, the authors designed a computerized mechanism, equal opportunity tactic, to lessen the difference in perceived performance between more-able and less-able students. Equal opportunity tactic is incorporated into a version of a competitive learning game called AnswerMatching, in which every student is assigned an opponent with similar ability. An experiment was also conducted to preliminarily investigate the effectiveness and effects of the tactic. Results showed that equal opportunity tactic could reduce the effect of individual ability difference on the perceived performance as well as the belief about how well students could achieve. In other words, less-able students could have similar opportunity of success and build confidence similar to more-able students in a competition.
Article Outline
1. Introduction
2. Equal opportunity tactic
2.1. Redefining performance
2.2. Redesigning learning tasks
2.3. EOT design for competition
3. Method
3.1. Research questions
3.2. Subjects and material
3.3. Activity design
3.4. Measures
3.5. Procedure
3.6. Data analysis
4. Results
4.1. Effectiveness on perceived performance
4.2. Effects on predicted performance
4.3. Effects on actual performance
4.4. Summary
5. Discussion
5.1. Actual and perceived performance
5.2. Perceived and predicted performance
5.3. Implications
5.4. Research limitations
6. Conclusion
Acknowledgements
References
Abstract
Although much has been said about ergonomics in interface and in computer tools and interface design, very few articles in major journals have addressed this topic in relation to language testing. This article describes an experiment carried out at the Polytechnic University of Valencia, Spain, in which 27 Media and Communication students provided support to design and experiment an internet based oral and written English as a foreign language test platform called PLEVALEX (García Laborda, 2007b). These students then responded to a questionnaire about their feelings, acquired experience and ergonomics based on their results in both development stages. According to their opinions, language test interfaces are different from those of other e-learning platforms and websites. These differences have been previously mentioned by authors such as Fulcher (2003) or García Laborda and Magal Royo (2007). This research concludes that the features described by García Laborda and Magal Royo which are applied to the PLEVALEX platform, although tending to simplify interfaces, are to be met if students are to be tested in their knowledge of English as a foreign language as opposed to being tested on their skills and performance as computer users. The findings of this paper have valuable implications for the scientific community, given that more and more standardized high-stakes language tests are beginning to use internet and computer based versions (García Laborda, 2007a).
Article Outline
1. Introduction
2. Ergonomics and language testing
2.1. The learner
3. Method
3.1. Goals
3.2. Participants and interface design process
3.3. Testing process
4. General results
4.1. Visual ergonomics
4.2. Functionality facility
4.3. Functionality handling
4.4. Questions re-formulation
5. Conclusions
Acknowledgements
References
Abstract
Assuming that ICT ethics are influenced by both moral and circumstantial factors, the study investigates Japanese college students’ ethical judgments and behavioral intentions in three scenarios involving ICT-related ethical problems and explores why they make such decisions, relying on five moral philosophies: moral equity, relativism, contractualism, egoism, and utilitarianism. The findings reveal that except for egoism, four moral dimensions affect ethical decisions of Japanese college students, each having different effects according to the particular ethical situation presented. Overall, the concepts of justice, fairness and moral rightness were found to influence these students’ ethical judgments in all ICT-related ethical dilemmas; legal obligations and benefits to society were found to have a weaker impact. It was also found that the students may behave unethically in ICT-related matters if these behaviors are perceived as culturally or traditionally acceptable or not perceived to be morally wrong. In conclusion, further research is suggested to analyze various scenario effects on students’ ICT-related ethical decisions and to investigate how cultural, professional and other environmental factors affect ethical decision-making. The establishment of a coherent ICT ethics policy in colleges is also proposed.
Article Outline
1. Introduction
2. Literature review
2.1. Studies in ICT ethics
2.2. Development of multidimensional ethics scale
2.3. Multidimensional scale to measure ICT ethics
3. Research purpose and hypotheses
4. Methodology
4.1. Three ethical scenarios
4.2. A multidimensional ethics scale
4.3. Subjects
4.4. Procedures
4.5. Data analysis
5. Results
5.1. The factor structure of the multidimensional scale
5.2. Differences in ethical responses across ethical scenarios
5.3. Moral philosophies and ethical judgments
5.4. Moral philosophies and behavioral intentions
6. Discussion
7. Conclusion
Acknowledgements
References
Abstract
Students are characterized by different learning styles, focusing on different types of information and processing this information in different ways. One of the desirable characteristics of a Web-based education system is that all the students can learn despite their different learning styles. To achieve this goal we have to detect how students learn: reflecting or acting; steadily or in fits and starts; intuitively or sensitively. In this work, we evaluate Bayesian networks at detecting the learning style of a student in a Web-based education system. The Bayesian network models different aspects of a student behavior while he/she works with this system. Then, it infers his/her learning styles according to the modeled behaviors. The proposed Bayesian model was evaluated in the context of an Artificial Intelligence Web-based course. The results obtained are promising as regards the detection of students’ learning styles. Different levels of precision were found for the different dimensions or aspects of a learning style.
Article Outline
1. Introduction
2. Related work
3. Learning styles
4. Proposed approach: Bayesian networks
4.1. Modeling students’ behavior with a BN
4.2. How to infer a learning style with a BN
5. Experimental results and discussion
6. Conclusions
Acknowledgements
References
Abstract
In this work, we analyze the results obtained by a group of freshmen students in a test of prior knowledge on technical drawing carried out before and after attending an introductory course on this subject. The aim of this course was to help students to gain knowledge necessary to take full advantage of the CAD software that is regularly used to teach engineering graphics education in the classroom. Two aspects of the results will be analyzed. First, if this kind of course is good enough to show an improvement in students’ ability. As will be shown, the score obtained by the students improved after attending the course. Second, we have analyzed the results in order to know if the students’ prior knowledge is good enough to allow them coping with their first year. Although the answer to this question depends on many factors, it will be shown that an introductory course is a useful tool to reduce the possible gap between the students’ prior knowledge and the basic knowledge on geometry that should be requested to a first-year engineering student. The kind of test we propose here could also be implemented to test the cognitive abilities of the students.
Article Outline
1. Introduction
2. Method
3. Case study description
4. Results and discussion
5. Conclusions
References
Abstract
Aims
Do college students’ ratings of a professor’s teaching effectiveness suggest that a professor’s teaching improves with time? Does anything predict which instructors receive the highest ratings or improve the fastest? And, importantly, do the correlates of change differ across face-to-face and online courses?
Methods
I used data from 10,392 classes taught by 1120 instructors across three years and fit a taxonomy of multilevel growth models to examine whether students’ ratings of teaching effectiveness (SETEs) changed across time, whether differences in average SETEs correlated with growth, and whether online vs. face-to-face, tenure, discipline, course level, sex, or minority status affected these estimates.
Results
SETEs remained relatively stable across time and teachers, although analyses uncovered a statistically significant, negative correlation between initial status and growth. Instructors starting with lower SETEs improved the fastest. These findings held across online and face-to-face instruction modes. However, in face-to-face classes, minority instructors received significantly lower average SETEs. This difference did not occur in online classes. No other predictors showed statistically significant effects. Finally, considerable SETE variance remained unexplained even when including the full predictor set in the model.
Discussion
These findings reveal that professors’ SETEs can improve. Additionally, they indicate that patterns of change in teaching effectiveness do not differ generally across online and face-to-face instruction modes. However, the results showed that minority teachers in face-to-face but not online classes received lower evaluations than their majority counterparts. Additional research should seek to understand what leads to SETE differences across minority and majority groups in face-to-face classes but not online classes.
Article Outline
1. Introduction
2. Methods
2.1. Procedures
2.2. Measures
2.3. Analytical approach
3. Results
3.1. Multilevel analyses
4. Discussion
5. Conclusion
Acknowledgements
References
Abstract
The study evaluated the current situation in Cyprus elementary classrooms regarding computer technology integration in an attempt to identify ways of expanding teachers’ and students’ experiences with computer technology. It examined how Cypriot elementary teachers use computers, and the factors that influence computer integration in their classroom practices. To address the study’s research questions, an evaluative case study design was applied. It employed a mixed method approach through the usage of structured questionnaires and semi-structured, open-ended interviews as the major methods of data collection. Quantitative and qualitative data gathered from a sample of Cypriot teachers who where identified as high and low computer use ones.
The results of the study revealed that computers are not extensively used in classrooms. When they are used in classrooms, it tends to be in a rather sporadic fashion, more as supporting tools or fancy chalkboards than as educational tools. Few teachers were found to use computers in any sort of progressive way. Three categories of factors (personal, professional and organizational) that influence teachers in applying computers in their classroom practices were identified. They shed light in explaining the level and kind of computer integration in Cyprus elementary schools. The outcomes confirm the findings of other studies conducted in different educational settings regarding computer usage as well as the factors that influence computer integration. Consequently, the study suggest ways of expanding teachers’ and students’ experiences with computer technology, poses questions for further research regarding the potential approaches to computer technology integration and the philosophy that underlies computer integration in schools.
Article Outline
1. Introduction
1.1. Statement of the problem
1.2. Purpose of the study
2. The context
2.1. The Cypriot educational system
2.2. Cypriot ICT policy
3. Literature review
3.1. Factors influencing computer technology integration
3.2. Factors external to teachers
3.3. Factors internal to teachers
3.4. Evolution of computer applications in classrooms
4. Research methodology
4.1. Variables
5. Research findings
5.1. Quantitative data analysis
5.2. Qualitative data analysis
6. Discussion
6.1. Computer use in Cyprus elementary schools
6.2. Factors influencing teachers in integrating computers in their classrooms
6.3. Professional factors
6.4. Organizational factors
6.5. Attitudinal factors
7. Conclusion
References
Abstract
As the use of web-based homework delivery and checking systems expands, we have greater need to evaluate how students engage with these systems and how changes in the systems influence student behavior. Reported here is the assessment of WeBWorK, an open-source web-based homework program used largely in postsecondary math and science courses, with recent extension to high school courses. WeBWorK draws from a large library of problems to generate individual assignments and provides immediate feedback about correctness of students’ answers. WeBWorK allows entries in multiple choice, formula and numerical formats. The entries recorded by the system create an extensive database of student interactions with the system.
In our two-part study, we (1) review 2387 student surveys about WeBWorK in three semesters across a range of mathematics courses and (2) test a model designed to classify student responses to system feedback, permitting a fine-grained analysis of the system’s records at the keystroke level for a cohort of 96 Calculus I students.
Based on this data, our goals are, first, to understand how students use the system and respond to its feedback; second, to analyze the impact of upgrades to the system interface on student users, and third, to evaluate the efficiency of training raters to classify student records.
We find that the introduction of new features to the WeBWorK interface (improvements generated by our initial assessment) were welcomed by most students and reduced the overall number of submitted errors by half by the third year of the study. Importantly, the interface improvements reduced the number of errors that were not pedagogically useful. We also find that our error classification model, called here the Student Response Model, was a good fit for our student sample, as reflected by inter-rater reliability of three raters who coded the student records. In sum, our error classification model appears to be useful for analyzing formula entries. To make this assessment model widely available, we designed a system of exercises to train raters to classify student response files for WeBWorK and similar web-based systems.
Article Outline
1. Introduction
2. Study one: student opinion
3. Study two: student problem-solving behavior
3.1. Reworking
3.2. Fixing an Entry Error
3.3. Resubmission
3.4. Nonstrategic guessing
3.5. Nonsense
4. Accuracy of raters’ classification
5. Results of rater classification
6. Training examples
7. Conclusion
7.1. Future plans
Acknowledgements
References
Abstract
There is little theoretical or experimental research on how beginner-level trainees learn CAD skills in formal training sessions. This work presents findings on how trainees develop their skills in utilizing a solid mechanical CAD tool (Pro/Engineer version 2000i2 and later version Wildfire). Exercises at the beginner and intermediate levels were designed so that several variations of a solid object are built by non-experienced trainees as they accumulate training time. In this case, trainees are fourth year mechanical engineering seniors and as such, they were of a similar technical and gender make-up. This assessment was conducted over the duration of training (16-week long semester). The test exercises were used to assess the trainees’ speed and proficiency in the use of CAD by (1) measuring their performance time and (2) feature count (number of features-of-size used to build the test parts). Using performance time data, empirical learning curves are generated. Breaking these curves into declarative and procedural components provides insight into how fast the trainees develop cognitive and motor CAD skills. In order to confirm that this methodology can be extended to other CAD platforms, a follow-up study was performed on a different set of beginner-level trainees with similar make-up while using the same beginner-level parts but with a more recent version of Pro/Engineer: Wildfire. One significant result of this study is that the procedural and declarative components of CAD learning are largely cognitive.
Article Outline
1. Introduction
2. Background and objectives
3. Methodology
4. Training description and assessment results
4.1. Version 2000i2
4.1.1. Stage 1 (Beginner-level test parts) learning assessment
4.1.1.1. Feature-build plans
4.1.1.2. Performance analysis
4.1.2. Stage 2 (intermediate-level test parts) learning assessment
4.2. Version wildfire
5. Discussion
5.1. Version 2000i2
5.2. Version wildfire
6. Conclusions
Acknowledgements
References
Abstract
The Le@rning Federation, an agency funded by Australian and New Zealand governments, initiated a Field Review project as the start of a long-term research study to evaluate the impact, application and effectiveness of the online digital content developed according to the learning object model. In terms of content, the pilot Field Review found that many learning objects provided stimulating and diverse learning experiences for students. It is one of the potential strengths of learning objects that they are able to provide new geographical experiences and simulate dangerous or expensive learning activities at low relative cost.
Article Outline
1. Introduction
2. The pilot field review
2.1. Background
2.2. Stakeholders for the evaluation study
2.3. Evaluation plan
2.4. Data collection
2.5. Data analysis
3. Context of the pilot field review
3.1. Design and conduct of the pilot field review
3.1.1. Pre-pilot study
3.1.2. Pilot field review
3.2. Summary of the learning objects encountered in classes
4. Results
4.1. Research question 1. How useful are learning objects for teachers?
4.2. Research question 2. How useful are the learning objects for students?
4.2.1. Benefits
4.2.2. Issues
4.2.3. Student diversity
4.3. Research question 3. How do various factors interact to affect the ways in which teachers and students use learning objects?
4.4. Research question 4. What factors impact on the wider adoption of learning objects?
5. Conclusions
Acknowledgements
References
Abstract
A highly important part of software engineering education is requirements collection and analysis which is one of the initial stages of the Database Application Lifecycle and arguably the most important stage of the Software Development Lifecycle. No other conceptual work is as difficult to rectify at a later stage or as damaging to the overall system if performed incorrectly. As software engineering is a field with a reputation for producing graduates who are inappropriately prepared for applying their skills in real life software engineering scenarios, it suggests that traditional educational techniques such as role-play, live-through case studies and paper-based case studies are insufficient preparation and that other approaches are required. To attempt to combat this problem we have developed a games-based learning application to teach requirements collection and analysis at tertiary education level as games-based learning is seen as a highly motivating, engaging form of media and is a rapidly expanding field. This paper will describe the evaluation of the requirements collection and analysis game particularly from a pedagogical perspective. The game will be compared to traditional methods of software engineering education using a pre-test/post-test, control group/experimental group design to assess if the game can act as a suitable supplement to traditional techniques and assess if it can potentially overcome shortcomings. The game will be evaluated in five separate experiments at tertiary education level.
Article Outline
1. Introduction
2. Problems teaching requirements collection and analysis
2.1. Advantages and disadvantages of traditional approaches
2.2. Overcoming some of the problems of traditional approaches
3. Simulating requirements collection and analysis using a games-based learning approach
3.1. Game play
4. Evaluation of the requirements collection and analysis game
4.1. Methodology
4.2. Participants
4.3. Procedure
4.3.1. Experimental group (game group)
4.3.2. Control groups (role-play and paper-based case study)
4.4 Study one in HE (University A)
4.4.1. Learning effectiveness
4.4.2. Aspect ratings experimental group (game) and control groups
4.4.3. Learner perceptions
4.4.3.1. Experimental group (game)
4.4.3.2. Control group (role-play)
4.4.3.3. Control group (paper-based case study)
4.5 Study two in HE (University A)
4.5.1. Learning effectiveness
4.5.2. Aspects ratings
4.5.2.1. Experimental group (game)
4.5.2.2. Control group (role-play)
4.5.3. Learner perceptions
4.5.3.1. Experimental group (game)
4.5.3.2. Control group (role-play)
4.6 Study three in HE (University B)
4.6.1. Learning effectiveness
4.6.2. Aspects ratings
4.6.2.1. Experimental group (game)
4.6.2.2. Control group (role-play)
4.6.3. Learner perceptions
4.6.3.1. Experimental group (game)
4.6.3.2. Control group (role-play)
4.7. Study four in FE colleges (college A, B, C and D)
4.7.1. Learning effectiveness
4.7.2. Aspects ratings
4.7.2.1. Experimental group (game)
4.7.2.2. Control group (role-play)
4.7.3. Learner perceptions
4.7.3.1. Experimental group (game)
4.7.3.2. Control group (role-play)
4.8. Study five comparison of HE and FE students
4.8.1. Game Group using original six knowledge questions
4.8.2. Game group using additional knowledge questions
4.8.3. Role-play Group using original six knowledge questions
4.8.4. Role-play Group using additional knowledge questions
4.8.5. Comparison of aspects ratings
4.8.5.1. Game aspects
4.8.5.2. Role-play aspects
4.8.6. Comparison of learner perceptions
4.8.6.1. Game groups
4.8.6.2. Role-play groups
5. Discussion
5.1. Comparison with other studies
6. Future research
References
Abstract
The aim of the study is to develop a web-based mathematics teaching (WBMT) material and to evaluate the effectiveness of the WBMT material for 9th grade students learning the concept of mathematical function. Firstly, a WBMT material was designed and piloted. As a result of this pilot study the site was revised as a final form. The study was conducted during the fall term of 2004–2005 academic years and was carried out in two different classes taught by the same teacher. Through mixed methods study the qualitative and quantitative data were collected from the sample, consisting of eighteen teachers and eighty 9th grade students. One of these teachers taught the control and experimental groups at the high school where the main study was conducted. This examination included comparing the results of students experiencing learning with WBMT with those do not, and interpreting the teachers’ responses to the use of WBMT materials. The analysis of the data suggests positive effect of WBMT on student learning of mathematical function and on attitudes towards WBMT. However, the teachers all represented and shared some common ideas that because of the technical problems and readiness of teachers and students there would be some problems in terms of successful implementation of WBMT in schools. Nevertheless, the results provide support for the use of this WBMT material as a complement to traditional classes.
Article Outline
1. Introduction
2. Purpose and research question
3. Studies conducted
4. Methodology
5. Findings
6. Results and discussion
7. Recommendations
References
Abstract
The research presented in this paper is an examination of the applicability of IUI techniques in an online e-learning environment. In particular we make use of user modeling techniques, information retrieval and extraction mechanisms and collaborative filtering methods. The domains of e-learning, web-based training and instruction and intelligent tutoring systems provide a challenging environment due to the large and diverse user population it entails. The overall system concentrates on utilizing a user modeling system to filter results as part of a collaborative document recommendation system. The goal of such a system is to actively seek out and recommend documents that will either encourage the users to expand their knowledge of a given topic or reinforce the knowledge which they already have. The system aims to recommend these documents in a non-intrusive manner with minimal user inconvenience, and attempts to do so by utilizing the Key Extraction Algorithm and automatically extracting queries, searching the web and filtering the search results. Users are encouraged to provide feedback about the resources and links they have viewed.
Article Outline
1. Introduction
2. The document/resource recommender
2.1. Steps the document recommendation process
2.1.1. Building an extraction model from training data
2.1.2. Document selection
2.1.3. Keyphrase extraction
2.2. Post-extraction tiling
2.3. Document filtering
2.4. Making recommendations
3. The keyphrase extraction algorithm
3.1. Experiment
4. Results and findings
5. Analysis
6. Conclusion and future work
References
Abstract
An interactive classroom communication system (ICCS) involves the use of remote devices that permit all students in a class to respond to multiple choice questions displayed on a LCD projector. After responses are clicked in, the results are instantly aggregated and displayed in chart form. The purpose of this study was to examine gender differences in attitudes toward ICCSs for 659 secondary school students. The initial results suggested that male students had significantly more positive attitudes than female students with respect to student involvement, assessment, and perceived learning. However, a number of these differences disappeared when computer comfort level and type of use were added as covariates. Male students still perceived that ICCSs improved the overall learning process more than female students regardless of computer comfort level or type of use.
Article Outline
1. Overview
1.1. Fundamental difference between ICCS and traditional classrooms – the feedback cycle
1.2. Benefits to using ICCS
1.3. Challenges associated with using ICCS
1.4. Gender and the use of ICCS
1.4.1. Overall impact
1.4.2. Perceived comfort level
1.4.3. Type of computer use
1.5. Summary and purpose of study
2. Method
2.1. Sample
2.1.1. Students
2.1.2. Teachers
3. Procedure
3.1. Data sources
3.1.1. Survey – attitudes
3.1.2. Survey – Computer comfort level
3.1.3. Survey – type of use
3.1.4. Student comments – attitudes
3.2. Key research questions
4. Results
4.1. Gender differences – overall
4.1.1. Survey results
4.1.2. Student comments
4.2. Gender and computer comfort (self-efficacy)
4.3. Gender and type of use
4.4. Gender, computer comfort and type of use
5. Discussion
5.1. Computer comfort level
5.2. Gender and type of use
5.3. Gender, computer comfort, and type of use
5.4. Recommendations for educators
5.5. Caveats and future research
6. Summary
Appendix A. ICCS attitude survey for students
Appendix B. Coding scheme for student comments about ICCS
References
Abstract
The purpose of the study is to explore three kinds of personal affective traits among high-school students and their effects on web-based concept learning. The affective traits include personal preferences about web-based learning environments, personal epistemological beliefs, and beliefs about web-based learning. One hundred 11th graders participated in the study. Three questionnaires were developed to assess these affective characteristics. An online test and the flow-map technique were employed to probe concept achievements that indicated the learning outcome. Descriptive statistics, t-tests, correlation and regression analyses were conducted to present trends and relations among variables. It was found that participants of the study who mostly had not developed sophisticated epistemological beliefs displayed only moderate preferences toward explorative and interactive web-based learning environments, and they seemed to be conservative about the effectiveness of the new type of learning. According to the flow-map technique, the serial form of concept achievements was the main product of concept learning in the explorative web-based environments defined in the study. Regression analyses indicated that while preferences toward inquiry-based instructional designs and outward interactions, and the simple form of personal epistemology predicted concept achievements, beliefs about effectiveness of web-based learning resulted in a negative impact on concept learning.
Article Outline
1. Introduction
2. Theoretical background
3. Method
3.1. Participants
3.2. Instruments
3.3. Procedure
4. Results and discussions
4.1. Preferences toward the web-based learning environment
4.2. Belief toward the web-based learning
4.3. Personal epistemological beliefs
4.4. Concept achievement
4.5. Interactions among preferences and beliefs
4.6. The effects of preferences and beliefs on concept achievement
5. Implications
6. Limitations of the study
Acknowledgements
References
Abstract
Drawing on the Community of Inquiry model (Garrison, Anderson, & Archer, 2000), this mixed-method case study examined the nature and interactions of teaching, cognitive, and social presence created by online instructors and adult students in diverse course contexts. The study results indicated online instructional design and teaching elements that are crucial prerequisites for a successful online higher educational experience for adult students. The study also informed e-learning designers on the relations between online teaching, cognitive, and social presence.
Article Outline
1. Introduction
2. Theoretical framework
3. Method
3.1. Research design
3.2. Setting and participants
3.3. Data collection and analysis
3.3.1. Interviews
3.3.2. Course documents and observation
3.3.3. Survey
3.3.4. Data analysis
3.3.4.1. Content analysis of discussion transcripts
3.3.4.2. Artifact analysis of documents
3.3.4.3. Thematic analysis of interviews
3.3.4.4. Survey analysis
3.3.4.5. Cross-case analysis
4. Findings
4.1. The disposition of teaching presence
4.1.1. Teaching presence I – online course site design
4.1.1.1. Content design
4.1.1.2. Online discussion design
4.1.1.3. Online evaluation design
4.1.1.4. Interface design
4.1.2. Teaching presence II – facilitation
4.1.2.1. Facilitation of online discussions
4.1.2.2. Monitoring of learning progress
4.1.2.3. Desirable facilitation
4.1.3. Teaching presence III – instruction
4.1.3.1. Virtual lecturing
4.1.3.2. Learning support
4.2. Cognitive presence of online adult students
4.2.1. Perceived learning satisfaction
4.2.2. Dominance of individualistic learning
4.2.2.1. Mixed perceptions of online discussions
4.2.3. Unparallel discussion performance
4.2.3.1. Selective in commenting posts
4.3. Social presence of online adult students
4.3.1. Development of virtual relationship
4.3.2. Virtual knowing
4.3.3. Virtual clique
4.4. Relations between teaching, cognitive and social presence
4.4.1. Relations between online course design and students’ cognitive/social presences
4.4.1.1. Relations between design features and the total amount of online discussions
4.4.1.2. Relations between design features and knowledge-constructive interactions
4.4.1.3. Relations between design features and social interactions
4.4.2. Relations between cognitive and social presence
5. Conclusions and discussions
5.1. The central role of teaching presence
5.2. Tone down the role of online discussions?
5.3. Instructors’ presence
5.4. Course design features that relate to cognitive and social presence
5.5. The correlation between cognitive and social presence
6. Future research
References
Abstract
Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the class. A brief history of ARSs is offered including a discussion of the 26 labels used to identify this technology. Next a detailed review of 67 peer-reviewed papers from 2000 to 2007 is offered presenting the benefits and challenges associated with the use of an ARS. Key benefits for using ARSs include improvements to the classroom environment (increases in attendance, attention levels, participation and engagement), learning (interaction, discussion, contingent teaching, quality of learning, learning performance), and assessment (feedback, formative, normative). The biggest challenges for teachers in using ARSs are time needed to learn and set up the ARS technology, creating effective ARS questions, adequate coverage of course material, and ability to respond to instantaneous student feedback. Student challenges include adjusting to a new method of learning, increased confusion when multiple perspectives are discussed, and negative reactions to being monitored. It is concluded that more systematic, detailed research is needed in a broader range of contexts.
Article Outline
1. Introduction
1.1. Overview
1.2. History of ARSs
1.3. Labeling and terminology
1.4. Previous literature reviews
2. Method
2.1. Studies examined
2.1.1. Overview
2.1.2. Context of using ARSs
2.1.3. Data analysis
3. Results and discussion
3.1. Benefits to using ARSs
3.1.1. Overall attitudes
3.1.2. Classroom environment benefits
3.1.2.1. Attendance
3.1.2.2. Attention
3.1.2.3. Anonymity and participation
3.1.2.4. Engagement
3.1.3. Learning benefits
3.1.3.1. Interaction
3.1.3.2. Discussion
3.1.3.3. Contingent teaching
3.1.3.4. Learning performance
3.1.3.5. Quality of learning
3.1.4. Assessment benefits
3.1.4.1. Feedback
3.1.4.2. Formative assessment
3.1.4.3. Compare responses with other students
3.2. Challenges to using ARSs
3.2.1. Technological challenges
3.2.2. Teacher-centred challenges
3.2.2.1. Responding to student feedback
3.2.2.2. Coverage
3.2.2.3. Developing questions
3.2.3. Student-centered challenges
3.2.3.1. New method of learning
3.2.3.2. Increased confusion in discussions
3.2.3.3. Being monitored
4. Future research
4.1. Methodology for investigating ARSs
4.1.1. Lack of systematic research
4.1.2. Bias toward qualitative research
4.1.3. Attitude vs. learning
4.1.4. Limited educational settings
4.1.5. Future research opportunities
References
Abstract
While there is evidence that access to computers in schools has increased, there remain questions about whether low socio-economic status (SES) schools provide students with equitable supports for achieving information communication technology (ICT) literacy. This research first presents a theoretical model to examine the digital divide within schools. Using this model, this research uses statewide data from four school years to investigate significant trends in ICT integration by school level and SES in Florida. Multilevel models for repeated measures analysis were used to compare models for predicting trends on nine different aspects of school technology integration. Results show statistically significant differences between high and low SES schools at every level in terms of student access to software, student use of software, teacher use of software, and the level of technology support. This research provides evidence of the existence of the digital divide among Florida’s K-12 schools.
Article Outline
1. Introduction
1.1. Theoretical framework
1.2. Literature review related to digital divide in K-12 schools
1.3. Background and purpose
2. Method
2.1. Instrument and sample
2.2. Measures and data analysis
3. Results
3.1. Software access on student computers
3.1.1. Access to content software
3.1.2. Access to productivity software
3.1.3. Access to advanced production software
3.2. Technology support structure
3.2.1. Internet access quality
3.2.2. Human technology support
3.3. Teacher use of software
3.3.1. Teacher use of content delivery software
3.3.2. Teacher use of administrative technology
3.4. Student use of software
3.4.1. Student use of content software
3.4.2. Student use of production software
4. Discussion and conclusions
Appendix. Appendix
References
Abstract
This study examines the pedagogical foundations of modern educational (computer video) games. Specifically, Cooper’s [Cooper, H. (1985, Mar 31–April 4). A taxonomy of literature reviews. In Paper presented at the American Educational Research Association, Chicago, IL] literature review framework was used to locate and examine relevant literature and games (published between the years 2000 and 2007) and to organize and report findings. A total of 50 articles and 55 educational games met specified selection criteria. The pedagogical foundations of the games were further investigated by contacting the authors of the games. Twenty-two games were based on established learning theories or instructional strategies and two games included basic instructional events that were not associated with any particular theory or strategy. No information regarding the pedagogical foundations of the 31 games was found or received. Analysis of the games and supporting literature revealed several patterns of practice that may be used to guide future research and development of educational games.
Article Outline
1. Introduction
2. Method
2.1. Problem formulation
2.2. Data collection
2.3. Data evaluation
2.4. Analysis and interpretation
3. Results
3.1. Direct instruction
3.2. Experiential learning theory
3.2.1. Learning by doing
3.2.2. Experiential learning
3.2.3. Guided experiential learning (GEL)
3.2.4. Case-method teaching
3.2.5. Experiential learning and inquiry-based learning
3.3. Discovery learning theory
3.3.1. Discovery learning
3.3.2. Guided-discovery and inquiry-based learning
3.4. Situated cognition
3.4.1. Situated learning in communities of practice
3.4.2. Cognitive apprenticeship
3.5. Constructivism
3.5.1. Constructionism
3.5.2. Community supported constructionist
3.6. Unclassified approaches
4. Discussion and conclusion
Appendix A. Appendix
Appendix B. Appendix
Appendix C. Appendix
References
Abstract
Developers of educational multimedia programs have expectations about the way in which they will be used. These expectations can be broadly categorised as either functional (primarily related to the interface) or educational (related to learning designs, processes and outcomes). However, student users will not always engage with educational multimedia in the ways developers envisage and the adoption of a particular learning design, however well implemented, does not guarantee particular learning processes or outcomes. We investigated the relationship between intended and actual user behaviour by analysing detailed electronic records of user activities (audit trails) within a multimedia program in which medical students adopt the role of a doctor in a simulated clinical interview. Audit trails of 294 users across three years were analysed, focussing on two critical learning activities (interviewing and note taking). Cluster and χ2 analyses revealed four distinct types of users: ‘confused or strategic’ (12.9%), ‘disengaged’ (40.8%), ‘expected’ (26.5%) and ‘diligent’ (19.7%). Our work in the future will focus on using audit trails in investigations of students learning processes and outcomes in educational multimedia environments.
Article Outline
1. Introduction – expectations of developers
2. Exploring expectations and reality using audit trails
3. Communicating with the tired patient
3.1. Educational design
3.2. Developer expectations
4. Method
4.1. Participants and procedure
4.2. Measures
5. Results
5.1. Data preparation
5.2. Interviewing behaviour
5.3. Verifying 2001 usage patterns in subsequent years
5.4. Association between interviewing and note-taking behaviour
6. Discussion
7. Limitations and further investigations
References
Abstract
Although e-learning has been prompted to various education levels, the intention to continue using such systems is still very low, and the acceptance-discontinuance anomaly phenomenon (i.e., users discontinue using e-learning after initially accepting it) is a common occurrence. This paper synthesizes the expectation–confirmation model (ECM), the technology acceptance model (TAM), the theory of planned behavior (TPB), and the flow theory to hypothesize a theoretical model to explain and predict the users’ intentions to continue using e-learning. The hypothesized model is validated empirically using a sample collected from 363 learners of a Web-based learning program designed for continuing education. The results demonstrate that satisfaction has the most significant effect on users’ continuance intention, followed by perceived usefulness, attitude, concentration, subjective norm, and perceived behavior control as significant but weaker predictors. The implications of these findings for e-learning practitioners are discussed at the end of this work.
Article Outline
1. Introduction
2. Research model and hypotheses
2.1. Expectation–confirmation model (ECM)
2.2. The technology acceptance model (TAM)
2.3. Theory of planned behavior (TPB)
2.4. Flow experience and user acceptance of e-learning
3. Research methodology
3.1. Questionnaire development
3.2. Pilot test
3.3. Sample plan and data collection
4. Results
4.1. Analysis of the measurement model
4.2. Analysis of the structural model
4.3. Hypotheses testing
5. Discussion
5.1. Understanding associations between antecedent constructs and continuance intention
5.2. Understanding associations between antecedent constructs
6. Implications
6.1. Implications for academics
6.2. Implications for practitioners
7. Limitation and future research
Appendix A. Questionnaire items used in this study
References
Abstract
We designed an e-learning model to promote critical thinking about basic science topics in online communities of students during work placements in higher education. To determine the effectiveness and efficiency of the model we explored the online discussions in two case studies. We evaluated the quantity of the interactions by looking at quantitative data of the discussion ‘threads’ and we evaluated the quality of the discussion by content analysis of the individual messages. Both the procedural facilitation of the discussion and the instrument for content analysis were based on Garrison’s ‘Practical Inquiry model of Cognitive Presence’. Furthermore, we explored the experiences of the students and moderators by interviewing them and we organised their perceptions using the framework of an activity system. On the basis of the quantitative and qualitative data we conclude that the e-learning model was successful in establishing a dialogue among a group of students and an expert during work placements at different locations. The ‘Practical Inquiry model’ was useful in facilitating a sustained on-topic discourse involving critical thinking. Although the amount of critical thinking was moderate, the results suggest ways to increase integration and resolution activities in the online discussions.
Article Outline
1. Introduction
2. Methods and materials
2.1. Setting and research design
2.2. e-Learning model
2.3. Procedures
2.4. CSCL environment
3. Data collection and analysis
3.1. Logged postings
3.2. Recorded interviews
4. Results
4.1. The quantity of the interaction between participants
4.2. Quality of peer interaction
4.3. Students’ perceptions
4.4. Moderators’ perceptions
5. Discussion and conclusion
5.1. Quantity and quality of the interaction
5.2. Quality of the discussion
5.3. Experiences of students and moderators with the e-learning model
Acknowledgements
References
Abstract
The purpose of the study was to investigate how web-based technology could be utilized and integrated with real-life scientific materials to stimulate the creativity of secondary school students. One certified science teacher and 31 seventh graders participated in this study. Several real-life experience science sessions integrated with online teaching were used for one semester. The study used an interpretive methodology, which was qualitative analysis rather than quantitative analysis. The main data included students’ online data, interviews, videotape recordings and the teacher’s journals. The results also showed that this study provided information to enhance students’ expression of sensitivity, fluency, flexibility, originality, and elaboration of scientific creativities. Students’ creativity was motivated by the online interactivities and the teacher’s inquiry. The difficulties and limitations of the teaching and learning environment included strong attraction toward the Internet, poor ability of students in word processing and discussion online, students’ utilitarianism due to the pressure of entrance examination, and large amount of time spent on explorative activities.
Article Outline
1. Introduction
2. Theoretical framework
3. Research methodology
3.1. Context of this study
3.2. Participants
3.3. Procedure of implementation
3.4. Research data
3.5. Process of analysis
4. Results and discussion
4.1. Enhancement in the students’ scientific creativity
4.1.1. Fluency
4.1.2. Sensitivity
4.1.3. Flexibility and originality
4.1.4. Elaboration
4.2. Students’ creativity motivated by online activities and teacher’s inquiry
4.3. Difficulties and limitations of teaching and learning environment
4.3.1. Strong attraction of Internet
4.3.2. Limitation of students’ abilities in word processing and discussion online
4.3.3. Student utilitarianism
4.3.4. Time limitation
5. Implications and conclusion
References
Abstract
This study aims to investigate the patterns and the quality of online interaction during project-based learning (PjBL) on both micro and macro levels. To achieve this purpose, PjBL was implemented with online group activities in an undergraduate course. Social network analysis (SNA) and content analysis were employed to analyze online interaction during project work. According to the SNA results generated from the online discussion boards, the group cohesiveness of seven teams, indicated by density indices, varied considerably, from as low as 9.81 to as high as 30.00. Regarding the content analysis of two teams with high project scores (Teams F and G), team members not only shared information (Phase I), but also identified the areas of disagreement and clarified the goals and strategies (Phase II). They also conducted some negotiations (Phase III). However, team members with low project scores (Teams C and E) shared information and stated their opinions in most cases (Phase I), with not much social construction in the higher level. Although both Team C and G showed high level of group cohesiveness among the seven teams, it is notable that the high-performing Team G dedicated nearly 39.3 percent of online discussion to negotiating and co-constructing knowledge, contrary to the 5.9 percent of low-performing Team C. Based upon the findings, some implications were proposed for further research.
Article Outline
1. Introduction
2. Theoretical background
2.1. Social learning in PjBL
2.2. Interaction analysis in online learning
3. Method
3.1. Participants
3.2. Research context and procedures
3.3. Data analysis
4. Results and discussion
4.1. Interaction patterns from the SNA
4.1.1. Frequency of interaction
4.1.2. Patterns of team interaction
4.2. Social construction of knowledge from content analysis
5. Conclusions
Acknowledgements
References
Abstract
This paper reports on an aspect of the EC funded Argunaut project which researched and developed awareness tools for moderators of online dialogues. In this study we report on an investigation into the nature of creative thinking in online dialogues and whether or not this creative thinking can be coded for and recognized automatically such that moderators can be alerted when creative thinking is occurring or when it has not occurred after a period of time. We outline a dialogic theory of creativity, as the emergence of new perspectives from the interplay of voices, and the testing of this theory using a range of methods including a coding scheme which combined coding for creative thinking with more established codes for critical thinking, artificial intelligence pattern-matching techniques to see if our codes could be read automatically from maps and ‘key event recall’ interviews to explore the experience of participants. Our findings are that: (1) the emergence of new perspectives in a graphical dialogue map can be recognized by our coding scheme supported by a machine pattern-matching algorithm in a way that can be used to provide awareness indicators for moderators; (2) that the trigger events leading to the emergence of new perspectives in the online dialogues studied were most commonly disagreements and (3) the spatial representation of messages in a graphically mediated synchronous dialogue environment such as Digalo may offer more affordance for creativity than the much more common scrolling text chat environments. All these findings support the usefulness of our new account of creativity in online dialogues based on dialogic theory and demonstrate that this account can be operationalised through machine coding in a way that can be turned into alerts for moderators.
Article Outline
1. Introduction
2. Understanding creative and critical thinking in online dialogues
3. The ARGUNAUT coding scheme
4. An illustration of coding for new perspectives
5. A computational model to explore the emergence of new perspectives
6. Evidence of the effectiveness and usability of the computational model
7. Results on the effectiveness of the computational model
8. Key event recall interviews
9. Discussion
Acknowledgements
References
Abstract
Research involving gifted and grade-level students has shown that they display differences in their knowledge of self-regulatory strategies. However, little research exists regarding whether these students differ in their actual use of these strategies. This study aimed to address this question by examining think-aloud data collected from 98 gifted and grade-level students engaging in a complex learning task: utilizing a hypermedia environment to learn about the circulatory system. We also examined both declarative knowledge and mental model measures of learning to determine whether these groups differed in their actual performance. Our results show that gifted students did outperform grade-level students in all outcome measures. In addition, gifted students more often utilized more sophisticated self-regulatory strategies (e.g. coordinating informational sources) than grade-level students. Grade-level students were more likely to use less effective strategies that are less likely to promote the acquisition of knowledge (e.g. mnemonics). Recommendations for future intervention studies are based upon these findings.
Article Outline
1. Introduction
1.1. Theoretical perspective: self-regulated learning
1.2. Gifted versus grade-level students
1.3. Learning with hypermedia
1.4. Contributions of current study
2. Method
2.1. Participants
2.2. Measures
2.3. Hypermedia learning environment
2.4. Procedure
2.5. Coding and scoring
2.6. Mental models
2.7. Matching task, labeling of the heart diagram, and blood flow diagram
2.8. Learners’ regulatory behavior
2.9. Inter-rater agreement
3. Results
3.1. Hypothesis 1: lower mental model pretest scores and classification as a grade-level student will decrease the odds of being in a higher mental model posttest score group
3.2. Hypothesis 2: gifted students’ posttest scores on measures of declarative knowledge will be statistically significantly higher than those of grade-level students, after controlling for pretest scores
3.2.1. Matching task
3.2.2. Labeling task
3.2.3. Flow diagram
3.3. Hypothesis 3: gifted students will utilize key SRL strategies and processes more frequently than grade-level students, after controlling for variations in the total number of SRL strategies and processes used by each student
4. Discussion
4.1. Limitations
4.2. Supporting students’ self-regulated learning with hypermedia: design implications
Acknowledgements
References
Abstract
Blended learning, thoughtfully combining the best elements of online and face-to-face education, is likely to emerge as the predominant teaching model of the future. In this paper, we present a blended learning environment combining mobile learning, web-based learning, and classroom teaching to provide realistic, practical opportunities for learners and teachers to engage in problem solving activities. The purpose of this study was to explore problem solving patterns and their impact on learning achievement in a blended learning environment. Through quasi-experimental instruction, we collected all of the data of the learning processes from 34 students in a blended learning environment using classroom instruction, mobile and web scenarios. By combining cluster analysis and content analysis, we were able to identify three groups with distinct characteristics: the hybrid-oriented group, the technology-oriented group, and the efficiency-oriented group. Learners in the hybrid-oriented group used the classroom, mobile and web scenario almost equally. They displayed a regular manner in following the instructor’s teaching procedure, and tended to passively accept whatever the teacher said. Students in the technology-oriented group spent most of their time using mobile and web technologies but they revealed superficial problem solving abilities such as a lack of understanding and planning. The efficiency-oriented group was characterized by the efficient monitoring of learning processes. It was more task-oriented and performed better than the other two groups.
Article Outline
1. Introduction
2. Methodology
2.1. Participants
2.2. Learning tasks
2.3. Data collection
2.4. Data analysis
3. Results
3.1. Cluster analysis
3.2. Content analysis on problem solving behaviors
3.2.1. The hybrid-oriented group
3.2.2. The technology-oriented group
3.2.3. The efficiency-oriented group
3.3. Learning achievement test
4. Discussion and conclusions
Acknowledgements
Appendix. Supplementary data
References
Abstract
Researchers and educators continue to explore how to assist students in the acquisition of conceptual understanding of complex science topics. While hypermedia learning environments (HLEs) afford unique opportunities to display multiple representations of these often abstract topics, students who do not engage in self-regulated learning (SRL) with HLEs often fail to achieve conceptual understanding. There is a lack of research regarding how student characteristics, such as prior knowledge and students’ implicit theory of intelligence (ITI), interact with SRL to influence academic performance. In this study, structural equation modeling was used to investigate these issues. It was found that prior knowledge and ITI were related to SRL and performance, and that SRL acted as a benevolent moderator, enhancing the positive effects of prior knowledge upon learning, and diminishing the negative effects of having a maladaptive ITI.
Article Outline
1. Complex science topics and hypermedia
2. Theoretical frameworks
2.1. Self-regulated learning
2.2. Implicit theories of intelligence
3. Empirical research on SRL, hypermedia, and complex science topics
3.1. Overview of SRL and performance research
3.2. Research on prior knowledge
3.3. Measuring SRL
3.4. Azevedo et al.’s model of SRL
4. Modeling SRL
5. Overview of the current study
6. Method
6.1. Participants
6.2. Measures
6.2.1. Demographic questionnaire
6.2.2. Implicit theories of intelligence measure
6.2.3. Pretest and posttest
6.3. Hypermedia learning environment
6.4. Procedure
6.5. Coding and scoring
6.5.1. Declarative measures
6.5.2. Mental models
6.5.3. ITI measure
6.5.4. SRL coding
6.5.5. Interrater agreement
6.6. Missing data
6.7. Data preparation
7. Results
7.1. Descriptive statistics
7.2. Research question 1: using confirmatory factor analysis (CFA), is there evidence that scores from our measures of ITI, knowledge of the human circulatory system, and SRL were valid indicators of their respective underlying constructs?
7.3. Research question 2: does SRL directly affect learning, and moderate the relations between prior knowledge, implicit theory of intelligence, and posttest knowledge?
7.4. Summary of results
8. Discussion
8.1. Limitations
8.2. Future directions
8.3. Application in the classroom
8.4. Conclusion
Acknowledgements
Appendix A. Appendix
Appendix B. Appendix
References
Abstract
As teamwork becomes common in computer software learning, there is an increasing need to study factors contributing to team performance. To this pursuit, the concept of collective efficacy offers great potential to researchers of information systems (IS). Drawing upon social cognitive theory (SCT), this study examines the relationships among computer collective efficacy (CCE), outcome expectations and team performance in the context of collaborative learning. Computer collective efficacy is further divided into two constructs, general CCE and specific CCE. Their causal relationships with two other constructs, performance and outcome expectations, are then investigated using longitudinal data collected from 188 groups of students of an 18-week computer software course. The results indicate that a team’s software learning performance is strongly influenced by specific CCE and outcome expectations, which in turn are influenced by prior performance and general CCE. Finally, prior performance of a group has no direct impact on its subsequent performance.
Article Outline
1. Introduction
2. Theoretical background
2.1. Collaborative learning
2.2. Collective efficacy
2.3. Research model and hypotheses
2.3.1. Outcome expectations
2.3.2. Specific computer collective efficacy
2.3.3. General computer collective efficacy
2.3.4. Relevant prior experience
3. Research design
3.1. Subjects
3.2. Procedures
3.3. Measures
4. Data analysis
5. Discussion and conclusions
Appendix A. Measurement items
References
Abstract
This study measured high-school learners' cognitive load as they interacted with different web-based curriculum components, and examined the interactions between cognitive load and web-based concept learning. Participants in this study were 105 11th graders from an academic senior high school in Taiwan. An online, multimedia curriculum on the topic of global warming, which lasted for four weeks, provided the learning context. After students worked through the curriculum, their feelings about the degree of mental effort that it took to complete the learning tasks were measured by self-report on a 9-point Likert scale. An online test and the flow-map method were applied to assess participants' concept achievements. The results showed that curriculum components such as scientific articles, online notebooks, flash animations and the online test induced a relatively high cognitive load, and that a lower cognitive load resulted in better concept achievement. Also, students appeared to adopt different learning approaches that were corresponding to different levels of cognitive load.
Article Outline
1. Background rationale
2. Method
2.1. Subjects
2.2. Instruments
2.2.1. The issue-based online curriculum
2.2.2. Self-rating measurement of cognitive load
2.2.3. Assessment of learning outcomes
3. Results and discussion
3.1. Progress/improvement in concept learning
3.1.1. Results of the online test
3.1.2. Results of the flow-map assessment
3.2. Analysis of the cognitive load
3.3. Analyses for concept achievement and different cognitive-load groups
4. Educational implications
5. Conclusions
Acknowledgements
References
Abstract
Our research specifically focuses on the effects of the national cultural background of educators on the acceptance and usage of ICT, particularly the Web as an extensive and expanding information base that provides the ultimate in resource-rich learning. Most research has been used North Americans as subjects. For this reason, we interviewed European educators from diverse cultures; in particularly, we analysed the cultural differences and their moderating effects on acceptance-based relationships between European universities: European Nordic culture in contrast to European-Mediterranean culture.
The empirical results provided strong support for the hypotheses. Cultural differences have a significant impact on attitudes and behaviours towards using Web-based applications. The Nordic culture is driven more by instrumental factors and intrinsic enjoyment-based factors. On the other hand, the PSG-Mediterranean culture (Portugal, Spain and Greece) seems to regard the Web more as a means to a social end.
Article Outline
1. Introduction
2. Theory development and research hypotheses
2.1. Technology acceptance model (TAM) and flow
2.2. Culture
2.3. The moderating effects of cultural dimensions on TAM and flow
2.3.1. Individualism/collectivism
2.3.2. Uncertainty avoidance
3. Method
3.1. Population
3.2. Sample
3.3. Scales
3.4. Data analysis
4. Results
4.1. Measurement model
4.2. Structural model
5. Conclusion
6. Discussion and implications
References
Abstract
The main purpose of this study was to establish Information Literacy Competence Standards for Elementary and High School Teachers. To establish these standards a set of two expert round-table discussions and three rounds of Delphi Technique surveys were employed. Ten participants including field scholars, information professionals were invited to the expert round-table for open discussions on definitions, framework, and items of information literacy competence. A questionnaire for the “Delphi Technique Survey” was developed based on the results acquired from the round-table discussions. The resulting questionnaire was distributed to another group of 33 participants which included graduate school deans of Information Education, professors, school principals, department directors and teachers, and information professionals. After three rounds of Delphi Technique Surveys with these participants, the “Information Literacy Competence Standards for Elementary and High School Teachers” was established. Three levels (standards, main indicators, and secondary indicators) and three dimensions (knowledge, skills, and attitudes) were identified. Distinguished from existing research which over-emphasizes the dimensions of knowledge and skills, the present study found that the dimension “attitude” is the most powerful force for promoting teachers’ information literacy competence and their willingness to apply information technology in teaching. It is hoped that the proposed standards could be served as a self-evaluation tool for teachers as well as the basis for staffing and training programs for elementary and high school teachers in Taiwan.
Article Outline
1. Introduction
2. Contents of information literacy competence standards
3. Comparisons between NETS.T and the information literacy standards established by the ministry of education of Taiwan
4. Methodology
4.1. Procedure
4.2. Expert round-table discussions
4.2.1. Participants
4.2.2. Instruments
4.2.3. Results
4.3. Delphi technique
4.3.1. Participants
4.3.2. Instruments
4.3.3. Data analyses
4.3.4. Results
5. Conclusions
6. Suggestions
Appendix. Delphi technique questionnaire survey on the standards of information literacy for elementary and high school teachers (third round)
References
Abstract
This study aims at critically reviewing recently published scientific literature on the use of computer and video games in Health Education (HE) and Physical Education (PE) with a view: (a) to identifying the potential contribution of the incorporation of electronic games as educational tools into HE and PE programs, (b) to present a synthesis of the available empirical evidence on the educational effectiveness of electronic games in HE and PE, and (c) to define future research perspectives concerning the educational use of electronic games in HE and PE. After systematically searching online bibliographic databases, 34 relevant articles were located and included in the study. Following the categorization scheme proposed by [Dempsey, J., Rasmussen, K., & Lucassen, B. (1996). The instructional gaming literature: Implications and 99 sources. University of South Alabama, College of Education, Technical Report No. 96-1], those articles were grouped into the following four categories: (a) research, (b) development, (c) discussion and (d) theory. The overviewed articles suggest that electronic games present many potential benefits as educational tools for HE and PE, and that those games may improve young people’s knowledge, skills, attitudes and behaviours in relation to health and physical exercise. Furthermore, the newly emerged physically interactive electronic games can potentially enhance young people’s physical fitness, motor skills and motivation for physical exercise. The empirical evidence to support the educational effectiveness of electronic games in HE and PE is still rather limited, but the findings present a positive picture overall. The outcomes of the literature review are discussed in terms of their implications for future research, and can provide useful guidance to educators, practitioners and researchers in the areas of HE and PE, and to electronic game designers.
Article Outline
1. Introduction
2. Method
3. Results
3.1. Research
3.1.1. HE/Disease awareness, prevention and management
3.1.2. HE/Nutrition education
3.1.3. HE/First-aid education
3.1.4. PE/Injury awareness during sporting activities
3.1.5. PE/Acquisition of motor skills
3.1.6. PE/Improvement of fitness
3.1.7. PE/Educators’ knowledge and attitudes regarding electronic games
3.2. Development
3.3. Discussion
3.4. Theory
4. Conclusions
Appendix. .
References
Abstract
Research has shown that will (positive attitudes), skill (technology competency), and tool (access to technology tools) are all essential ingredients for a teacher to effectively integrate information technology into classroom practices. This study focuses on the will, skill and tool as essential measures for the predictability of technology integration, reported by the study participants and measured by stages of adoption of teachers in Ghana. Attempts are made to explore the extent to which these parameters differ among the teachers and also influence technology integration. Furthermore, the parameters are proposed for use in modelling the process of technology integration for these teachers. Well validated instruments spanning the areas of attitudes, competencies, access and technology integration proficiencies were used to collect data from 120 mathematics prospective teachers and 60 practicing mathematics teachers from Ghana. The data was analyzed using regression analysis. The results indicated that lack of teacher anxiety was the most important dimension of attitudes, and that skill is the strongest predictor of classroom integration of technology for the teachers. Significant differences existed between practicing and prospective teachers’ computer anxieties, competencies, and access levels.
Article Outline
1. Introduction
2. A conceptual framework for the study: The will skill tool model
2.1. Computer attitudes (will)
2.2. Technology competency (skill)
2.3. Access to technology tools (tools)
2.4. Technology integration
3. Methods
3.1. Respondents
3.1.1. Teachers
3.1.2. Prospective teachers
3.2. Research instruments
3.2.1. Teachers’ attitudes towards computers (TAC)
3.2.2. Technology in education competency survey (TECS)
3.2.3. Access to technology
3.2.4. Stages of adoption of technology (SoA)
3.3. Data collection and data analysis procedures
4. Results
4.1. Descriptive statistics
4.2. Stages of adoption and teachers’ related attitude (will), competencies (skill) and access (tool) to technology
4.3. A predictive model of technology integration using the will–skill–tool concept
4.3.1. Impact of will
4.3.2. Impact of will and skill combined
4.3.3. Impact of will, skill and tool on technology integration
5. Discussion
6. Practical implications
7. Limitation and further research
8. Conclusion
References
Abstract
The widespread use of the Internet and the convenient mechanism it provides, such as easy access, easy downloads, and easy copy and paste functions have made many types of unethical behaviors easier, particularly those involving students in academic settings. Among the issues in ethics within the academic environment that can be triggered by the Internet are fraudulence, plagiarism, falsification, delinquency, unauthorized help, and facility misuse. Given these issues, the study seeks to investigate the extent to which students at a public university in Malaysia engage in such unethical behavior and their relationship with the big five personality model. This study was conducted using a survey method of 252 students in three different academic faculties. The results of factor analyses confirm and refine the reliability of the scales for both big five personality variables and unethical Internet behaviors as conceptualized through Internet triggered academic dishonesty (ITADS). The findings indicate that personality traits such as (1) agreeableness, (2) conscientiousness and (3) emotional stability are significantly and negatively correlated with unethical Internet behavior in university students. Significant differences in facility misuse are also observed between the three academic faculties investigated. This research should provide significant contributions to educators in designing the computer ethics curriculum and in allowing for educational institutions as well as other organizations in developing relevant policies and guidelines on matters pertaining to academic conduct, utilization of computers and Internet, and recruitment exercises.
Article Outline
1. Introduction
2. Background
2.1. Internet ethics and academic dishonesty
2.2. Big five personality factor model
3. Methodology
3.1. Participants and procedures
3.2. Instruments
3.3. Analysis
4. Results and discussions
4.1. Participants profile
4.2. The big five personality of IIUM students
4.3. Internet triggered academic dishonesty
4.4. The relationship between the big five personality and unethical Internet use
4.5. Can personality traits predict unethical Internet behaviors?
5. Conclusion
References
Abstract
Most computer users have to deal with major software upgrades every 6–18 months. Given the pressure of having to adjust so quickly and so often, it is reasonable to assume that users will express emotional reactions such as anger, desperation, anxiety, or relief during the learning process. To date, the primary emotion studied with respect to computer knowledge has been anxiety or fear. The purpose of the following study was to explore the relationship among a broader range of emotions (anger, anxiety, happiness, and sadness) and the acquisition of nine computer related skills. Pre- and post-surveys were given to 184 preservice education students enrolled in 8 month, integrated laptop program. Happiness was expressed most of the time – anxiety, anger, and sadness were reported sometimes. Anxiety and anger levels decreased significantly, while computer knowledge increased. All four emotions were significantly correlated with all nine computer knowledge areas at the beginning of the program, but happiness and anxiety were the only emotions significantly related to change in computer knowledge.
Article Outline
1. Overview
2. Literature review
2.1. Emotion and cognition
2.2. Emotion and everyday cognitive activity
2.3. Emotion and formal learning
2.4. Anxiety and computers
2.5. Anger and computers
3. Method
3.1. Sample
3.2. Description of the program
3.3. Model of technology use – integration
3.4. Data sources
3.4.1. Survey
3.4.2. Computer emotions
3.4.3. Computer knowledge
3.5. Procedure and data analysis
4. Results
4.1. Frequency of emotions expressed
4.2. Correlations among emotion constructs
4.3. Change in emotions and computer knowledge
4.4. Emotion and computer experience
4.5. Emotion and knowledge acquisition
4.5.1. Correlation among pre-laptop emotions and pre-laptop computer skill
4.5.2. Correlation among changes in emotions and change in computer knowledge
4.5.3. Regression analysis – pre-laptop emotion predicting pre-laptop total computer knowledge
4.5.4. Regression analysis – change in emotions predicting change in total computer knowledge
5. Discussion
5.1. Question 1 – measuring emotions while learning
5.2. Question 2 – presence of emotions while learning
5.3. Question 3 – relationship among emotions and computer knowledge acquisition
5.4. Caveats
5.5. Implications for education
5.6. Future research
6. Summary
Appendix A
Appendix B
References
Abstract
The purpose of this case study is to better understand the relationships between Web usability and students’ perceived learning in the design and implementation of Web-based multimedia (WBMM) tutorials in blended courses. Much of the current research in this area focuses on the use of multimedia as a replacement for classroom instruction rather than as a complement to teaching practices in courses that meet face-to-face. This study analyzed data collected from 41 undergraduate students who accessed a series of WBMM tutorials to learn Web design in an upper-level undergraduate information science course that combines both in-class and online instruction. We provide a descriptive analysis of student survey responses and apply Kendall’s rank correlation coefficient to examine significant relationships (p < 0.05) between usability factors and students’ perceived learning performance. We also explore the impact of WBMM on other aspects of the course, such as readings, email, office hours, and computer lab. Findings indicate that students responded favorably to most of the usability factors defined in this study and that course lectures and readings may have been enhanced by this virtual resource. In addition, we identified a significant correlation between usability factors of the WBMM tutorials and how students perceive their own learning. This study suggests that multimedia instruction is an effective approach to teaching Web design in blended learning environments that include both face-to-face and Web-based resources.
Article Outline
1. Introduction
2. Learning theory
2.1. Behaviorist, constructivist, and cognitive
2.2. Cognitive theory
3. Web usability
3.1. Content, file size, and response time
3.2. Screen size and display
3.3. User control
4. Multimedia case studies
4.1. Computer based multimedia
4.2. Web-based multimedia
5. Web-based multimedia in context
5.1. Course format
5.2. Multimedia software
5.3. Web usability factors and the impact on design
6. Description of research project
6.1. Research questions
6.2. Survey instrument
6.3. Survey model
6.4. Kendall’s tau
7. Survey results
7.1. Student responses to survey
7.2. Usability factors
7.2.1. Audio and video
7.2.2. Synchronicity of audio and video
7.2.3. Menu control
7.2.4. Response time, display, and content
7.3. Relationship to other course resources
7.3.1. Lectures and readings
7.3.2. Computer lab, email, and office hours
7.4. Student learning
7.5. Access, frequency of use, and perceived learning performance
8. Discussion
9. Limitations
10. Conclusion
Acknowledgements
Appendix. Appendix
References
Abstract
Social reciprocity deficits are a core feature of the autism spectrum conditions (ASCs). Many individual with ASCs have difficulty with social interaction due to a frequent lack of social competence. This study focuses on using a virtual learning environment to help the deficiencies of social competence for people with ASCs, and to increase their social interaction. Specifically, it primitively explores social competence in collaborative virtual learning environment (CVLE) systems, and behavioral performance in social and cognitive interactions. Thus, this CVLE-social interaction system involves a 3D expressive avatar, an animated social situation, and verbal as well as text-communication. A preliminary empirical study involved CVLE-social interaction systems. Three participants who had been diagnosed with ASCs were conducted using a multiple baseline research for evidence of improved social competence through usage of the system. The experimental study consisted of 17 days; and the results showed that using the CVLE-social interaction system had significant positive effects on participants’ performance, both within the CVLE-social interaction system and in terms of reciprocal social interaction learning.
Article Outline
1. Introduction
2. The system development – CVLE-social interaction system
2.1. System design
2.2. System content
3. Method
3.1. Participants
3.2. Setting and design
3.3. Measures
3.3.1. Understanding of social interaction in a CVLE-social interaction system
3.3.2. Social cognition and interaction in performing social behavior
3.4. Data collection
3.5. Procedure
3.5.1. Baseline
3.5.2. Intervention
3.5.3. Maintenance
4. Results
4.1. Ruby
4.2. George
4.3. Eric
4.4. Understanding of social interaction in the CVLE-social interaction system
4.5. Behavioral performance in social and cognitive interaction
4.6. The suggestions of the CVLE-social interaction system from the parents
5. Discussion
6. Conclusions
References
Abstract
Internet contributes to the development of science and facilitates scientific demeanors while it also serves as a ground for academic misdemeanors. Recent studies indicate that Internet facilitates and spreads academic dishonesty. The purpose of the current study is to investigate the extent of involvement of Turkish university students in academic dishonesty practices facilitated through Internet (i.e. e-dishonesty) and to question the conditions which lead to e-dishonesty. Three hundred and forty nine education faculty students from the most populated state university in Turkey were administered two Likert-Scale questionnaires developed by the researchers. After the reliability and validity conditions were met, two exploratory factor analyses were conducted. The first one revealed the factors constituting common types of e-dishonesty among undergraduate students which were fraudulence, plagiarism, falsification, delinquency, and unauthorized help. The second factor analysis exhibited individual and contextual factors triggering e-dishonesty which were named as individual factors, institutional policies and peer pressure. Results of both analyses are discussed and suggestions for further research are provided.
Article Outline
1. Introduction
2. Method
2.1. Participants
2.2. Instruments
2.3. Procedure
3. Results
3.1. What are the factors that constitute Internet-triggered academic dishonesty behaviors of undergraduate students?
3.2. What are the factors influencing Internet-triggered academic dishonesty?
4. Discussion
5. Conclusion
References
Abstract
The overuse of Massively Multiplayer Online Role Playing Games (MMORPGs) is becoming a significant problem worldwide, especially among college students. Similar to Internet addiction, the pathological use of MMORPG is a kind of modern addiction that can affect students’ lives on both a physical and a psychological level. The purpose of this study is to understand MMORPG addiction from a user experience design approach. We first developed a complete model that includes eleven factors (challenge, fantasy, curiosity, control, reward, cooperation, competition, recognition, belonging, obligation and role-playing) to represent users’ experience in MMORPGs. After that, we design a questionnaire to measure student’ gaming experience and level of addiction. Students’ demography information, including gender and game playing habits, was also collected. Four hundred and eighteen Taiwanese college students aged 18–25 years old took part in this online survey. Regression analysis was then conducted to evaluate the relative explanatory power of each variable, with addiction score as the dependent variable and the eleven user experience factors as the independent variables. The results of regression analysis reveal five critical factors (curiosity, role-playing, belonging, obligation and reward) that can be used to predict MMORPG addiction. In addition, this study also infers possible casual mechanisms for increasing college students’ level of addiction. The implications of our findings for both design and educational practitioners were also discussed.
Article Outline
1. Introduction
1.1. Aim of the study
2. Developing a user experience model for MMORPGs
2.1. Factors of user experience in MMORPGs
2.1.1. Personal factors
2.1.2. Social factors
2.1.3. Role-playing factor
3. Methods
3.1. Participants
3.2. Users’ experience measurement in MMORPGs
3.3. MMORPG addiction rating scale
3.4. Data analysis
4. Results
4.1. Demography
4.2. Evaluating the effect of addiction measurement
4.3. Identifying predictors for MMORPG addiction prediction
5. Discussion
5.1. Addiction and gaming habits
5.2. Factors and mechanisms for addiction prediction
6. Conclusions
Acknowledgements
Appendix. Users’experience measurement in MMORPGs
References
Abstract
An online learning community enables learners to access up-to-date information via the Internet anytime–anywhere because of the ubiquity of the World Wide Web (WWW). Students can also interact with one another during the learning process. Hence, researchers want to determine whether such interaction produces learning synergy in an online learning community. In this paper, we take the Technology Acceptance Model as a foundation and extend the external variables as well as the Perceived Variables as our model and propose a number of hypotheses. A total of 436 Taiwanese senior high school students participated in this research, and the online learning community focused on learning English. The research results show that all the hypotheses are supported, which indicates that the extended variables can effectively predict whether users will adopt an online learning community. Finally, we discuss the implications of our findings for the future development of online English learning communities.
Article Outline
1. Introduction
2. Research model
2.1. TAM
2.2. External variables
2.2.1. Online Course Design
2.2.2. User-interface design
2.2.3. Previous Online Learning Experience
2.3. Perceived Variables
2.3.1. Perceived Ease of Use and Perceived Usefulness
2.3.2. Perceived Interaction
2.4. Outcome variables
3. The design of an online learning community – IWiLL
4. Methodology
4.1. Instrument
4.2. Subjects
4.3. Data analysis
5. Results
5.1. Model testing criteria
5.2. Model testing results
6. Discussion and conclusion
Acknowledgements
Appendix A. Measurement items used in this study
References
Abstract
This paper describes some of the consequences of introducing a face-to-face contact during an online collaborative learning session. Previous research on the development of online groups has suggested a critical transition period at the midpoint of a collaborative task in which group members redefine their behavior. The purpose of the present study was to determine whether face-to-face contact between participants during this period influences the patterns of participation, interaction, affect and behavior over time. Results show that a face-to-face contact introduced at the midpoint of a collaborative task has a positive influence on participation. However, a time sequence analysis of interactions revealed a further transition which appears between the face-to-face contact and the deadline. This transition is characterized by a decline of participation and task-focused interactions. At the same time, the analyses revealed an increase of interactions oriented towards emotional regulation and coordination, as well as a greater need of face-to-face contact, desire to drop out, and use of synchronous communications. These findings are based on an in-depth and longitudinal examination of a small sample, which limits their generalizability, but they may have a number of implications for the design of blended learning programs and the facilitation of collaborative tasks in distributed learning environments.
Article Outline
1. Introduction
2. Theoretical framework
2.1. Introduction of a face-to-face contact in online learning programs
2.2. Sequential models of group development
2.3. Non-sequential models of group development
2.4. Objective of the study and hypotheses
3. Method
3.1. Research method
3.2. Participants
3.3. Procedure
3.4. Equipment
3.5. Data analysis
3.5.1. Content analysis
3.5.2. Descriptive analysis
4. Results
4.1. Participation
4.2. Interaction
4.3. Affect
4.4. Behavior
5. Discussion
6. Limitations and conclusion
Appendix. Appendix
References
Abstract
This experimental study investigated the effectiveness of structured Web-Based Bulletin Board (WBB) discussions in improving the critical thinking (CT) skills of learners involved in veterinary distance learning, as well as their attitudes toward learning via WBBs. The two dependent variables were learners’ CT skills and their attitudes toward learning via WBBs. The learners’ CT skills were examined in different ways: (a) quantitative method: California Critical Thinking Skills Test (CCTST) to holistically investigate the changes in learners’ CT skills, and (b) qualitative method: Interaction Analysis Model to investigate learners’ interaction patterns in different phases of the WBB discussions. Detailed information about inter-rater reliability, the training of the coders, and the coding process is provided. The findings indicated that structured WBBs significantly improved learners’ CT skills and attitudes toward learning via WBBs.
Article Outline
1. Introduction
2. Method
2.1. Independent variable
2.2. Dependent variables
2.3. Treatments
2.4. Participants
2.5. Procedure
2.6. Training session for establishing inter-rater reliability
2.7. Coding procedures
3. Results and discussion
3.1. California Critical Thinking Skills Test (CCTST)
3.2. Online discussions
3.2.1. Treatment I
3.2.2. Treatment II
3.2.3. Treatment III
3.3. Attitudes toward learning via WBBs
4. Summary of findings
5. Conclusion
References
Abstract
This paper describes an exploratory study of 225 management students in a medium-sized university in southern Spain. The influences of gender and previous experience as determinants of technology use were analysed. Furthermore, a modified Technology Acceptance Model, using SEM, was applied to explain the influence of perceived computer self-efficacy on the intention to use Internet-based e-collaboration technologies in the learning–teaching process. This was completed with qualitative data from unstructured interviews with ten students. Our results suggest that the management student cannot be considered an advanced user of the Internet. Computer self-efficacy has a positive influence on intention to use the system. This intention is also influenced by attitude towards the system, but not directly by perceived usefulness. These and other contradictory findings are analysed in the paper.
Article Outline
1. Introduction
2. Literature review
3. Research model and methodology
3.1. Method
3.1.1. Description of participants
3.1.2. Description of measures or instruments
3.2. Procedures
3.3. Validity and reliability
4. Results
4.1. Exploratory results
4.2. Structural equation model
5. Discussion
6. Conclusions
References
Abstract
Even if m-learning is spreading rapidly in many regions of the world, research addressing the driving factors of m-learning adoption is in short supply. Built on the Technology Acceptance Model, this paper proposes a hypothesized model of m-learning adoption. Employing structural equation modeling technology, the model was assessed based on the data collected from 230 participants using a survey questionnaire. Results indicate that perceived near-term/long-term usefulness and personal innovativeness have significant influence on m-learning adoption intention, while perceived long-term usefulness significantly affects the perceived near-term usefulness. Personal innovativeness is a predictor of both the perceived ease of use and perceived long-term usefulness as well. Of all variables, the perceived long-term usefulness contributes to the most influential predictor of m-learning adoption. The model accounts for approximately 60.8% of the variance of behavioural intention. The results indicted that offing high-quality contents complying with students’ future targets is key to the success of m-learning in China. Both theoretical and practical implications are discussed.
Article Outline
1. Introduction
2. Related research
2.1. M-learning in China
2.2. Potentials and challenges faced
3. Theoretical background and the research model
3.1. TAM
3.2. Perceived (near/long-term usefulness) usefulness
3.3. Perceived ease of use
3.4. Personal innovativeness
4. Research methodology
4.1. Survey instrument and sample
4.2. Data analysis and results
4.3. Structural model assessment and hypothesis testing
5. Implications and conclusion
5.1. Key findings and managerial implications
5.2. Theoretical implications
6. Limitations and implications for future studies
Acknowledgements
Appendix A. measurement indicators
Perceived near-term usefulness
Perceived ease of use
Personal innovativeness
Perceived long-term usefulness
Behavioural intention
References
Abstract
Effective use of computers in education for children requires consideration of individual and developmental characteristics of users. There is limited empirical evidence, however, to guide educational programming when it comes to children and their acquisition of computing skills. This paper reports on the influence of previous experience and visual-motor coordination ability on computer mouse speed, accuracy and fluency of 221 five to ten year old children controlling for age and gender. Findings suggest that while speed and accuracy of mouse performance improves, as expected, with age and visual-motor proficiency, fluency appears to be influenced by task conditions and engagement. Findings are interpreted in the context of motor learning to assist in understanding the developmental pre-requisites of skilled mouse use and subsequent implications for educational programming.
Article Outline
1. Introduction
1.1. Factors associated with skilled mouse use in children
1.2. Limitations of previous research
1.3. Aims of the study
2. Materials and methods
2.1. Participants
2.2. Apparatus
2.3. Procedure
2.4. Analyses
3. Results
3.1. Participants
3.2. Descriptive statistics
3.3. Speed/accuracy
3.4. Fluency
4. Discussion
4.1. Age
4.2. Previous experience
4.3. Gender
4.4. Visual-motor coordination
5. Conclusion
References
Abstract
There has been an increasing interest in employing decision-theoretic framework for learner modeling and provision of pedagogical support in Intelligent Tutoring Systems (ITSs). Much of the existing learner modeling research work focuses on identifying appropriate learner properties. Little attention, however, has been given to leverage Dynamic Decision Network (DDN) as a dynamic learner model to reason and intervene across time. Employing a DDN-based learner model in a scientific inquiry learning environment, however, remains at infant stage because there are factors contributed to the performance the learner model. Three factors have been identified to influence the matching accuracy of INQPRO’s learner model. These factors are the structure of DDN model, the variable instantiation approach, and the weights assignment method for two consecutive Decision Networks (DNs). In this research work, a two-phase empirical study involving 107 learners and six domain experts was conducted to determine the optimal conditions for the INQPRO’s dynamic learner model. The empirical results suggested each time-slice of the INQPRO’s DDN should consist of a DN, and that DN should correspond to the Graphical User Interface (GUI) accessed. In light of evidence, observable variables should be instantiated to their observed states; leaving the remaining observable nodes uninstantiated. The empirical results also indicated that varying weights between two consecutive DNs could optimize the matching accuracy of INQPRO’s dynamic learner model.
Article Outline
1. Introduction
2. Overview of Dynamic Decision Network
3. Overview of INQPRO Learning Environment
3.1. The Scenario GUI
3.2. The Hypothesis Visualization GUI
4. Construction of INQPRO’s Learner Models
4.1. Approach image
4.2. Approach image
5. Evaluation of the INQPRO’s Dynamic Learner Models
5.1. Participants
5.2. Instruments
5.3. Procedure
6. Factors Influencing the Classification Accuracies
6.1. Structure of DDN Model
6.2. Results and discussion
6.3. Variable Instantiation Approach
6.3.1. Results and discussion
6.4. Weights between Dynamic Nodes of Two Consecutive DNs
6.4.1. Results and discussion
7. Conclusion and future directions
Acknowledgements
References
Abstract
This paper develops personalized models for different university degrees to obtain the risk of each student abandoning his degree and analyzes the profile for undergraduates that abandon the degree. In this study three faculties located in Granada, South of Spain, were involved. In Software Engineering three university degrees with 10,844 students, in humanities nineteen university degrees with 39,241 students and in Economic Sciences five university degrees with 25,745 students were considered. Data, corresponding to the period 1992 onwards, are used to obtain a model of logistic regression for each faculty which represents them satisfactorily. These models and the framework data show that certain variables appear repeatedly in the explanation of the drop out in all of the faculties. These variables are, among others, start age, the father’s and mother’s studies, academic performance, success, average mark in the degree and the access form and in some cases also, the number of rounds needed to pass. Students with weak educational strategies and without persistence to achieve their aims in life have low academic performance and low success rates and this implies a high risk of abandoning the degree. The results suggest that each university centre could consider similar models to elaborate a particular action plan to help lower the drop out rate reducing costs and efforts. As concluded in this paper, the profile of the students who tend to abandon their studies is dependent on the subject studied. For this reason, a general methodology based on a Data Warehouse architecture is proposed. This architecture does most of the work automatically and is general enough to be used at any university centre because it only takes into account the usual data the students provide when registered in a course and their grades throughout the years.
Article Outline
1. Introduction
2. Previous work
3. Materials and methods
4. Student data collection and statistical analysis
5. Results
5.1. Software Engineering
5.2. Humanities
5.3. Economic Sciences
6. Discussion
7. Conclusions
Acknowledgements
References
Abstract
Bearing in mind the importance of a transition from teacher-centred, lecture-based teaching to student-centred, technology-based learning, this study examined teachers’ interest to achieve educational technology standards (Interest) in terms of their computer attitude (Attitude), computer experience (Experience) and the professional support to achieve these standards offered to them from their institutions (Support). The study used a sample of 129 elementary student teachers from Finland and Serbia. The two groups of teachers differed in all examined variables: Experience was higher for the Finnish students, whereas Attitude, Interest and Support were higher for the Serbian students. Furthermore, contrary to the Finnish students, the Serbian student indicated that they received some instruction on ET standards during their studies and designed learning activities to promote the examined standards. By applying a two-group path analysis, it was found that to improve Interest, we need to improve Attitude by means of Experience. The analyzed data evidence that a desired role of Support (positive impact on Experience and Attitude) can be achieved when Support respects Experience. Implications for practice and directions for further research are examined.
Article Outline
1. Introduction
2. Method
2.1. Subjects
2.2. Design
2.3. Path model
2.4. Instruments
2.5. Procedure
2.6. Statistical analysis
3. Results
4. Discussion
4.1. First group of findings and their possible explanation
4.2. Second group of findings and their possible explanation
4.3. Implications for practice
4.4. Limitation and further research
Acknowledgements
References
Abstract
The purpose of the study was to examine the role of domain knowledge when retrieving and using information from the Internet as a resource for essay tasks, as well as to investigate the quality of Internet searches and its relation to essay performance. In two experiments, 100 undergraduates searched the Internet for 30 min and completed two essays; one in which they had high domain knowledge and one in which domain knowledge was low. Two control groups of 70 undergraduates just wrote the essays. Searching the Internet for information enhanced essay performance relative to the control groups only for the topic for which participants had high domain knowledge. In the second experiment, analyses of Internet searches revealed large individual differences in search behaviors and these behaviors did not relate to essay performance, although individuals highlighted the importance of domain knowledge in making their searches easier. Domain knowledge is one factor that educators should pay attention to when using the Internet for learning tasks, particularly when study time is limited, in order to maximize the ability of students to successfully retrieve and use information from the Internet.
Article Outline
1. Introduction
2. Background
2.1. Importance of domain knowledge
2.2. Searching for information on the Internet
3. Experiment 1 – the role of domain knowledge when retrieving information from the Internet and then using that information in a learning context
3.1. Method
3.1.1. Participants and design
3.1.2. Procedure
3.1.3. Measures
3.2. Results and discussion
3.2.1. Impact of self-training for the acquisition of Internet searching skills
3.2.2. The role of domain knowledge
4. Experiment 2 – the relation of search behaviors to essay performance
4.1. Method
4.1.1. Participants, materials, and procedure
4.2. Results and discussion
4.2.1. Essay data
4.2.2. Quality of Internet searches
5. Discussion
6. Conclusions
References
Abstract
The Finnish high school system in rural areas is facing challenges because of a decreasing number of the students. This situation places new emphasis on online learning. Online learning offers new possibilities for high schools to provide equal learning opportunities for their students. This paper explores students’ readiness to adapt their studying habits in the networked high schools by outlining their beliefs about online learning. Beliefs are assumed to direct people’s actions, in this case activities concerning studying online. Three hundred second year high school students from Eastern Finland who had not had the experiences of learning online were studied. The findings suggest that students polarize into negative, neutral and positive groups based on their beliefs concerning online learning. Results also indicate that students’ knowledge about the possibilities of online learning is quite superficial. In contrast to theories about collaborative learning practices, students see online learning rather differently. Students with negative and neutral beliefs especially see online learning merely as a static “warehouse” of materials and study-alone learning tasks instead of offering possibilities for collaborative knowledge building.
Article Outline
1. Introduction
2. Factors affecting students’ readiness for online learning
2.1. Beliefs and self-efficacy in online learning context
2.2. Learning online and implications for ICT skills
2.3. What the literature on students’ experiences of online learning leads us to expect
2.4. Research objectives
3. Materials and methods
3.1. Research subjects
3.2. Instruments and analysis
4. Research results
4.1. Subscales of students’ beliefs about online learning
4.2. Students’ beliefs about online learning
4.3. Students’ ICT skills
4.4. Relevance to experiences of online learning
4.4.1. Definitions of online learning
4.4.2. Threats and disadvantages of online learning
4.4.3. Benefits of online learning
5. Discussion and conclusion
References
Abstract
Electronic examination systems, which include Internet-based system, require extremely complicated installation, configuration and maintenance of software as well as hardware. In this paper, we present the design and development of a flexible, easy-to-use and secure examination system (e-Test), in which any commonly used computer can be used as a platform for a computer-based assessment. In our scheme, the e-Test program and the other associated data files, which include questions and answers, user registration information and configuration database as well as score files, are all stored in a single Iomega Zip disk. To ensure security, all the data files are encrypted and can only be decrypted by the e-Test program. Also, during initialization, the e-Test program will attempt to detect and identify the globally unique physical address of the network card of the test computer used. Only those computers with a pre-registered network card will be able to run the test program. In addition, the system developed also provides friendly user interfaces for the examiners to change the test questions, adding and deleting student names and computers for the assessment as well as other system parameters. The system developed has been successfully used in a randomized multiple choice examination in a course on analog and digital signals involving more than 5000 full time second-year students.
Article Outline
1. Introduction
2. System structure
2.1. Key features
2.2. Software structure
2.3. Procedure overview
3. Protection mechanisms
3.1. Microsoft cryptoAPI Class
3.2. Encryption and decryption of questions and answers
3.3. Computer identification
4. Interface and functional modules
4.1. Preparation of disk
4.1.1. Preparation of question files
4.1.2. Preparation of user database and setup database files
4.2. Test
5. e-Test experiment
6. Conclusions
References
Abstract
The main purpose of the study was to address the association between computer games and students’ academic achievement. The exceptional growth in numbers of children playing computer games, the uneasiness and incomplete understanding foundation when starting the discussion on computer games have stimulated this study to be conducted. From a survey conducted on 236 form one students in one of the Malaysian secondary school, 75.8 percent were gamers. Playing computer games seemed to be more stereotypically boy’s activity with 91.3 percent of the boys engaged in computer games compared to 54.1 percent among the girls. They spent an average of 8.47 hours per week playing computer games. Parents and teachers’ concern about computer games was not something that went unwarranted as an overall result was predicting computer games as having negative associations with students’ academic achievement. However, in-depth analyses by combinations of classes done step by step indicated that the initial results could be overruled by students from the last class, whom need extra attentions. As a conclusion, the findings in this study suggest some interesting yet ultimately weak associations between playing computer games and students’ academic achievement. Nevertheless, caution is warranted in making any generalization as looking at the population as a whole will be different from its components. The generalizability of this study’s findings is limited by the nature of the sample. Even so, blaming computer games for the students’ bad academic performance in school is unjustified as there are many more other factors to look into before finding computer games as the scapegoat.
Article Outline
1. Introduction
2. Methods
3. Findings and Discussion
3.1. Students’ engagement in computer games
3.2. Computer games and students’ academic achievements
3.3. Total time spent by students per week on computer games and its effect on academic achievement
4. Conclusion
References
Abstract
This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project ‘Scoping a vision of formative e-assessment’, namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 to January 2009, aimed to identify current theories and practices relating to formative assessment of learning where technologies play a key role. The project aimed to scope the ‘domain’ of formative e-assessment, by developing cases of practice and identifying key formative processes within them, which are affected by the use of technologies. From this analysis, patterns were extracted to inform future software design. A discussion of the key issues emerging from the review of the literature on formative e-assessment, a full account of the project methodology – the design pattern methodology – as well as a critical discussion of the findings – namely the patterns and the role of technology – are the focus of a separate paper (see Daly, Pachler, Mor, and Mellar (in press). This paper documents how cases of formative e-assessment were developed during the project by a collaborative methodology involving practitioners from a range of post-16 education contexts. The cases were analysed with reference to key theoretical perspectives on formative assessment, particularly the work of Black and Wiliam (2009). In addition, Laurillard’s Conversational Framework (2002, 2007) was used to locate practices of formative assessment within a wider concept of learning and teaching involving technologies, although a detailed discussion of the latter is not within the scope of this paper1.
Article Outline
1. Introduction and literature review
2. Methodology
3. The cases
4. Case 1: Audiofiles
4.1. Practice
4.2. Analysis
4.3. Case 2: Como: mobiles + flickr = co-reflective practice
4.3.1. Practice
4.3.2. Analysis
5. Discussion
6. Towards a vision of formative e-assessment
7. Conclusion
Acknowledgements
References
Abstract
This paper examines how pre-university students shared and constructed knowledge in the context of GP (general paper) by interacting through individual virtual characters across five cycles of enactive role play sessions. Contextualized scenarios on the topic of euthanasia were developed in Second Life. Role-playing the virtual characters through three-dimensional avatars, 45 students from two different classes grappled and dealt with issues related to euthanasia such as ethics, morality, and religion. The enactment log transcripts of 10 student groups across five enactment sessions were analyzed using an adapted collaborative argumentation framework. We present the results from two types of data analysis: a macro quantitative analysis of students’ enactment log transcripts and a qualitative analysis of their open-ended responses. Our quantitative analysis at the class level revealed salient differences in the nature of epistemic interactions, the patterns of argumentative moves, and the patterns of social interactions between students from two classes. The findings from the qualitative analysis of students’ open-ended responses indicate that students valued the embodied experience afforded by the immersive virtual environment. We discuss the findings of our research in terms of important pedagogical implications and the factors that influence argumentative knowledge sharing and constructing activities.
Article Outline
1. Introduction
2. Argumentative knowledge construction
3. Virtual environments for argumentative knowledge construction
4. Method
4.1. Participants
4.2. Research design and procedures
4.3. Enactive role play in Second Life
4.4. Data coding
4.4.1. Epistemic dimension
4.4.2. Argument dimension
4.4.3. Social dimension
4.4.4. Quality of GP essays
5. Results
5.1. Epistemic dimension
5.2. Argument dimension
5.3. Social dimension
5.4. Impact on students’ GP essays
5.5. Interview and feedback
6. Discussion
7. Conclusion
Acknowledgements
References
Abstract
In this paper we examine the transferability of the Jigsaw and Fishbowl collaborative learning techniques to the Second Life platform. Our aim is to assess the applicability of Second Life for collaborative learning by developing virtual tools and metaphors and exploiting the representational richness of this novel medium. In order to enhance the existing metaphors and affordances of SL, our research team implemented educational spaces, avatar clothing, and tools for non-verbal communication and visualisation. By implementing a blended learning evaluation approach we attempted to answer three research questions focusing on student collaboration, avatar representation and learning space awareness. We can conclude that SL can supplement and/or augment face to face interactions, improving upon previous approaches in distance collaboration and communication. Furthermore, although our team augmented SL’s ability to support collaborative learning, avatar representation does not seem to scale well. Finally, the majority of the implemented affordances and metaphors seem to have enhanced collaboration and learning space awareness.
Article Outline
1. Introduction
2. CL techniques background and related work
2.1. Collaborative learning: traditional and computer supported
2.1.1. Collaborative learning techniques
2.1.2. Computer-supported collaborative learning
2.1.2.1. CSCL design issues
2.1.2.2. Virtual representation through 3D avatars
2.1.2.3. Supporting Jigsaw and Fishbowl by ICT
2.2. Collaborative learning in Second Life
2.3. Discussion
3. Implementing CL techniques in SL
3.1. Existing CL features in SL
3.2. New CL features in SL
3.2.1. Educational spaces
3.2.2. Exploiting avatars wear for user role representation
3.2.3. Non-verbal communication
3.2.4. Virtual tools and metaphors
4. Case study: evaluating collaborative learning in Second Life
4.1. Methodology
4.2. Phase 1
4.3. Phase 2
4.4. Phase 3
5. Evaluation results
5.1. Pre-analysis
5.2. Usability issues
5.3. Pedagogical/learning process issues
6. Discussion
6.1. Do students perceive SL as instrumental in the collaborative learning process?
6.2. How does avatar representation influence collaboration and performance in student groups?
6.3. Which metaphors and affordances can be used to enhance learning space awareness?
7. Conclusion and future work
References
Abstract
This study investigated whether scripting student use of computer supported representational tools fostered students’ collaborative performance of a complex business-economics problem. Scripting the problem-solving process sequenced and made its phase-related part-task demands explicit, namely (1) determining core concepts, (2) proposing multiple solutions, and (3) coming to a final solution. The representational tools facilitated students in constructing specific representations of the domain (i.e., conceptual, causal, or mathematical) and were each suited for carrying out the part-task demands of a specific phase. Student groups in four experimental conditions had to carry out all part-tasks in a predefined order, but differed in the representational tool(s) they received during their collaborative problem-solving process. In three mismatch conditions, student groups received either a conceptual, causal, or simulation representational tool which supported them in only carrying out one of the three part-tasks. In the match condition, student groups received the three representational tools in the specified order, each matching the part-task demands of a specific problem phase. The results revealed that student groups in the match condition constructed more task-appropriate representations and had more elaborated and meaningful discussions about the domain. As a consequence, those student groups performed better on the complex learning-task. However, similar results were obtained by student groups who only received a representational tool for constructing causal representations for all part-tasks.
Article Outline
1. Introduction
1.1. Designing representational tools to foster complex learning-task performance
1.1.1. Drawbacks
1.1.2. Scripting
1.1.3. Matching the tools’ representational guidance to the phase-related part-tasks
1.2. Purpose, design and hypotheses
2. Method
2.1. Participants
2.2. CSCL-environment
2.3. Scripting student tool use
2.4. Procedure
2.5. Measurement
2.5.1. Quality of the constructed representations
2.5.2. Student interaction
2.5.3. Complex learning-task performance
2.6. Analyses
2.6.1. Quality of the constructed representations
2.6.2. Student interaction
2.6.3. Complex learning-task performance
3. Results
3.1. Quality of the constructed representations
3.2. Student interaction
3.2.1. Cognitive, meta-cognitive and off-task activities
3.2.2. Concepts, solutions and relations
3.2.3. Communicative activities
3.3. Complex learning-task performance
3.4. Anomalies
4. Discussion
5. Implications and future research
References
Abstract
In this study, we examined how high-school students utilized a hypermedia learning environment (HLE) to acquire declarative knowledge of a historical topic, as well as historical thinking skills. In particular, we were interested in whether self-regulated learning (SRL; Winne & Hadwin, 1998; Zimmerman, 2000) processing was related to the acquisition of declarative knowledge and historical thinking. We found that, using the HLE, participants did learn from pretest to posttest, and that they most often engaged in strategy use SRL processes. However, the frequency of participant use of planning SRL processes, not strategy use, was predictive of learning. This study has implications for how educators use HLEs to foster historical thinking skills, and suggests that scaffolding planning skills may facilitate students’ use of computers as cognitive and metacognitive tools for learning (Azevedo, 2005; Lajoie, 2000).
Article Outline
1. Introduction
1.1. Historical thinking
1.2. Hypermedia learning environments
1.3. Self-regulated learning
1.3.1. Empirical research on SRL, hypermedia, and history
1.3.2. Measuring SRL
1.3.3. Azevedo and colleagues’ model of SRL
1.4. Overview of the current study
2. Method
2.1. Participants
2.2. Measures
2.2.1. Participant questionnaire
2.2.2. Pretest and posttest
2.3. Hypermedia learning environment
2.4. Procedure
2.5. Coding and scoring
2.5.1. Declarative measure
2.5.2. Conceptual knowledge and historical thinking skills measure
2.5.3. SRL coding
2.5.4. Inter-rater agreement
2.6. Missing data
2.7. Data preparation
3. Results
3.1. Descriptive statistics
3.2. Research Question 1: Did participants gain declarative knowledge of the Regulator Movement and historical thinking skills while learning with the Documenting the American South hypermedia environment?
3.3. Research Question 2: What types of micro- and macro-level SRL processes do participants exhibit when learning about history using the HLE Documenting the American South?
3.4. Research Question 3: What are the relations among participants’ prior knowledge (as measured by the pretest), SRL process use, and performance on measures of historical knowledge and thinking (as measured by the posttest)?
4. Discussion
4.1. Limitations
4.2. Future directions
5. Conclusions
Acknowledgements
Appendix A. Appendix
Appendix B. Appendix
Necessary features for each level of conceptual understanding and historical thinking skills (based on Azevedo and Cromley, 2004)
References
Abstract
Research suggests that students learn better when studying a picture coupled with narration rather than on-screen text in a computer-based multimedia learning environment. Moreover, combining narration with the visual presence of an animated pedagogical agent may also encourage students to process information deeper than narration or on-screen text alone. The current study was designed to evaluate three effects among students learning about the human cardiovascular system: the modality effect (narration vs. on-screen text), the embodied agent effect (narration + agent vs. on-screen text), and the image effect (narration + agent vs. narration). The results of this study document large and significant embodied agent and image effects on the posttest (particularly retention items) but surprisingly no modality effect was found. Overall, the results suggest that incorporating an animated pedagogical agent – programmed to coordinate narration with gaze and pointing – into a science-focused multimedia learning environment can foster learning.
Article Outline
1. Introduction
2. Overview of the present experiment
3. Method
3.1. Participants and design
3.2. Computer-based leaning environment
3.3. Pencil–paper materials
3.4. Procedure
3.5. Scoring
3.6. Results
3.7. Posttest
3.8. Human heart drawing
3.9. Learner attitudes
3.10. Learning time
4. Discussion
4.1. Is there a modality effect?
4.2. Is there an embodied agent effect?
4.3. Is there an image effect?
5. Conclusion
References
Abstract
This empirical paper shows how free/libre open source software (FLOSS) contributes to mutual and collaborative learning in an educational environment. Unlike proprietary software, FLOSS allows extensive customisation of software to support the needs of local users better. This also allows users to participate more proactively in the development and implementation process of a FLOSS-based system. In this paper, we observes how implementing FLOSS in an Italian high school challenges the conventional relationship between end users themselves (e.g. teachers and students) and that between users and developers. The findings will shed some light on the social aspects of FLOSS-based computerization – including the role of FLOSS in social and organizational change in educational environments and the ways that the social organization of FLOSS are influenced by social forces and social practices.
Article Outline
1. Introduction
2. Research methods
3. The Keynes High School and its information system
3.1. The Keynes High School and its information system
3.2. ICT management in the Keynes High School
3.3. Linux migration at the Keynes High School
3.4. FLOSS and teaching/learning strategies at the Keynes High School
4. Two examples of collaborative learning
4.1. The OpenOffice.org Italian Thesaurus
4.2. Weblog: A collaborative instrument
5. Conclusion and future research
Acknowledgements
References
Abstract
The purpose of this article is to propose a model to integrate educational mastery principles that emphasize cooperative and learner-centered instruction in higher education with the new advances of instructional technology, and to present a pilot case study to exemplify the model. It is clear that in spite of tremendous efforts by colleges and universities to introduce instructional technology in the classroom, many faculty remain skeptical of the new technologies. It is suggested that in order for instructional technology to be widely accepted and used by faculty, the value of this technology to improve classroom instruction has to be proven. It is proposed that this can be achieved by applying learner-centered principles, in which the instructional objectives of the class are directly linked both to the needs of the student and the role of the instructor in the classroom, which in turn determine the appropriate type and use of instructional technology. It presents a pilot case study in which a technology was used to teach a basic psychology concept.
Article Outline
1. Integrating learner-centered principles in the selection and use of classroom technology
1.1. Paradigm shift in education
1.2. Different technologies for different objectives
1.3. Characteristics of this new learning environment
1.4. Expanded range of learning outcomes
1.5. Case study
1.5.1. Participants
1.5.2. Methodology
1.5.3. Intervention
1.5.4. Evaluation of the pilot intervention
2. Results
3. Conclusions and discussion
3.1. The challenge of transition
References
Abstract
Shareable Content Object Reference Model (SCORM) was proposed as a standard for sharable learning object packaging, delivering and sequencing. Several years later, Common Cartridge (CC) is proposed as an enhancement of SCORM offering more flexibility and addressing needs not originally envisioned, namely assessment and web 2.0 standards, content authorization, collaborative forums, outcomes reporting, accessibility. Educational policy makers, specialists responsible for learning systems deployment, educational content authors and teachers committed to the learning object paradigm must opt for or coexist with two different, partially overlapping proposals for content packaging. While SCORM was conceived for self-paced computer based learning, Common Cartridge attempts at providing support for all forms of teaching and learning with a stress on interactive and collaborative environments. Variety of content, distributed content, discussion forums, assessment, student’s tracking, interaction with external tools and authorization to access resources are listed as its main enhancements. This article reviews and compares SCORM and Common Cartridge from an educational perspective, seeking to provide some ground and guidelines on how to stand before these proposals. A simple process for authoring a Common Cartridge is described, as well as testing and conversion from SCORM. Suggestions are made to education practitioners on learning objects standards adoption in the most common scenarios.
Article Outline
1. Introduction
2. eLearning and learning objects
2.1. eLearning
2.2. Learning objects
2.3. Metadata
2.4. Creation of learning objects
2.5. Specifications, standards and profiles
3. SCORM
3.1. SCORM technical books
3.2. History and support
3.3. Further reading on SCORM
4. Common Cartridge
4.1. Purpose and expected benefits
4.2. History and support
4.3. What is Common Cartridge
4.4. The Common Cartridge specifications profile
4.5. Common Cartridge format
5. Creating the first Common Cartridge
5.1. Sample cartridges and repositories
5.2. The eXe editor
5.3. Converting from SCORM to Common Cartridge
5.4. Testing cartridges
5.5. Authoring Common Cartridge
6. CC compared to SCORM
7. Critical evaluation
8. Controversial issues
9. Guidelines for educators
10. Conclusions
Acknowledgements
References
Abstract
No school is an island; it is a part of a continuum or a pipeline of institutions which together form an educational pipeline through which groups of students pass. To turn a body of data into useful information for knowledge-based decision-making at any level, data must be collected, organised, analysed and reflected upon. The purpose of this paper is to discuss how schools and other educational institutions can not only collect better data but learn how to transform that data so that the information held within can be effectively shared among all stakeholders. This process will help to ensure that the school and the entire education system provide a more seamless and effective educational pipeline for students, and ultimately improve the quality of education delivered in the country as a whole.
Article Outline
1. Introduction
2. School level data1
3. What types of data are useful?
4. A longitudinal cohort approach
5. From theory to practice
6. Educational chokepoints within institutions
7. The educational pipeline
8. Multi-level analyses
9. Conditions necessary for the successful transformation of data into knowledge
10. Education management information systems, EMIS
11. Conclusions
References
Abstract
The field of Computer Supported Collaborative Learning (CSCL) includes designers who emphasize effectiveness, measured via experiments, as well as designers who emphasize context and conduct qualitative research on teaching and learning practices. We conjectured that these two different emphases could be fruitful combined in a research and development process aimed at producing effective CSCL practices. We explored this possibility in a project that adapted a CSCL tool from Chile to serve as the basis of an effective 3-week classroom module for primary school mathematics in the United States. To go from tool to module, we addressed curricular fit, training materials, pedagogical guidance, formative and summative assessments, and logistical support. In conducting the project, we found that effectiveness and contextual research could be conducted simultaneously and yielded complementary insight to this design process, which enabled our project to rapidly move from the base tool towards complete classroom modules. An experiment we conducted after our design iterations showed that students who used the modules learned more about the target content, fractions. A retrospective analysis of our design process suggests that the Integrative Learning Design framework is useful for organizing the complementary components of effectiveness and contextual research in our design process.
Article Outline
1. Introduction
2. Literature review: handheld CSCL
3. The eduinnova approach to classroom CSCL
4. Year 1: design and pilot
4.1. Initial design of classroom modules
4.2. Pilot testing
5. Year 2, design refinement and randomized experiment
5.1. Design refinement
5.2. Experiment
5.3. Discussion
6. Conclusion
Acknowledgements
References
Abstract
The academic e-learning practice has to deal with various participation patterns and types of online learners with different support needs. The online instructors are challenged to recognize these and react accordingly. Among the participation patterns, special attention is requested by dropouts, which can perturbate online collaboration. Therefore we are in search of a method of early identification of participation patterns and prediction of dropouts. To do this, we use a quantitative view of participation that takes into account only observable variables. On this background we identify in a field study the participation indicators that are relevant for the course completion, i.e. produce significant differences between the completion and dropout sub-groups. Further we identify through cluster analysis four participation patterns with different support needs. One of them is the dropout cluster that could be predicted with an accuracy of nearly 80%. As a practical consequence, this study recommends a simple, easy-to-implement prediction method for dropouts, which can improve online teaching. As a theoretical consequence, we underline the role of the course didactics for the definition of participation, and call for refining previous attrition models.
Article Outline
1. Introduction
2. Theoretical background
2.1. Problem-based online courses
2.2. Participation in online university courses
2.3. Typologies of online learners
3. Research questions
4. Method
4.1. Design
4.2. Sample
4.3. Setting
4.4. Instruments
4.5. Course delivery and data collection
5. Results
5.1. Attrition during the online course
5.2. Differences between completion and dropout sub-groups
5.2.1. Responses to assignments and communication with the instructor
5.2.2. Moment of registration
5.3. Participant types
5.3.1. Cluster 1: highly committed students
5.3.2. Cluster 2: minimalist remote students
5.3.3. Cluster 3: average local educational science students
5.3.4. Cluster 4: dropouts
5.4. Dropout prediction
6. Discussion
7. Conclusions
Acknowledgements
References
Abstract
By comparing two-dimensional (2D) chemical animations designed for computer’s desktop with three-dimensional (3D) chemical animations designed for the full immersive virtual reality environment CAVETM we studied how virtual reality environments could raise student’s interest and motivation for learning. By using the 3ds maxTM, we can visualize the chemical phenomena easily and quickly without knowing any special computer language and export the application to files which are compatible with the CAVETM (Object or OpenGL files). After the participation in 3D animations at the CAVETM students comprehended the molecules’ structure and their changes during a chemical reaction better than during the 2D animations on the computer’s desktop, as the limitations of human vision had been overcome. Furthermore, the students were enthusiastic, as they had the feeling that they were inside the chemical reactions and they were facing the 3D molecules as if they were real objects front of them.
Article Outline
1. Virtual reality environments-CAVETM
2. Virtual reality and learning
3. Chemistry education
4. Investigation
5. Animations
5.1. Animation about methyl orange
5.2. Animation about the formation of acid rain
6. Introductory part
6.1. Experimental condition
7. Results–discussion
8. Conclusion
Acknowledgements
References
Abstract
Educational software adoption across UK secondary schools is seen as unsatisfactory. Based on stakeholders’ perceptions, this paper uses fuzzy cognitive maps (FCMs) to model this adoption context. It discusses the development of the FCM model, using a mixed-methods approach and drawing on participants from three UK secondary schools. The study presents three phases involved in the development of the model, where individual FCMs were developed in phase one and then the individual FCMs were aggregated in phase two. In phase three, further interrelationships identified from the empirical data were assigned weightings and added, resulting in the final FCM model. Following a static analysis of the model, the resulting FCM offers a visual medium of factors key to the adoption of educational software as perceived by relevant stakeholders. As a holistic model it provides insight into the context of educational software adoption in schools, which can be used to guide both educational decision-makers in where to focus their efforts and software developers in terms of more focused and appropriate software development efforts.
Article Outline
1. Introduction
2. FCM theory
3. Justification for adopting FCM approach
4. Research methodology
4.1. Sample selection
4.2. Research approach
4.3. Modes of data collection and their design
4.3.1. Access to participants in the school environment
4.4. Techniques for data analysis
5. Summary description of field sites and participants
6. Development of the FCM model
6.1. First phase
6.2. Second phase
6.3. Third phase
7. The FCM model
8. Limitations
9. Conclusion, contributions and future work
Appendix A. Questionnaire Extracts
References
Abstract
Computer and video gaming are often considered to be potential routes to the development of aptitude and interest in using other forms of information technology (IT). The purpose of this exploratory study was to determine the extent to which young people who play games engage in related IT practices, such as creating and sharing content or creating fan sites. Additional goals were to identify differences in such practices according to grade level, gender, and access to IT-related resources in the home, as well as to explore relationships between engagement in game-related practices and perceived proficiency in general computer-related skills.
Article Outline
1. Background
1.1. Perspectives on gaming and learning
1.2. Gaming and IT learning
2. Methods
2.1. Data source
3. Findings
3.1. Home technology access and use
3.2. Gaming and content creation
3.2.1. In-game content creation
3.2.2. Relationships to home technology
3.3. Proficiency with IT-related tools
4. Summary and implications
4.1. Implications
5. Conclusion
References
Abstract
This study investigates differences in use of, and attitudes toward the Internet and computers generally for Chinese and British students, and gender differences in this cross-cultural context. Two hundred and twenty Chinese and 245 British students’ responses to a self-report survey questionnaire are discussed. Significant differences were found in Internet experience, attitudes, usage, and self-confidence between Chinese and British students. British students were more likely to use computers for study purposes than Chinese students, but Chinese students were more self-confident about their advanced computer skills. Significant gender differences were also found in both national groups. Men in both countries were more likely than women to use email or ‘chat’ rooms. Men played more computer games than women; Chinese men being the most active games players. Men in both countries were more self-confident about their computer skills than women, and were more likely to express the opinion that using computers was a male activity and skill than were women. Gender differences were higher in the British group than the Chinese group. The present study illustrates the continued significance of gender in students’ attitudes towards, and use of computers, within different cultural contexts.
Article Outline
1. Introduction
2. Background to the research
3. Methodology
3.1. Research instruments
3.2. Participants
3.3. Administration of the questionnaire
4. Research results
4.1. Internet experience and usage patterns
4.2. Internet confidence and skills
4.3. Attitudes toward the Internet
4.4. Issues of national culture and Internet use
5. Discussion and conclusions
5.1. Internet use and national cultural context
5.2. Gender differences in use of the Internet in national cultural contexts
Acknowledgements
References
Abstract
The present study examined the out-of-school literacy activities of 70 students in 7th grade of prevocational training schools in the Netherlands. Guttmann’s Facet Theory was applied to study literacy as a complex, multifaceted phenomenon. With the increasing influence of digital technologies, the facet design approach was found especially suited to track the many changes occurring in presentation modalities, functions, and productive versus consumptive uses of literacy. The study shows that the facet approach was useful in pinpointing how these shifts in literacy engagement turn out differently for boys and girls. Based on self-reports via an Internet questionnaire, the study shows that girls outscored boys in every aspect of literacy, including computer and Internet based literacy practices. However, while among girls a more balanced profile was found regarding the engagement in traditional and new literacy practices, the boys reported a high preference for the new digital media. Moreover, we found that girls, compared to boys, used new literacy activities more often for educational purposes. The findings suggest that, given this more balanced profile, girls, compared to boys, are less at risk of losing touch with traditional print-based educational literacy in school.
Article Outline
1. Introduction: a shift in literacy practices along multiple dimensions
1.1. An unbalance in the conceptual and empirical work on literacy
1.2. Gender specific engagement with old and new literacies
1.3. A multifaceted approach to literacy
1.4. Facets of literacy
2. Research question and hypotheses
2.1. Hypotheses regarding literacy facets
2.2. Hypotheses regarding gender and literacy associations
3. Method
3.1. Sample
3.2. Procedure
3.3. Measurement
3.4. Analysis strategy
4. Results
4.1. Modality
4.2. Type
4.3. Function
4.4. Gender
4.5. Gender × modality
4.6. Gender × type
4.7. Gender × function
4.8. Gender × modality × function
5. Discussion
6. Limitations
7. Conclusions
Acknowledgements
References
Abstract
The dearth of women in technology and ICT-related fields continues to be a topic of interest for both the scientific community and decision-makers. Research on attitudes towards computers proves that women display more negative computer attitudes than men and also make less intense use of technology and computers than their male counterparts. For this reason, the main aims of this study are threefold. Firstly, to analyze the existence of gender differences in three dimensions of computer attitudes in a group of 550 secondary students in Spain (mean of age = 15 years old; SD = 1.73). Secondly, to study the moderating influence of a group of contextual variables on those gender differences in computer attitudes. And thirdly, to examine the predictive role of computer attitudes on the intention to pursue technology-related occupations. Some of the analyses of variance carried out show more positive computer attitudes in boys than in girls. These differences are more salient among students coming from rural areas and the upper social class, who are also enrolled in the domain of technology in secondary education, and whose mothers have no occupation outside the home. Finally, simple logistic regressions were carried out in order to prove that all dimensions of computer attitudes predict the enrollment intentions to pursue technology-related occupations. Nonetheless, gender only moderates the relationship between the cognitive dimension of computer attitudes and the enrollment intentions to pursue technology-related occupations.
Article Outline
1. Introduction
1.1. Computer attitudes and their role in women’s low participation in technology-related studies
2. Methodology
2.1. Participants
2.2. Instruments
2.2.1. Sociodemographic data
2.2.2. Scale on the cognitive dimension of computer attitudes
2.2.3. Scale on the affective dimension of computer attitudes
2.2.4. Scale on the behavioral dimension of computer attitudes
2.2.5. Intention to pursue technology-related occupations
2.3. Procedure
3. Results
3.1. Gender differences in computer attitudes and moderating influence of contextual variables
3.1.1. Place of origin
3.1.1.1. Cognitive dimension of computer attitudes
3.1.1.2. Affective dimension of computer attitudes
3.1.1.3. Behavioral dimension of computer attitudes
3.1.2. Social class
3.1.2.1. Cognitive dimension of computer attitudes
3.1.2.2. Affective dimension of computer attitudes
3.1.2.3. Behavioral dimension of computer attitudes
3.1.3. Occupation of the mother
3.1.3.1. Cognitive dimension of computer attitudes
3.1.3.2. Affective dimension of computer attitudes
3.1.3.3. Behavioral dimension of computer attitudes
3.1.4. Domain of Bachillerato chosen
3.1.4.1. Cognitive dimension of computer attitudes
3.1.4.2. Affective dimension of computer attitudes
3.1.4.3. Behavioral dimension of computer attitudes
3.1.5. Type of Bachillerato to be chosen
3.1.5.1. Behavioral dimension of computer attitudes
3.2. Moderating influence of gender on the relationship between the dimensions of computer attitudes and the intention to pursue technology-related occupations
3.2.1. Cognitive dimension of computer attitudes
3.2.2. Affective dimension of computer attitudes
3.2.3. Behavioral dimension of computer attitudes
4. Discussion
Acknowledgements
References
Abstract
In this study, we examined relations between outside school computer experiences, perceived social support for using computers, and self-efficacy and value beliefs about computer learning for 340 Greek elementary school boys and girls. Participants responded to a questionnaire about their access to computer use outside school (e.g. frequency of use and nature of activities), perceived parental and peer support, and computer self-efficacy and value beliefs. Although almost all students used computers outside school, there were significant gender differences in frequency and type of computer use. Also, boys reported more perceived support from their parents and peers to use computers and more positive computer self-efficacy and value beliefs than girls. Parental support and, to a lesser extent, peer support were the factors more strongly associated with boys’ and girls’ computer self-efficacy and value beliefs, while home computer access was not related to students’ motivation. Our findings highlight the role of socialization in the gender gap in computing and the need for research and educational interventions that focus on the social practices that communicate gendered expectations to young boys and girls.
Article Outline
1. Introduction
2. Literature review
3. Focus of present study
4. Methodology
4.1. Participants
4.2. Materials
4.3. Procedures
5. Results
5.1. Gender differences in motivational beliefs, perceptions of parental and peer support, and computer access and experiences outside school
5.2. Relationships between motivational beliefs, perceptions of parental and peer support, and computer access and experiences outside school
6. Discussion
Acknowledgements
Appendix A. Multiple-choice questionnaire items assessing computer experiences
Appendix B. Likert-type questionnaire items assessing motivational beliefs and social support
References
Vitae
Abstract
This paper looks at the ICT (information and communication technology) curriculum in New Zealand secondary schools and gendered participation patterns in different specialist ICT subjects. New Zealand has a permissive ICT curriculum, comprising a variety of subjects and characterised by choice and variation in the curriculum in practice at the local level. The data that are reported include results of (i) a national questionnaire survey of secondary schools, and (ii) a qualitative case study conducted in a large, co-educational New Zealand secondary school and involving classroom observations and interviews with teachers and students. It is suggested that the permissiveness of the curriculum, which ostensibly caters for the needs of students by providing choices, may, in some circumstances, effectively reinforce gender stereotypes relating to computer interests and practices. This is a paradox of choice. Questions are raised about the nature of the ICT curriculum in New Zealand and how it may contribute to or challenge gender stereotypes, future curriculum developments and, more broadly, how we can account for persistent gendered participation patterns in ICT subjects in schools.
Article Outline
1. Introduction
2. Method
3. Survey findings
3.1. ICT subjects and curriculum context
3.2. Range of and variety in ICT subjects and enrolments in subjects
3.3. Gendered participation patterns
4. Case study findings
4.1. Looking behind the patterns: Kahikatea High School
4.2. Gendered domains of practice
4.3. Gendered ICT subjectivities
5. Discussion
References
Abstract
Automatic test generating system in distributed computing context is one of the most important links in on-line evaluation system. Although the issue has been argued long since, there is not a perfect solution to it so far. This paper proposed an innovative approach to successfully addressing such issue by the seamless integration of genetic algorithm (GA) and multi-agent system. In the design phase, a test ontology was firstly defined for smoothing the communication among agents. For the implementation of GA, The fitness function and the structure of chromosome were identified on the basis of the analysis of constraint conditions associated with a test. To demonstrate the task execution flow and messages passing among agents, the activity diagram and sequence diagram were also shown on the AUML basis. In the phase of implementation, the JADE based agent behavior model was described in detail and the implementation platform was also demonstrated. The final simulation results validated the feasibility of the proposed approach.
Article Outline
1. Introductions
2. Technical backgrounds
2.1. Genetic algorithm
2.2. MAS
3. Ontology of test
4. Implementation of GA
4.1. Structure of chromosome
4.2. Objective function and fitness function
5. Architecture of GAMASTG
6. Interactive model
7. Implementation of GAMASTG based on JADE
7.1. Behavior model of agents in GAMASTG
7.2. GAMASTG implementation platform
7.3. Simulation studies
8. Conclusions
References
Abstract
Gestures are a significant part of communication and carry particular weight when using artefacts such as computers. This study investigates how gestures and utterances are used as resources in the interaction between children and preschool teachers when creating stories with the computer. The data consists of observations of 17 preschool teachers and 34 children who are engaged in making stories. The interaction between the child, the preschool teacher, and the computer has been documented on videotape and analysed by Interaction Analysis. The results show the preschool teachers’ decisive significance as an interplay partner for the child’s appropriation of a linguistic capacity outside of a here-and-now situation.
Article Outline
1. Introduction
2. Different perspectives of interaction
3. Data
4. Interaction analysis
5. Methods used in the analysis
6. Results
6.1. Interaction in the technique (Henke and Linda)
6.2. Interaction in the story creation process (Ida and Gun)
6.3. Interaction in the dialogue (Matilda and Ann)
7. Discussion
8. Final comments
References
Abstract
To understand the student experience on social software, the research aims to explore the disruptive nature and opportunity of social networking for higher education. Taking four universities, the research: (1) identifies the distinction between the students’ current usage of social software; (2) reports on the students’ experience on opportunities and challenges of learning with social software; and (3) introduces principles as a guideline in using social software for learning. Quantitative research methods (web-based questionnaires) were incorporated to investigate the pattern of learners’ usage. Qualitative methods (student interviews) were adopted to clarify and further inform this relationship and their attitudes towards social software for learning. The results demonstrate a massive use of educational technology with distinct divide between the learning space and personal space. Student voices reveal that the central problem of such divide is due to the contrast perception and experience of ‘learning/studying and social life’. We argue that online learning and social personas may overlap but that learning needs to be designed so that it addresses the individual preferences to combine or separate the two domains. The paper concludes with a few principles of learning with social software grounded in students’ experience and Vygotsky’s paradigm.
Article Outline
1. Introduction
2. Research methods and samples
3. Results and discussion
3.1. The students’ current usage of social software and the top reasons of using educational technology for learning
3.2. The disruption – the challenges and opportunities of social software for learning
3.2.1. The separation of life and studying
3.2.2. Originality and copyright issues
3.2.3. Sense of information flooded and time constraint
3.2.4. Independent learning experience for employability
4. Social software for learning – the institutional consideration
5. Conclusions
References
Abstract
Based on an account of how two classes of primary five students in Singapore engage in the learning of English, Mathematics and Science by playing the role of global citizens, the paper suggests an alternative but realistic approach to teaching global citizenship education. Set against the back story of Atlantis facing ecological, social and cultural decay due to the blind pursuit of prosperity and modernisation by its rulers, each student became a quester called on to save Atlantis. Throughout the mission they were presented with different problems in Atlantis (similar to existing global issues) and were expected to research and suggest solutions to the problems by alone or with fellow questers. These problems were tied to the primary five English, Mathematics and Science curriculum. Through documenting and making sense of these activities via observations, interviews and pre-post questionnaire surveys, the paper shows how the new approach may enhance the learning engagement, academic motivation and social commitments among the students. We also explore the sustainability and scalability of such an approach in the school system and highlight constraints. The paper then draws implications for global citizenship education in schools that include designing a meaningful context for engaged learning in schools with components of global citizenship, developing a research culture in schools as a stepping stone for global citizenship education and building capacity of teachers and school leaders in global citizenship.
Article Outline
0. Introduction
1. Planning for learning engagement, academic motivation, sustainability and scalability in a game-like learning environment
1.1. Learning engagement through play
1.2. Learning engagement by being a global citizen
1.3. Academic motivation in a meaningful context
1.4. Sustainability and scalability of the project through professional development of teachers
2. Research design and methods
3. Students learning English, Mathematics and Science as a global citizen
3.1. Learning engagement
3.2. Academic motivation
3.3. Commitments
3.4. Sustainability and scalability
4. Implications of study for global citizenship education
4.1. Global citizenship as a context for meaningful learning in schools
4.2. Developing a research culture in schools as a stepping stone for global citizenship education
4.3. Professional development of teachers and school leaders in global citizenship
5. Conclusion
Appendix A. Motivation questionnaire
Appendix B. Quest atlantis commitment questionnaire
References
Abstract
This paper explores online instructors’ perceptions on teaching experiences occurring in their own countries. The interviewees are instructors who have taught online courses for more than two years. Eleven interview transcripts, obtained from online instructors from six countries (Australia, Canada, China, United Kingdom, United States and Taiwan) were analyzed by using open and axial coding. The analysis of data established categories of perceptions related to: teachers’ roles in the online environment, the methods for interacting with students, and teachers’ expectations for their future educational careers. Finally, three perspectives arose which adequately describe online instructors’ teaching experiences: interactive activities, evaluation criteria, and self-expectations. The study also reveals a link connecting those perspectives.
Article Outline
1. Introduction
2. Global perspectives of online teaching
3. Methodologies
3.1. Gaining access
3.2. Modes of data collection
3.3. Treatment of data
3.4. Research procedures
4. Findings
4.1. Interactive activities
4.2. Evaluation criteria
4.3. Self-expectations
5. Discussion and implications
6. Conclusions and expectations
Acknowledgements
References
Abstract
This paper introduces Gridcole, a new system that can be easily tailored by educators in order to support the realization of scripted collaborative learning situations. To do so, educators can provide a script specifying the sequence of activities to be performed by learners as well as the tools and documents required to support them. Gridcole can then search for these tools in a service-oriented grid in order to integrate them so that they are available for users during the realization of the situation. Significantly, Gridcole has two features that are not supported by other tailorable systems. First, it allows the integration of tools that use supercomputing capabilities or specific hardware resources, thus enabling the possibility of supporting many situations in which this type of tools is required. Besides, Gridcole can guide learners during the realization of collaborative learning situations according to the sequences of activities specified in the scripts. This way, learners can benefit from the advantages of scripted collaborative learning. Gridcole has been evaluated using three collaborative learning situations conceived for real courses at university level. The results of the evaluation show that Gridcole does provide the desired properties concerning tool integration and activity guidance as well as that the proposed system can provide adequate support for a wide range of collaborative learning situations.
Article Outline
1. Introduction
2. Gridcole technologies
2.1. IMS-LD specification for the formalization of collaboration scripts
2.2. Grid services for the support of learning activities
3. Gridcole system
3.1. System outline
3.2. System architecture
3.3. System implementation
3.4. System prototype
4. Gridcole evaluation
4.1. Situations
4.1.1. Situation I
4.1.2. Situation II
4.1.3. Situation III
4.2. Validation of Gridcole features
4.3. Evaluation of Gridcole support
5. Conclusions and future work
Acknowledgements
References
Abstract
This study explored the differences among online elementary school student groups based on their communication features. Two hundred and ninety-one Taiwanese students, ranging in age from 11 to 12 years old, participated in this study. The students were randomly arranged within-class into three-member groups. Each group was asked to use a collaborative learning system to accomplish a group task generating a shared concept map. The textual discussions in each group during collaboration were collected, coded, categorized, and quantified to profile their communication characteristics. Cluster analysis on the resulting communication characteristics resulted in four types of small student groups, including passive or reticent, frequently off-task, actively participating, and knowledge emphasizing. Most student groups (56%) were found to be relatively passive or reticent. Frequently off-task student groups made a protrusive amount of messages for off-task social purposes. The actively participating student groups were characterized by abundant discussion, particularly for continuing task, managing procedure and coordinating efforts. The distinctive feature of knowledge emphasizing student groups was that they devoted particular attention to task related knowledge. In addition, they performed better in task accomplishment.
Article Outline
1. Introduction
2. Method
2.1. Participants
2.2. Grouping
2.3. Experimental task
2.4. Collaborative learning system
2.4.1. Shared concept-mapping canvas
2.4.2. Text-based chat-room
2.5. Procedure
2.6. Analyses
2.6.1. Estimating prior knowledge and productivity
2.6.2. Coding electronic dialogues
2.6.3. Clustering student groups
3. Results
3.1. Prior knowledge and productivity
3.2. Characteristics of the electronic group discussions
3.3. Student group clusters
4. Discussion
5. Conclusion
Acknowledgements
References
Abstract
Two experimental studies test the effect of group mirrors upon quantitative and qualitative aspects of participation in collaborative problem solving. Mirroring tools consist of a graphical representation of the group’s actions which is dynamically updated and displayed to the collaborators. In addition, metacognitive tools display a standard for desirable behavior. Results show that a mirroring tool did not substantively affect the behavior of subjects while a metacognitive tool led to increased participation in dialogue, including more frequent and precise planning.
Article Outline
1. Introduction
1.1. Interaction regulation as negative feedback
1.2. Distributing metacognitive processes
1.3. Research question
2. Experiment 1
2.1. Method
2.1.1. Participants
2.1.2. Experimental task
2.1.3. Apparatus
2.1.3.1. Collaborative traffic simulator
2.1.3.2. Mirroring tools
2.1.4. Procedure
2.1.5. Design
2.1.6. Measures
2.1.6.1. Participation in dialogue
2.1.6.2. Coding scheme
2.1.6.3. Plan precision
2.1.7. Operational hypotheses
2.2. Results and discussion
2.2.1. Effect of mirroring tools on the participation in dialogue
2.2.2. Successful problem solving
2.2.2.1. The role of time
2.2.2.2. The role of dialogue and reflection
3. Experiment 2
3.1. Method
3.1.1. Participants
3.1.2. Apparatus
3.1.2.1. Metacognitive tool
3.1.3. Procedure
3.1.4. Design
3.1.5. Measures
3.1.5.1. Talk tune proportion
3.1.6. Operational hypotheses
3.2. Results and discussion
3.2.1. Usage of the metacognitive tool
3.3. Effect of the metacognitive tool on participation
3.3.1. Evaluation of self and partner participation
3.3.2. Successful problem solving
4. General discussion
5. Conclusion
Appendix. COTRAS: Collaborative traffic simulator
References
Abstract
The current development approaches for e-learning systems fail to explain in a clear and consistent way the pedagogical principles that support them. Moreover, decisions with regard to the structuration of each component proposed by these approaches are mainly taken by the designer/developer. As a result, the ensuing e-learning systems reflect “common sense” rather than a theoretically informed and systematic design.
The present paper proposes a global architecture model for any e-learning system whose blocks are extracted from the analysis of the main approaches that currently guide the development of these kinds of systems. We use Kipling’s famous questions to define and structure the blocks of the proposed model, and we base the answers to these questions on two disciplines that are closed to e-learning: presential education (i.e., its pedagogical theories) and knowledge management.
Article Outline
1. Introduction
2. e-Learning background
2.1. Proposal by Hannafin et al.
2.2. Proposal by Horton
2.3. Proposal by Jonassen
2.4. Proposal by Rosenberg
2.5. Conclusions
3. Pedagogical background
4. Proposed approach
4.1. Didactical material
4.1.1. Knowledge base
4.1.2. Knowledge yellow pages
4.1.3. Lessons learned
4.2. Follow-up and tutoring
4.3. Alternative learning
5. Conclusions
Acknowledgements
References
Abstract
While there has been extensive experimental research on haptics, less has been conducted on cross-modal interactions between visual and haptic perception and even less still on cross-modal applications in instructional settings. This study looks at a simulation on the principles of levers using both visual and haptic feedback: one group received visual and haptic feedback while the other just visual feedback. Using the triangulation of learning scores, eye tracking data, and video analysis of interaction with the levers, the efficacy of haptic feedback to improve learning was explored. The results indicate that while the total fixation time on the levers and numeric readout was greater for the visual and haptic group, very similar patterns of visual attention were seen between groups. Perhaps surprisingly, the visual only group scored higher on an embedded assessment. Explanations for these results are synthesized from theories of cross-modal perception and cognitive architecture.
Article Outline
1. Introduction
2. Impetus for the study
2.1. Haptics in science education
2.2. Leveraging eye tracking data
2.3. Combining haptics and eye tracking
3. Method
3.1. The instructional program
3.2. Study design
3.3. Data sources
4. Results
4.1. Knowledge assessments
4.2. Look zone data
4.3. Sequential analysis of visual attention
5. Discussion
5.1. Modality effects
5.2. Impact on learning?
5.3. Conclusions and future work
Acknowledgements
Appendix A. Sample test items
References
Abstract
This paper discusses the harmonizing role of technology and interaction in a qualitative study on blended problem-based learning within the context of academic development in higher education. Within this setting, and as both designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid their weaknesses. A qualitative study of the lived experiences of 17 academic staff participants in a blended problem-based learning module was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction in this form of professional academic development in higher education. Specific aspects of interaction (technical, peer, content and the learning experience) within blended problem-based learning tutorials are analysed to provides research-based information about the realities of delivering a PBL programme using technology. The study argues that the intersection of PBL and learning technologies can offer different ways of teaching and learning that require exploration and reflection of pedagogy and technology as in integrated approach that must work effectively together. The synergy from the collaborative blended PBL approach in this module could result in the coherent and comprehensive provision of training, support and research work throughout higher education institutions.
Article Outline
1. Introduction
2. Context
3. Literature review
4. Research study
5. Discussion of findings
5.1. Harmonization in blended PBL interactions
5.2. Technology supporting interactions
5.3. Podcasting
5.4. Synchronous chat rooms
5.5. Online Reflective Journals
6. Conclusion
References
Abstract
This article investigates the relation between home computer use and performance in English at school. The sample consists of 656 tenth-class students (age 15–16) in upper-secondary schools in Bergen, Norway. Data collection took place in the spring of 2002 and was administrated by the county education office. After correcting for gender, subject interest, reading disabilities and different PC activity categories, it was still possible to predict performance in English on a significant level from the total time spent in front of the PC-screen. Both boys and girls who seldom used home computers achieved low scores in English. However, of those students who spent two or more hours per day in front of the screen, girls performed very well in English while boys failed to show similar performance gains. Moreover, youths who were classified as poor readers benefited more from using home computers than those who were more competent readers.
Article Outline
1. Introduction
2. Method
3. Results
4. Discussion
References
Abstract
This study examined how desktop virtual reality (VR) enhances learning and not merely does desktop VR influence learning. Various relevant constructs and their measurement factors were identified to examine how desktop VR enhances learning and the fit of the hypothesized model was analyzed using structural equation modeling. The results supported the indirect effect of VR features to the learning outcomes, which was mediated by the interaction experience and the learning experience. Learning experience which was individually measured by the psychological factors, that is, presence, motivation, cognitive benefits, control and active learning, and reflective thinking took central stage in affecting the learning outcomes in the desktop VR-based learning environment. The moderating effect of student characteristics such as spatial ability and learning style was also examined. The results show instructional designers and VR software developers how to improve the learning effectiveness and further strengthen their desktop VR-based learning implementation. Through this research, an initial theoretical model of the determinants of learning effectiveness in a desktop VR-based learning environment is contributed.
Article Outline
1. Introduction
2. Conceptual background
3. Research model
3.1. VR features
3.2. Usability
3.3. Presence
3.4. Motivation
3.5. Cognitive benefits
3.6. Control and active learning
3.7. Reflective thinking
3.8. Learning outcomes
3.9. Student characteristics
4. Research hypotheses
4.1. Hypotheses for the relationships between constructs
4.2. Hypotheses for the moderating effect of student characteristics
5. Methodology
5.1. Subjects and procedures
5.2. Measurement
5.3. Software
6. Data analysis and results
6.1. Demographic statistics
6.2. Measurement model
6.3. Structural model
7. Discussion
7.1. Presence
7.2. Motivation
7.3. Cognitive benefits
7.4. Control and active learning
7.5. Reflective thinking
7.6. Usability
7.7. VR features
7.8. Spatial ability moderating effect
7.9. Learning style moderating effect
8. Future research and implications
9. Conclusions
Acknowledgements
Appendix A. Appendix
Appendix B. Appendix
Appendix C. Appendix
Appendix D. Appendix
References
Abstract
Gender and age differences in the effects of e-learning, including students’ satisfaction and Internet self-efficacy, have been supported in prior research. What is less understood is how these differences are shaped, especially for higher aged adults. This article examines the utility of family support (tangible and emotional) and Internet self-efficacy (general and communication) in predicting middle aged (aged 50–64) and older adults’ (over the age of 65) perceived effects of e-learning. A total of 290 adult participants aged over 50 who were registered in community college and senior learning center courses completed the measure of perceived family support, Internet self-efficacy and the effects of e-learning. By using structural equation modeling (SEM) and model invariance analysis, the results indicate that emotional family support plays a main role in predicting the effects of e-learning, mediated by general and communication Internet self-efficacy. Emotional family support has both direct and indirect influences on adults’ perceived effects of e-learning. Tangible support significantly predicts adults’ perceived effects of e-learning, mediated by Internet self-efficacy. Compared to male adult learners, female adults rely more on tangible family support for increasing their Internet self-efficacy. Similar patterns were presented by older participants. The similarities between women and older adults imply that the gender issue is not specifically related to sex itself, but relates to the complexity of the social context of these disadvantaged learners. The findings provide researchers, adult education practitioners and e-learning program planners with a direction towards understanding e-learning for middle and older aged adults.
Article Outline
1. Introduction
2. Literature review and research structure
2.1. Effects of e-learning
2.2. Family support
2.3. Internet self-efficacy
2.4. Self-efficacy mediates family support and behavior outcomes
2.5. Gender difference
2.6. Research structure
3. Methodology
3.1. Sampling and participants
3.2. Measures
3.2.1. Effects of e-learning
3.2.2. Family support
3.2.3. Internet self-efficacy
3.3. Analysis
4. Results
4.1. Age and gender differences
4.2. Full sample analysis
4.2.1. Measurement model
4.2.2. Structural model
4.3. Model fit by gender
4.4. Model fit by age
5. Discussion
6. Conclusions and implications
6.1. Conclusions and limitations
6.2. Implications and further studies
Acknowledgements
References
Abstract
This study investigates the effectiveness of computer-delivered hints in relation to problem-solving abilities in two alternative indirect instruction schemes. In one instruction scheme, hints are available to students immediately after they are given a new problem to solve as well as after they have completed the problem. In the other scheme, hints are only available as worked out problems after students have finished their solution. The instruction schemes are supplied by means of a web-based program, Physhint, which supports the development of strategic knowledge [Pol, H. J., Harskamp, E. G., & Suhre, C. J. M. (2008). The effect of the timing of instructional support in a computer-supported problem-solving program for students in secondary physics education. Computers in Human Behavior, 24, 1156–1178]. This program supports novice problem solvers while undertaking physics problems concerned with forces by providing hints structured in accordance with Schoenfeld’s episodes [Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching (pp. 224–270). New York: McMillan Publishing].
An experiment was carried out in four schools in order to study students’ use of the hints in both of the computerized instruction schemes, as well as the effect of different uses of the available hints on students’ ability to solve physics problems. The experiment consisted of three groups. Two groups of students were assigned to one of the two instruction schemes and a control group was selected for the purpose of comparison.
The results of the experiment show that both computerized instruction schemes are effective. Students working with the most elaborate instruction scheme show an increased use of their pallet of heuristics and algorithms in the post-test. Furthermore, the instruction scheme in which hints are available to students during problem-solving proves to be most effective when students show an increase in the systematic use of hints during problem-solving. This paper therefore provides an insight into how a computer program implemented in school practice can improve students’ strategic knowledge.
Article Outline
1. Introduction
1.1. The acquisition of strategic knowledge
1.2. Design of an effective digital learning environment
1.3. Research question
2. The physhint program
3. Methodology
3.1. Embedding the computer program in the lesson plan
3.2. Design of the study
3.3. Log files
3.4. Pre and post-tests
3.5. Sample survey
3.6. Analysis
4. Results
4.1. Practice effectiveness
4.1.1. Use of the program
4.1.2. Final results for the students of the different groups
4.2. Use of heuristics and algorithms, plan-making
4.2.1. Plan-making during the project
4.2.2. Improvement in the use of heuristics and algorithms
4.2.3. Plan-making after the project
4.3. Systematic use of hints during and model answers after problem-solving
4.3.1. Performance with respect to systematic use of the program by students during the project
4.3.2. Performance of systematic users after the project
5. Conclusions, discussion and recommendations
5.1. Conclusions
5.2. Discussion and recommendations
References
Abstract
A novel instructional computer simulation that incorporates a dynamic analogy to represent Le Chatelier’s Principle was designed to investigate the contribution of this feature to students’ understanding. Two groups of 12th grade Chemistry students (n = 15) interacted with the computer simulation during the study. Both groups did the same pre-instructional and simulation activities except one of the groups interacted with the analogical example in the simulation and the other group was asked to recall an analogy that was presented in the form of text and pictures. A statistical analysis of the tests administered at the end of the study suggested that analogies that are dynamic, interactive, and integrated in a computer simulation may have a stronger effect on learning outcomes than analogies which are presented in the form of text and static pictures. The implication of this study for science educators is that dynamic computer-based analogies can enhance student learning of unobservable phenomena in science.
Article Outline
1. Introduction
2. Analogies
2.1. The role of analogies in the science classroom
2.2. Analogical reasoning
3. Dynamic visualization via computer simulations
4. Background to the study
4.1. Computer-based analogy
4.2. Instructional materials
5. Research methods
5.1. Data source
5.2. Data analysis
6. Results
7. Discussion
8. Conclusion
9. Limitations of the study and future research
Appendix A. Analogy of a scale – text instructions
Appendix B. Sample question from tembs test
References
Abstract
The World Wide Web (WWW) has become the biggest information source for students while solving information problems for school projects. Since anyone can post anything on the WWW, information is often unreliable or incomplete, and it is important to evaluate sources and information before using them. Earlier research has shown that students have difficulties with evaluating sources and information. This study investigates the criteria secondary educational students use while searching the Web for information. 23 students solved two information problems while thinking aloud. After completing the tasks they were interviewed in groups on their use of criteria. Results show that students do not evaluate results, source and information very often. The criteria students mention when asked which criteria are important for evaluating information are not always the same criteria they mention while solving the information problems. They mentioned more criteria but also admitted not always using these criteria while searching the Web.
Article Outline
1. Introduction
2. Method
2.1. Participants
2.2. Material
2.2.1. Tasks
2.2.2. WWW knowledge Questionnaire
2.2.3. Post hoc group interviews
2.3. Procedure
2.4. Data analysis
3. Results
3.1. Students’ information problem solving processes
3.2. Students’ evaluating processes
3.3. Evaluation criteria
3.4. Criteria for evaluating: domain specific
3.5. Students’ products
3.6. Students’ awareness of evaluation criteria
4. Discussion
Acknowledgements
References
Abstract
By the early nineties a Chilean network on computers and education for public schools had emerged. There were both high expectancies that technology could revolutionize education as well as divergent voices that doubted the real impact of technology on learning. This paper presents an evaluation of the Enlaces network, a national Information and Communication Technologies (ICTs) and education initiative designed as part of a series of programs to overcome inequity and quality issues of public education in Chile, by integrating teachers and learners into the knowledge society. Data gathered and the results obtained in four major areas of educational policies – infrastructure, digital literacy, conditions of learning, and the impact on school learning of major national and international tests – are presented and fully analyzed. The strengths and weaknesses of Enlaces as a visible component of the educational system and educational reform are also discussed. Enlaces has provided basic infrastructure tools, connectivity, ICTs, and teacher training to a huge number of schools, but critical results are narrow in terms of classroom learning and no additional competencies have been observed. Data and results are limited by structural bottlenecks in the educational and social system. Finally, the lessons learned after more than 15 years of implementing technology in Chilean schools are presented and fully discussed.
Article Outline
1. Introduction
2. Methodology
3. Research findings
3.1. Enlaces in the context of the school reform
3.2. Strategy and implementation of Enlaces
3.3. Enlaces results
4. Conclusion and further work
Acknowledgements
References
Abstract
Research into Information and Communication Technologies (ICT) in schools is well into its third decade but there is still a pressing need to better understand how computer-based technologies are influencing learning opportunities, and how the local conditions of schooling impact on teachers’ attempts to integrate these technologies in their classrooms. In this article, we provide some insight into these questions through our research in six diverse public schools in the state of New South Wales (NSW), Australia. We observed classrooms and conducted interviews with teachers and other key stakeholders, such as principals and technology coordinators about the integration of ICT. Our goal was to describe and examine the ways in which teachers, in a range of settings, are utilising ICT in their classroom practices to mediate student’s learning experiences Our findings indicate that ICT is largely being integrated in ways that support and supplement existing classroom practices. From our observations, we believe that successful integration of ICT requires fundamental shifts in the core activities of schools. These shifts include new teaching. The cases described in this article suggest some ways in which these shifts may be initiated and sustained.
Article Outline
1. Introduction
2. Researching learning
2.1. Participating schools
2.2. Participants
3. Teachers’ views about their attempts to integrate ICT
4. ICT integration strategies
5. Leadership and succession planning
6. The importance of technical support
7. Conclusion
Acknowledgements
References
Abstract
This paper presents a comparison between South African and Chilean results on SITES (Second Information Technology in Education Study) 2006 study, aiming to show and discuss both disparities and similarities, and trying to explain them through an analysis of their ICT in Education policies and national contexts. Firstly, these policies and contexts portray national backgrounds and initiatives. Secondly, methodological approach is described (a secondary analysis of the international data consisting in a two-way statistical analysis to calculate significant differences between South African and Chilean results, but also including some specific references to the northern hemisphere countries). Thirdly, main results are shown, organized in five sections: a) access to ICT resources; b) support to teachers; c) teachers professional development; d) principals’ pedagogical vision and e) teaching and learning practices.
Results of the analysis show that most of the disparities between both countries can be explained through differences in their national contexts and corresponding ICT in education policies (particularly those related to ICT equipment provision and teachers professional development programs) as well as due to their implementation period. These conclusions might be particularly useful to policy-makers in South Africa and Chile, highlighting some areas where improvement plans could be implemented.
Article Outline
1. Introduction
2. Background
2.1. National contexts
2.2. National policies on ICT in education
3. Methodology
4. Results
4.1. Access to ICTs resources
4.2. Support to teachers
4.2.1. Technical support
4.2.2. Pedagogical support
4.3. Teachers professional development
4.4. Principals' pedagogical vision
4.5. Teaching and learning practices
5. Conclusions
Acknowledgements
References
Abstract
Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at class level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal’s perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.
Article Outline
1. Introduction
2. Background
2.1. School policies from a school improvement perspective
2.2. The impact of ICT school policies
2.3. Purpose of the study
3. Research method
3.1. Participants
3.2. Procedure and instruments
3.3. Data analysis
4. Results
4.1. ICT school policy
4.1.1. ICT policy plan
4.1.2. Leadership
4.1.3. Support
4.1.4. Evaluation
4.1.5. Cooperation
4.2. Impact of school policies and teacher characteristics on ICT integration in class
5. Discussion
6. Conclusion
References
Abstract
We are presenting a methodological approach that aims to increase students’ motivation by asking them to develop tasks based on professional settings. In order to meet this objective a collaborative methodology was designed and applied to two multidisciplinary projects: MARKETOUR and ICT-SUSTOUR. Both projects made students face real workplace situations by working collaboratively through the use of a virtual learning environment (VLE) and other information technology (IT) tools at a national and international level.
The methodology proposed offers students a professional scenario in which they are required to develop purpose-based tasks using IT. A virtual learning environment was devised for each project in order to create a real learning community and a website was designed in ICT-SUSTOUR for sharing information.
The development of both projects encouraged students to improve their communication skills in English as well as their IT skills with the ultimate objective of increasing their motivation to learn English for specific purposes (ESP).
Article Outline
1. Introduction
2. Methodological proposal
2.1. IT tools
2.2. Timing
2.3. Group formation
2.4. Project schedule
3. Results
3.1. Students’ viewpoint
3.2. Lecturers’ viewpoint
4. Conclusions and further work
Acknowledgements
References
Vitae
Abstract
One of the important themes that emerged from the CAL’07 conference was the failure of technology to bring about the expected disruptive effect to learning and teaching. We identify one of the causes as an inherent weakness in prevalent development methodologies. While the problem of designing technology for learning is irreducibly multi-dimensional, design processes often lack true interdisciplinarity. To address this problem we present IDR, a participatory methodology for interdisciplinary techno-pedagogical design, drawing on the design patterns tradition [Alexander, C., Silverstein, M., & Ishikawa, S. (1977). A pattern language: Towns, buildings, construction (Center for environmental structure series). New York, NY: Oxford University Press] and the design research paradigm [DiSessa, A. A., & Cobb, P. (2004) Ontological innovation and the role of theory in design experiments. Journal of the Learning Sciences, 13(1), 77–103]. We discuss the iterative development and use of our methodology by a pan-European project team of educational researchers, software developers and teachers. We reflect on our experiences of the participatory nature of pattern design and discuss how, as a distributed team, we developed a set of over 120 design patterns, created using our freely available open source web toolkit. Furthermore, we detail how our methodology is applicable to the wider community through a workshop model, which has been run and iteratively refined at five major international conferences, involving over 200 participants.
Article Outline
1. Introduction
1.1. TEL as a design science
1.2. TEL as an interdisciplinary field of study
1.3. Patterns as a support for interdisciplinary design
1.4. Interdisciplinarity and the design cycle
1.5. Pattern language development as a community venture
2. The IDR methodology for interdisciplinary design
2.1. Stage 1: Pattern identification
2.2. Stage 2: Pattern development
2.2.1. Pattern structure
2.3. Stage 3: Pattern refinement
2.4. An example pattern
3. The IDR tools
3.1. The typologies tool
3.2. The case study repository
3.3. The pattern editor
3.4. The pattern browser
3.5. Epilogue: trails
4. Results: developing and using the IDR methodology
4.1. The pattern language
4.2. The workshop model
4.3. The importance of the educational context
5. Discussion
5.1. Why design patterns
5.2. The social configuration of TEL development
5.3. Reflections on achieving interdisciplinary design
6. Conclusion
Acknowledgements
References
Abstract
As increasing numbers of educators explore the use of virtual worlds for education, there is a need to consider which pedagogical approaches can provide an opportunity to do more than recreate the traditional classroom by leveraging the unique characteristics and potential that the technology can offer. This study identifies Communal Constructivism as a potentially appropriate pedagogy for use in the virtual world Second Life. Five groups of learners took part in a learning experience specifically designed to provide opportunity for the features of Communal Constructivism to emerge through the affordances of the technology. The chat logs, learning artefacts, post-activity semi-structured interviews and researcher’s observations from each of the five groups were analysed to explore participants’ experiences and both the operation and outcome of the pedagogy in action. Findings from the qualitative analysis of the data sets indicate that learners collaboratively constructed knowledge for themselves as a group and for others, as the features of the pedagogy emerged.
Article Outline
1. Introduction
1.1. Virtual worlds
1.2. Affordances
1.3. Pedagogy
2. Method
2.1. Participants and approach
2.2. Research design and procedures
2.3. Activity design
2.4. Data analysis
2.4.1. Features of Communal Constructivism
2.4.2. Learners’ perceptions
2.4.3. Evidence of learning
3. Results
3.1. Features of Communal Constructivism
3.2. Learners’ perceptions
3.3. Evidence of learning
4. Discussion
5. Conclusion
Role of the funding source
Acknowledgements
References
Abstract
Given the prevalence of computers in education today, it is critical to understand teachers’ perspectives regarding computer integration in their classrooms. The current study surveyed a random sample of a heterogeneous group of 185 elementary and 204 secondary teachers in order to provide a comprehensive summary of teacher characteristics and variables that best discriminate between teachers who integrate computers and those who do not. Discriminant Function Analysis indicated seven variables for elementary teachers and six for secondary teachers (accounting for 74% and 68% of the variance, respectively) that discriminated between high and low integrators. Variables included positive teaching experiences with computers; teacher’s comfort with computers; beliefs supporting the use of computers as an instructional tool; training; motivation; support; and teaching efficacy. Implications for support of computer integration in the classroom are discussed.
Article Outline
1. Introduction
1.1. The current study
2. Method
2.1. Participants
2.2. Materials and procedure
2.2.1. Computer integration
2.2.2. Comfort with computers
2.2.3. Computer use
2.2.4. Computer training
2.2.5. Attitudes toward computers
2.2.6. Experiences with computer technology
2.2.7. Teacher efficacy
2.2.8. Teaching philosophy
2.2.9. Attitudes toward work
3. Results
3.1. Group profiles
3.2. Univariate analysis
3.3. Multivariate analysis
3.3.1. Elementary
3.3.2. Secondary
4. Discussion
Acknowledgements
References
Abstract
This study reports on the development and validation of measurement scales to study the different roles fulfilled by ICT coordinators. Based on a review of the literature, a 24 item questionnaire was constructed and administered to a sample of 177 Flemish ICT coordinators working in primary education. Exploratory factor analysis revealed a four-factor solution: the ICT coordinator as a planner, a budgeter, a technician, and an educationalist. Qualitative data corroborated these roles. This study provides a quantitative measure of the different roles assumed by ICT coordinators in practice. The implications of our findings for schools, researchers and policy makers are discussed.
Article Outline
1. Introduction
2. Theoretical background
3. Method
3.1. Participants
3.2. Measures
3.3. Procedure
4. Results
5. Conclusion and discussion
References
Abstract
There is anecdotal evidence that a significant number of students studying computing related courses at degree level have difficulty with sub-GCE mathematics. Testing of students’ skills is often performed using diagnostic tests and a number of computer-based diagnostic tests exist, which work, essentially, by testing one specific diagnostic skill at a time.
This paper proposes using a multiple-choice computer-based diagnostic test where each question has a number of diagnostic skills associated with it in order to allow more flexible questions. A simple measure of a diagnostic skill’s competency could be obtained by calculating the number of questions answered correctly, divided by the total number of questions, associated with that skill. However, because a question may have many skills associated with it, if a question is wrong, then each skill is deemed to be problematic, even though there may not be a problem with all skills.
A technique has been developed that refines the initial skill competencies and iteratively re-calculates the skills based on all other competencies. Pilots of the new diagnostic test with first year computing students indicate that particular mathematical problems exist for many students, and suggest that the iterative algorithm produces a more precise indication of competencies than a simple competence measure approach.
Article Outline
1. Introduction
2. Methodology for diagnostic testing using multiple-choice questions
2.1. Identifying skills for a diagnostic test
2.2. Naïve approach to calculating diagnostic skill competencies
2.3. Problem of false positive reporting using diagnostic testing
2.4. Example to illustrate the potential false positive problem
2.5. Bayesian approach to diagnostic testing
2.6. Calculating skill competencies using an iterative approach
2.7. Devising an iterative formula for calculating skill competence
2.8. Example using the iterative approach
2.9. Summary – algorithm for assessing diagnostic skills
3. Case study using iterative approach from diagnostic tests undertaken by computing students
3.1. Overall marks from the diagnostic tests taken in autumn 2005
3.2. Assessing the effectiveness of the iterative technique
3.3. Reviewing individual assessments
3.4. Manual verification of results
3.5. Efficiency of the iterative technique
3.6. Reviewing skill competency graphs for students
4. Future work
5. Conclusions
Acknowledgements
Appendix A. HTA
Appendix B. Diagnostic skills
Appendix C. Sample questions form diagnostic test
References
Abstract
Advances in e-learning technologies parallels a general increase in sophistication by computer users. The use of just one theory or model, such as the technology acceptance model, is no longer sufficient to study the intended use of e-learning systems. Rather, a combination of theories must be integrated in order to fully capture the complexity of e-learners, who are both system users and learners. The current research presents an integrated theoretical framework to study users’ acceptance of streaming media for e-learning. Three streams of research provide the basis for this integrated framework: the technology acceptance model, flow theory and media richness theory. Students enrolled in an online section of an information systems course used one of three different combinations of text, streamed audio and streamed video. Regression analysis was used to test the hypotheses in this field experiment. Perceived ease of use was a predictor of perceived usefulness; both the perceived usefulness and the attitude of the user were predictors of intention to use. Richer content-presentation types were positively correlated with higher concentration levels but showed mixed results when correlated with perceived usefulness. Results from this study have practical implications for those interested in integrating streaming media into e-learning.
Article Outline
1. Introduction
2. Theoretical background
2.1. Technology acceptance model
2.2. Flow theory
2.3. Media richness theory
2.4. The research model
3. Methodology
3.1. Participants
3.2. The experimental system
3.3. Instrument development
3.4. Procedures
3.5. Measures
4. Results
5. Conclusions
Appendix Scales. and items
Perceived. ease of use
Perceived. usefulness
Attitude.
Usage. intentions
Concentration.
References
Abstract
The Internet and Web technology development have opened up new ways for people to communicate, gain new information and increase their knowledge. One particular area of interest is that of using online resources to empower informal learners to increase their knowledge at their own time and space. One could look at an online resource as a public library being brought to the homes of such informal learners. The goal of the study described in this paper was to present evidence of the impact of online resources on such informal learners. In this study, the informal learners were a group of parents with young children aged between 0 and 6, and the knowledge being learned informally was that of their knowledge of and attitudes to their parenting skills. This study used an online parenting portal, KidzGrow Online, to identify if and how an online resource could impact on the group of parents with regard to the time they spent with their children, their own perceived level of knowledge of their children’s development, and the level of their self-confidence in their parenting role. The study showed that after a period of three months, significant differences could be observed between the responses from parents who had access to the online resource and those from parents who did not.
Article Outline
1. Introduction
2. Background
2.1. Background information
2.2. KidzGrow Online as an online parenting resource
3. Hypotheses of the study
4. Methodology
4.1. Subjects
4.2. Online questionnaire
4.3. Procedure
5. Results and discussion
5.1. Survey responses
5.2. Demographical profile of users
5.3. Impact of online resource on parent users
6. Conclusions and future work
References
Abstract
Researchers investigated the impact of podcasting on student motivation in the online environment during fall 2008 and spring 2009. Data were collected from students enrolled in fourteen online courses at a research university in the United States. One hundred and ninety-one students completed a modified version of the Instructional Materials Motivation Survey (Keller, 2006); it has four subscales: attention, relevance, confidence, and satisfaction. Strong positive relationships between all subscales were detected. Results indicate students were moderately motivated by the use of podcasts in their online courses. Statistically significant differences in student motivation based on gender, class standing, and prior online learning experience were found. Benefits of using podcasts and recommendations for improvement of the multimedia files were offered by users.
Article Outline
1. Introduction
2. Theoretical framework
2.1. Podcasts
2.2. Integration of podcasts
2.3. Student motivation
3. Methods
3.1. Purpose and research questions
3.2. Procedure
3.2.1. Instrument
3.3. Data analysis
4. Research results
4.1. Demographics
4.2. Research question 1
4.3. Research question 2
4.3.1. Gender
4.3.2. Class standing
4.3.3. Prior experience with online courses or podcasts
4.3.4. Prior experience with online learning courses and podcasts
4.4. Research question 3
4.5. Research question 4
4.6. Research question 5
5. Discussion
5.1. Learner motivation and satisfaction
5.2. Effects of individual differences
5.3. Benefits and suggestions
6. Conclusion
Acknowledgements
References
Abstract
In recent years, designing useful learning diagnosis systems has become a hot research topic in the literature. In order to help teachers easily analyze students’ profiles in intelligent tutoring system, it is essential that students’ portfolios can be transformed into some useful information to reflect the extent of students’ participation in the curriculum activity. It is observed that students’ portfolios seldom reflect students’ actual studying behaviors in the learning diagnosis systems given in the literature; we thus propose three kinds of learning parameter improvement mechanisms in this research to establish effective parameters that are frequently used in the learning platforms. The proposed learning parameter improvement mechanisms can calculate the students’ effective online learning time, extract the portion of a message in discussion section which is strongly related to the learning topics, and detect plagiarism in students’ homework, respectively. The derived numeric parameters are then fed into a Support Vector Machine (SVM) classifier to predict each learner’s performance in order to verify whether they mirror the student’s studying behaviors. The experimental results show that the prediction rate for the SVM classifier can be increased up to 35.7% in average after the inputs to the classifier are “purified” by the learning parameter improvement mechanisms. This splendid achievement reveals that the proposed algorithms indeed produce the effective learning parameters for commonly used e-learning platforms in the literature.
Article Outline
1. Introduction
2. Architecture of learning parameter improvement mechanism
2.1. Online learning effectiveness calculator
2.2. Learning topic relevance identifier
2.3. Homework report plagiarism detector
3. SVM classifier
4. Experimental results and analyses
5. Conclusions and future work
Acknowledgements
References
Abstract
The balanced scorecard (BSC) is a multi-criteria evaluation concept that highlights the importance of performance measurement. However, although there is an abundance of literature on the BSC framework, there is a scarcity of literature regarding how the framework with dependence and interactive relationships should be properly implemented in uncertainty. This study proposes a hybrid approach: the analytic network process (ANP) is used to analyze the dependence aspects, the decision-making trial and evaluation laboratory (DEMATEL) is used to deal with the interactive criteria, and the fuzzy set theory is used to evaluate the uncertainty. The four BSC aspects and 22 criteria are evaluated for a private university of science and technology in Taiwan. The results show that student acquisition is the most influential and weighty criterion, and the annual growth in revenue is the most effective criterion. Managerial implications are also discussed, and concluding remarks are made.
Article Outline
1. Introduction
2. Research method
2.1. NBSC hierarchical structure
2.2. Fuzzy set theory
2.3. Dematel
2.3.1. Generating the direct-relation matrix
2.3.2. Normalizing the direct-relation matrix
2.3.3. Obtaining the total-relation matrix
2.3.4. Producing a causal diagram
2.3.5. Obtaining the dependence matrix
2.4. ANP
2.5. Proposed approach
3. A case study
3.1. A case study
3.2. Study problem
3.3. The results
3.4. Post-survey
4. Managerial implications
5. Concluding remarks
References
Vitae
Abstract
The information technology (IT) of today forms an integral part of everyday living, thus the nurture of children’s IT awareness early in life is crucial. Young children have an innate curiosity for IT which suggests that in the school environment it can easily be integrated with other subjects in thematic and interdisciplinary curriculum. This quasi-experimental study used the Technology Foundation Standards for Students of the International Society for Technology in Education (ISTE) project on National Educational Technology Standards (NETS) as the basis to design a thematic and interdisciplinary IT curriculum for elementary students. A total of 1273 elementary students and 12 computer teachers were separated into either a control or experimental group. After one academic year, students’ final scores in English, mathematics, science, social studies, and art were gathered and compared. Statistical analysis indicated that there were significant differences in the experimental group’s academic scores. Findings also suggested that an interdisciplinary curriculum design opened opportunity for collaborative work and cohesiveness among faculty. Further longitudinal studies are recommended to examine the long-term implications of a thematic and interdisciplinary IT curriculum design.
Article Outline
1. Introduction
1.1. Curriculum integration through technology and its benefits
1.2. Thematic, interdisciplinary, and spiral curriculum
1.3. Research questions
2. Research setting and methodology
3. The thematic and interdisciplinary IT curriculum
4. Results and findings
4.1. Factors that influence the implementation of a thematic and interdisciplinary curriculum
4.2. Implications of the thematic and interdisciplinary IT curriculum with regards to the students’ IT performance and to the other subject areas
5. Conclusion
Acknowledgements
References
Abstract
Can an electronic portfolio that is both a multimedia container for student work and a tool to support key learning processes have a positive impact on the literacy practices and self-regulated learning skills of students? This article presents the findings of a yearlong study conducted in three Canadian provinces during the 2007–2008 school year initially involving 32 teachers and 388 students. Due to varying levels of implementation our final data set included 14 teachers and 296 students. Using a non-equivalent pre-test/post-test design, we found that grade 4–6 students who were in classrooms where the teacher provided regular and appropriate use of the electronic portfolio tool ePEARL (i.e., medium–high implementation condition, n = 7 classrooms and 121 students), compared to control students (n = 7 classrooms and 175 students) who did not use ePEARL, showed significant improvements (p < .05) in their writing skills on a standardized literacy measure (i.e., the constructed response subtest of the Canadian Achievement Test-4th ed.) and certain metacognitive skills measured via student self-report. The results of this study indicate that teaching with ePEARL has positive impacts on students’ literacy and self-regulated learning skills when the tool is used regularly and integrated into classroom instruction.
Article Outline
1. Introduction
2. Research on electronic portfolios
3. About ePEARL
4. Research context and method
4.1. Study design
4.2. Instrumentation
4.3. Analysis
5. Findings
6. Discussion
6.1. Cautions and limitations
6.2. Conclusion: implementation issues in the use of electronic portfolios
Acknowledgements
References
Abstract
Shared databases are used for knowledge exchange in groups. Whether a person is willing to contribute knowledge to a shared database presents a social dilemma: Each group member saves time and energy by not contributing any information to the database and by using the database only to retrieve information which was contributed by others. But if all people use this strategy, then the database will be empty and, hence, useless for every group member. Based on theoretical approaches, two models for fostering the information-sharing behavior of database users are presented. One for enhancing the quality of database contents, and one for enhancing the quantity of those contents. The models take into account the following factors: the kinds of rewards the participants obtain for contributing information, the individual costs associated with this contribution, the prospective metaknowledge about the importance of one’s own information to the others, and the retrospective metaknowledge about how much others contributed to and retrieved from the database. These factors enhance the quantity of database contents as well as their quality.
A highly controlled experimental setting for testing the models is presented. Results of three experiments support some expectations derived from the models. Their implications for organizational and educational settings are discussed.
Article Outline
1. Knowledge sharing via database – a social dilemma
2. Personal incentives: reward for contributing information
3. Contribution costs
4. Metaknowledge
4.1. Prospective metaknowledge
4.2. Retrospective metaknowledge
5. Two models for fostering information contribution to shared databases
6. The empirical investigation of the models
6.1. Experimental task
6.2. Experiment 1: Providing metaknowledge about the importance of one’s own information
6.2.1. Participants
6.2.2. Design and procedure
6.2.3. Results and discussion
6.3. Experiment 2: Providing a use-related bonus as reward for contribution
6.3.1. Participants
6.3.2. Design and procedure
6.3.3. Results and discussion
6.4. Experiment 3: Providing feedback about the contribution behavior of others
6.4.1. Participants
6.4.2. Design and procedure
6.4.3. Results
7. Conclusion: Implications for educational and organizational settings
References
Abstract
The main aim of the modern popular teaching method of authentic learning has been to provide students with everyday-life challenges that develop knowledge and skills through problem solving in different situations. Many emerging information technologies have been used to present authentic environment in pedagogical purpose. However, there are few studies that have been discussed the sense of authenticity and characters in scene and how students interact with the characters involved in the task. We designed a system, RoboStage, with authentic scenes by using mixed-reality technology and robot to investigate the difference in learning with either physical or virtual characters and learning behaviors and performance through the system. Robots were designed to play real interactive characters in the task. The experiment of the study conducted with 36 junior high students. The results indicated that RoboStage significantly improved the sense of authenticity of the task and also positively affected learning motivation. Learning performance was conditionally affected by RoboStage.
Article Outline
1. Introduction
1.1. Mixed-reality learning environment
1.2. Characters in the learning activities
2. Methods
2.1. Participants
2.2. Materials
2.3. Procedures
3. Results and discussions
4. Conclusions
Acknowledgements
References
Abstract
The focus of research into the use of the interactive whiteboard (IWB) in the classroom has been largely in relation to teacher–pupil interaction, with very little consideration of its possible use as a tool for pupils’ collaborative endeavour. This paper is based upon an ESRC-funded project,1 which considers how pupils use the interactive whiteboard when working together on science-related activities. It provides an analysis of video and other data from science lessons in UK Years 4 and 5 primary classrooms (pupils aged 8–10 years). Concentrating on a series of lessons constructed by three (out of 12) of the project teachers, together with their written and spoken commentaries, it takes each set of lessons as a case for study and comparison.
This paper focuses in particular on the nature of the ‘vicarious presence’ of the teacher evident in the group interactions at the board. We address the following questions: How is the teacher’s vicarious presence evident in the work of pupils at the interactive whiteboard? How does this presence influence the behaviour of pupils engaged in science activities?
In this account, we suggest that the teacher remotely mediates the activity of the pupils at the board in two specific and interlinked ways. Firstly, the vicarious presence of the teacher seems to be in the minds of pupils, enabling them to appropriate and use introduced rules and procedures, in this case in relation to group talk. Secondly, it is in the ways in which the constructed task environment on the IWB guides and mediates the pupils’ actions, enabling them to connect with, interpret and act upon the teacher intentions for the task. Here, the teacher’s vicarious presence is in the technology.
We conclude that the IWB can provide both a tool and an environment that can encourage the creation of a shared dialogic space within which co-constructed knowledge building can take place. However, this only occurs where there is active support from the teacher for collaborative, dialogic activity in the classroom and where the teacher is able to devise tasks that use board affordances to promote active learning and pupil agency.
Article Outline
1. Introduction
2. The research in context
2.1. Methods and research questions
3. Research findings and discussion
3.1. Group talk and talking about science
3.2. The teacher and science learning at the IWB
3.2.1. The ‘external memory’ of the IWB – the use of the page sorter and page hyperlinks to assist learning
3.2.2. Locking and freeing board objects
3.2.3. Prompts for action
4. Conclusions and discussion – linking affordances and mediated tasks at the IWB
Acknowledgements
Appendix A. Lesson details for the three cases
References
Abstract
Recently, a debate has begun over whether in-class laptops aid or hinder learning. While some research demonstrates that laptops can be an important learning tool, anecdotal evidence suggests more and more faculty are banning laptops from their classrooms because of perceptions that they distract students and detract from learning. The current research examines the nature of in-class laptop use in a large lecture course and how that use is related to student learning. Students completed weekly surveys of attendance, laptop use, and aspects of the classroom environment. Results showed that students who used laptops in class spent considerable time multitasking and that the laptop use posed a significant distraction to both users and fellow students. Most importantly, the level of laptop use was negatively related to several measures of student learning, including self-reported understanding of course material and overall course performance. The practical implications of these findings are discussed.
Article Outline
1. Methods
1.1. Participants
1.2. Materials and procedure
1.2.1. Course structure and assessment
1.2.2. Survey procedures and measures
1.2.3. Other measures
2. Results
2.1. Response rate
2.2. Level of laptop use
2.3. Effects of laptop use on learning
2.4. Distraction posed by laptop use
3. Discussion
Acknowledgements
References
Abstract
This paper regards a comparative study which investigates in-service and pre-service Greek early childhood teachers’ views and intentions about integrating and using computers in early childhood settings. Views and intentions were investigated via a questionnaire administered to 240 in-service and 428 pre-service early childhood teachers. Confirmatory Factor Analysis showed that the one-factor structure of the questionnaire holds in both populations. Measurement partial invariance between the two populations was confirmed. Comparing the two populations with regard to the degree of adopting positive views–intentions and the level of computer self-efficacy, teachers expressed more positive views–intentions and students reported higher computer self-efficacy. Implications for teacher training are discussed.
Article Outline
1. Introduction
2. Theoretical background
2.1. In-service and pre-service early childhood teachers’ views and intentions about ICT use
2.2. ICT in Greek early childhood education
3. Objectives of the study
4. Methodology
4.1. Sample
4.2. Research instrument
4.3. Procedure
4.4. Data analysis
5. Results
5.1. Parcels construction
5.2. Confirmatory Factor Analysis
5.3. Factorial invariance
5.4. Cross-validation phase
6. Discussion
Appendix A
Appendix B
References
Abstract
The development of modern technologies and their extension to every domain of our daily life nowadays is an indisputable fact. The widespread use of computers renders training in these technologies necessary. Consequently, computers were soon introduced into the Greek educational system. Factors related to the nature of the teacher’s personality, such as computer self-efficacy, self-concept, attitudes, motivation and needs are considered crucial to the integration and development of modern technologies in education. This study examines the relationship between individual characteristics of secondary school teachers and computer self-efficacy as well as teacher prospects with regard to modern technologies.
Article Outline
1. Introduction
2. Theoretical background
3. Research methodology
4. Findings and discussion
4.1. Research question 1: The relation between general self-efficacy and computer self-efficacy
4.2. Research question 2: The relationship between self-esteem and computer self-efficacy
4.3. Research question 3: The relationship between teachers’ subject area, prior experience in using computers and software (as an educational tool), previous computer training and computer self-efficacy
5. Conclusions
References
Abstract
The negative impact of online gaming on adolescents has received much attention. The question of how to reduce their pathological use of online gaming is a critical issue. Based on the concept of external justification in dissonance theory, this experimental study aimed to examine whether severity of threat and justification of effort would impact adolescent players’ attitude change toward online gaming and their subjective estimations of online gaming addiction. The results echoed predictions from classic studies in dissonance theory. When participants engaged in attitude–discrepant behavior, i.e., persuading other adolescents that an apparently interesting online game is not fun at all, their attitudes toward online gaming shifted more dramatically to the negative side in the context of a low level of threat rather than a high level of threat. Additionally, the magnitude of attitude change was more prominent when participants exerted more rather than less effort to engage in attitude–discrepant behavior. Moreover, a similar pattern of participants’ evaluations of the likelihood of online gaming addiction was also observed. The findings show that dissonance theory has the potential to be useful for inducing adolescent players to disengage in online gaming.
Article Outline
1. Introduction
2. Attitude change and dissonance theory
2.1. Severity of threat and attitude change
2.2. Justification of effort and attitude change
3. Methods
3.1. Participants and design
3.2. Procedure
3.3. Severity of threat
3.4. Involved effort
3.5. Dependent measures
3.5.1. Attitude toward online gaming
3.5.2. Online games addiction
4. Results
4.1. Manipulation check
4.2. Effects of threat and effort on attitude change and online gaming addiction
5. Discussion
5.1. Limitations and future directions
5.2. Conclusions
Acknowledgements
References
Abstract
This study administered the unethical computer using behavior scale (UECUBS) developed by [Namlu, A.G., & Odabasi, F. (2007). Unethical computer using behavior scale: A study of reliability and validity on Turkish university students. Computers and Education, 48, 205–215.] to investigate whether gender, program of study and PC experience have an impact on ethical judgments of undergraduate students regarding information and communication technologies (ICTs). The sample consisted of 559 undergraduates from the Education Faculty of the most populated state university in Turkey. The results of 5 (program of study) × 2 (gender) × 2 (PC experience) between-groups analysis of variance (ANOVA) indicated no significant differences among different programs of study and between high and low experienced PC users. The analysis showed significant differences between males and females. A significant interaction between the program of study and gender was found, which indicated that the difference between males and females did not follow a similar pattern across different programs of study. More specifically, females’ ethical judgments were consistent across different fields while males’ judgments varied according to the field of study.
Article Outline
1. Introduction
2. Method
2.1. Participants
2.2. Instrument
2.3. Procedure
3. Results
4. Discussion
References
Vitae
Abstract
The passage from secondary school to university puts students in an environment with different expectations. Not only the expectations towards learning might change, but also towards ICT competences and computer use. The purpose of this article is to find out whether freshmen, after 6 months at the university, changed their self-perception of ICT competences and computer use in comparison with their behaviour at secondary school, and what factors can explain the self-perception of ICT competences and computer use in secondary school, in the university and their possible change. Based on a panel research among 714 freshmen of a large university, this article answers the following questions: (1) What is the self-perception of ICT competences among freshmen and is there a change in this self-perception 6 months after entering the university? (2) How often and for what purpose do freshmen use a computer and is there a change in the frequency of the use of a computer? (3) What factors might influence this attitude, behaviour, and possible change? In function of the basic components of Unified Theory of Acceptance and Use of Technology (Venkatesh, Morris, Davis, & Davis, 2003) hypotheses was developed and tested to answer these questions. Students who consider the computer to be a useful instrument, have control over the computer, possess a certain level of Internet competence, and are at ease with computers are more likely to have the skills needed to maintain a computer, to develop a web site, and to use basic ICT skills. The predictors have little influence on Internet usage. The same predictors contribute modestly to the explanation of the different frequencies of computer use, and a few of the predictors explain parts of change in ICT skills and frequency of computer use.
Article Outline
1. Introduction
2. Theoretical background
3. Methodology
3.1. Dependent variables
3.2. Independent variables
4. Access to computers and the Internet
5. What factors explain self-perceived ICT competences?
6. What factors explain computer use frequency?
7. Changes in ICT skills and the frequency of computer use
8. Discussion
9. Conclusion
10. Implications
Acknowledgements
Appendix A
References
Abstract
This article reports on a project, involving three New Zealand schools, which investigated teachers’ understanding of information literacy and their associated classroom practices. Recently published work, while lamenting school students’ lack of information literacy skills, including working with online resources, provides little research investigating classroom teachers’ knowledge of information literacy skills and their related pedagogical practice. The findings of this project indicate that while some of the teachers in this project had a reasonably good understanding of the concept of information literacy, very few reported developing their students’ information literacy skills.
Article Outline
1. Introduction
1.1. Information literacy
1.2. Defining information literacy
1.3. Information literacy in New Zealand
1.3.1. Information literacy and lifelong learners
1.3.2. Development of information literacy
1.4. Teaching information literacy in New Zealand
2. Method
2.1. Context
2.2. Participants
2.3. Design
2.4. Procedure
2.4.1. Web based questionnaire
3. Results and discussion
3.1. Understanding of information literacy
3.1.1. How would you describe an information literate person?
3.1.2. Information literacy is concerned mostly with using ICT
3.2. Classroom practice
3.2.1. I model methods of finding information using online resources
3.2.2. I model methods of note taking and skimming and scanning with my students
3.2.3. I check the information literacy skills of my students at the start of each year
3.3. Future developments
4. Conclusions and recommendations
4.1. Implications of findings for those designing professional development
Appendix A
A.1. The essential skills
Appendix B. Supplementary data
References
Abstract
The benefit of PowerPoint™ is continuously debated, but both supporters and detractors have insufficient empirical evidence. Its use in university lectures has influenced investigations of PowerPoint’s effects on student performance (e.g., overall quiz/exam scores) in comparison to lectures based on overhead projectors, traditional lectures (e.g., “chalk-and-talk”), and online lectures. Thus far, comparisons of overall exam scores have yielded mixed results. The present study decomposes overall quiz scores into auditory, graphic, and alphanumeric scores to reveal new insights into effects of PowerPoint presentations on student performance. Analyses considered retention of lecture information presented to students without the presence of PowerPoint (i.e., traditional lecture), auditory information in the presence of PowerPoint, and visual (i.e., graphic and alphanumeric) information displayed on PowerPoint slides. Data were collected from 62 students via quiz and questionnaire. Students retained 15% less information delivered verbally by the lecturer during PowerPoint presentations, but they preferred PowerPoint presentations over traditional presentations.
Article Outline
1. Introduction and purpose
2. Background literature
2.1. Rationale for approach and hypotheses
3. Methodology
3.1. Participants
3.2. Materials
3.3. Independent variables
3.4. Dependent variables
3.5. Experimental design
3.6. Procedure
4. Results and discussion
4.1. Objective assessment of performance
4.1.1. Audio analysis
4.1.2. Visual analysis
4.1.3. Audio/visual analysis
4.1.4. Overall analysis
4.2. Subjective assessment of performance1
4.3. General discussion
5. Limitations
6. Conclusions
References
Abstract
Web resources in Latin American higher education institutions have been reported to show a much stronger emphasis on Information than on Communication. A Course Management System (CMS), according to Social Constructivism framework, is an opportunity for fostering learning through interaction in a virtual environment for learning; hence, stimulating the use of a CMS for communication purposes seems quite appropriate. A quantitative analysis of 63.06% of the virtual classrooms was conducted, using the users log database to describe five variables: Participation, Informational Interaction Level, Communicational Interaction Level, and the use of Informational Resources and Communicational Resources in the CMS. An assessment of the first 2 years of implementation of Moodle in a campus confirmed prominence levels of interaction and resources that favor Information over Communication purposes in the use of the CMS. It is not conclusive whether this necessarily implies more or better learning; a profound qualitative study would be needed to answer these questions. Teachers and students show different behaviors in the face of this new ICT campus resource, while faculty members appear to have behaved in an erratic manner, students show steady levels of CMS usage.
Article Outline
1. Introduction
1.1. Regional and local perspectives
1.2. Adoption of a CMS
1.3. Problem
2. Theoretical framework
2.1. Interaction in Virtual Environments for Learning
3. Method: analysis of the digital vestiges
4. Results
5. Conclusions
Acknowledgements
References
Abstract
The purpose of this study was to integrate technology and team-teaching techniques into science teacher education method courses in order to explore the effects of such integration on preservice teachers. The participants included one instructor and a total of 42 preservice teachers. A technology team-teaching model (TTT) was designed in this study to restructure science method courses with technology. This study used a mixed-method design, incorporating both quantitative and qualitative techniques. The results revealed that there were significant differences in “designing an appropriate science topic to be taught with technology” and “integrating computer activities with appropriate pedagogy in classroom instruction” (F = 5.260, p < 0.05, and F = 10.260, p < 0.01, respectively). The results also showed that the TTT model could enhance the integration of science teaching theories and practice. Team-teaching technique facilitated the integration of technology in science lesson design and teaching practice, and enhanced friendship through interaction. The TTT model could better the science learning experience of preservice teachers and serve as useful reference for other teacher education institutes.
Article Outline
1. Introduction
2. Theoretical framework
3. Research methodology
4. Context and participants
5. Technology team-teaching model and implementation
5.1. Stage one: introduction on instructional theory and technology
5.2. Stage two: implementation of web-based learning network
5.3. Stage three: lesson plan design and team-teaching practice
5.4. Stage four: reflection and modification
6. Traditional model and implementation
7. Data collection
8. Data analysis
9. Results and discussion
9.1. TTT model enhanced integration of science teaching theory and practice
9.2. Team-teaching strategy facilitates integration of technology in science lesson design
9.3. Application of instructional technology and pedagogy in science classroom
9.4. Influence of collaborative preservice teachers’ attitudes on team-teaching
10. Implications and conclusion
References
Abstract
This study deals with the instructional efficiency of integrating text and animation into computer-based science instruction. The participants were 84 seventh-grade students in a private primary school in Istanbul. The efficiency of instruction was measured by mental effort and performance level of the learners. The results of the study showed that processing integrated text and animation format in computer-based science instruction requires less mental effort than the separated format, and that the performance of the students in the group with integrated presentation format group is higher than that of students in the group with separated presentation format. Instructional efficiency of the integrated presentation group was found to be higher than that of the separated presentation group. Finally, there was no difference between the two groups for instructional time.
Article Outline
1. Introduction
2. Method
2.1. Participants
2.2. Materials
2.3. Subjective cognitive load scale
2.4. Performance testing
2.5. Instructional efficiency
2.6. Design and procedure
3. Results
3.1. Subjective rating of cognitive load
3.2. Performance testing
3.3. Instructional efficiency
3.4. Instructional time
4. Discussion
References
Abstract
This study describes the results of a survey and a description of instructional technologies in place in the social sciences in South African Universities. Lecturers in the social sciences reported a well-established practice of information and communication technologies (ICTs) use for general purposes (although frequent use tended to be for email and searching the Internet). They had a high self-efficacy in terms of using ICTs both generally and for teaching and learning, and a high enthusiasm for the use of ICTs for teaching and learning. Half the lecturers had started using ICTs recently with the introduction of learning management systems (LMSs) whereas the other half had established practices that preceded the mainstreaming of LMSs across universities. Only about a quarter of the respondents felt able to develop and update ICTs themselves which indicates that support is a necessary part of teaching with technology. In terms of different types of use the focus was on putting content on the web and course administration. Use of ICTs for teaching of skills (whether information literacy, problem solving or critical thinking) was infrequent. There were different types of ICT use across the different sub-disciplines. Lecturers reported factors which constrained their use of ICTs for teaching and learning, such as inadequate technology, pedagogical issues (e.g. plagiarism), and students opting out of lectures when materials were available online. It is argued that user studies in are relevant to the future delivery of educational material, in terms of removing barriers to use and targeting training and supportive activities.
Article Outline
1. Introduction
2. Method
3. Results
3.1. How are ICTs being used for teaching and learning in the social sciences?
3.2. How frequently do departments within the social sciences use ICTs?
3.3. What successes are academics having in terms of ICT use?
3.4. What are the factors that enable use?
3.4.1. Personal motivation for and interest in ICTs
3.4.2. Skills
3.4.3. Supportive environments
3.5. What are the factors that constrain use?
3.5.1. Poor infrastructure
3.5.2. Lack of time
3.5.3. Student factors
3.5.4. Integrating technology into courses
4. Discussion
Acknowledgements
References
Abstract
In the complex practice of today's blended learning, educators need to be able to evaluate both online and face-to-face communication in order to get the full picture of what is going on in blended learning scenarios. The aim of this study was to investigate the reliability and feasibility of a practical instrument for analysing face-to-face communication that is in alignment with tools for analysing online communication. We examined whether an existing coding scheme for online communication could be modified to evaluate face-to-face communication. We investigated the reliability, validity and usability of a modified version of the Transcript Analysis Tool (TAT) in analysing communication among students during small-group sessions comprising presentations by students and discussion. The modified TAT proved to be effective in obtaining a detailed description of students' participation in the communication and of the focus of the communication. Evaluation was more efficient when direct video analysis was used than when a transcript of the same video was analysed. Direct analysis took about 2 h for 20 min of video recording and had an inter-rater reliability of κ = 0.56. The modified TAT appears to be an effective and efficient instrument to analyse face-to-face communication in small group sessions. Its combined use with an evaluation instrument for online learning may create a powerful evaluation instrument for blended learning. Further studies are needed to establish the value of such an instrument.
Article Outline
1. Introduction
2. Methods
2.1. Subjects and setting
2.2. Procedure
2.3. Transcript Analysis Tool
2.4. Data selection and analysis
3. Results
3.1. Inter-rater reliability of the modified TAT used for direct video analysis of face-to-face communication
3.2. Inter-rater reliability of the modified TAT used to analyse a transcript of a video recording of face-to-face communication
3.3. Correlation between direct video analysis and transcript analysis using the modified TAT
3.4. The amount of time required for direct video analysis and for the analysis of the transcripts using the modified TAT
3.5. Describing a small group session with face-to-face oral presentations and discussion in an undergraduate medical education setting
4. Discussion and conclusion
Appendix. Appendix
References
Abstract
The purpose of this study is to investigate the integration of a cognitive apprenticeship model in a Web-based course. The subject of this study is an educational technology course for pre-service P-12 teacher education students. Specifically, this study presents student reports of how cognitive apprenticeship methods impacted student learning processes of (a) technology skills and (b) technology integration methods for teaching. The methodological framework for this qualitative investigation is an interpretive case study. Student reflections and teacher observations revealed that students found modeling, coaching, scaffolding, and exploration key to fostering skill knowledge, and they found the use of cognitive apprenticeship methods fostered an understanding of integrating technology for teaching and learning.
Article Outline
1. Introduction
2. Theoretical framework
3. Literature review
4. Methodology
4.1. Setting and content
4.2. Cognitive apprenticeship methods
4.3. Data collection
4.4. Data analysis
5. Findings
5.1. Technology skills
5.1.1. Modeling
5.1.2. Coaching
5.1.3. Scaffolding
5.2. Impact of CA on knowledge of technology integration
6. Discussion
7. Conclusion
Acknowledgements
References
Abstract
Many studies related to the use of interactive whiteboards (IWBs) in educational settings have shown that IWB technology can result in enhanced presentations and in the development of student motivation and student performance. However, the relationship between the use of IWBs and Technological Pedagogical Content and Knowledge (TPACK) by teachers is yet to be fully investigated and understood. The purpose of this study was to integrate IWB technology and peer coaching to develop the TPACK of secondary science teachers in real classrooms. An IWB-based peer coaching model was developed. Participants of this study included four in-service science teachers. The sources of data included written assignments, reflective journals and interviews. The results displayed three major findings. First, science teachers used IWBs as instructional tools to share their subject-matter knowledge and to express students’ understanding. Second, the IWBs helped the science teachers who encountered teaching difficulties in the traditional classroom better implement their representational repertoires and instructional strategies. Finally, the proposed model of integrating IWBs and peer coaching can develop the TPACK of science teachers. The research implications of this study are provided along with suggestions.
Article Outline
1. Introduction
2. Theoretical framework
2.1. Technological pedagogical and content knowledge
2.2. Using interactive whiteboards to develop teacher’s TPACK
2.3. Peer coaching
2.4. Developing an IWB-based peer coaching model for TPACK
3. Research methodology
3.1. Participants
3.2. Research design and implementation
3.2.1. Stage one: TPACK comprehension
3.2.2. Stage two: observation of peer instruction
3.2.3. Stage three: instruction and video recording
3.2.4. Stage four: TPACK reflection
3.3. Data collection and analysis
4. Results
4.1. Science teachers used IWBs as instructional tools to share their subject-matter knowledge and to express students’ understanding
4.2. IWBs help science teachers who have difficulty implementing representational repertoires and instructional strategies in traditional classrooms
4.3. The model of integrating IWBs and peer coaching can develop the TPACK of science teachers
5. Discussion
6. Conclusion and recommendations
References
Abstract
The aim of this study is to design and develop a Physically Interactive Learning Environment, the PILE system, by integrating video-capture virtual reality technology into a classroom. The system is designed for elementary school level English classes where students can interact with the system through physical movements. The system is designed to be easily established with a minimal amount of equipments that includes a personal computer, a webcam, and a projector. The learning activities comprise six stages, holding specific tasks and learning objectives. Each stage is designed with a distinct device. These devices, including a conical cap, a pistol, a searchlight, a magnet, and a spray paint can, are designed to improve the accuracy of detection as well as to increase student enjoyment during the learning process. Furthermore, the system consists of five functional modules, such as providing an interface for teachers to incorporate appropriate learning materials according to their specific teaching requirements. An empirical study is conducted to examine the effects of the use of the PILE system by comparing two different types of English learning methods with 60 second-grade students from two classes at an elementary school in Taiwan. Four different tests are used to assess the different aspects of the system: an English learning achievement test, a questionnaire assessing students’ learning motivation, a Short Feedback Questionnaire (SFQ), and a teacher interview. The results of students’ English learning achievement tests show that there was a significant difference between the pretest and the posttest in the experimental group, as well as between the two groups in the delayed test. These results demonstrate that the system had a significantly beneficial effect on students’ long-term learning. The results from the questionnaires on students’ learning motivation and the SFQ reveal that the system enhanced the students’ learning motivation. The results gained from the teacher’s interview illustrate that the teacher believed this system was beneficial in assisting English learning. All findings collectively demonstrate that the proposed PILE system effectively assist English learning in a classroom environment.
Article Outline
1. Introduction
2. Literature review
2.1. Video-capture virtual reality
2.2. Physical interaction in English learning
3. Learning activities design and system implementation
3.1. Learning activities design
3.1.1. Stage 1: identifying English letters—poking with a conical cap
3.1.2. Stage 2: understanding phrases—punching with a fist
3.1.3. Stage 3: listening to phrases—shooting with a pistol
3.1.4. Stage 4: speaking phrases—exploring with a searchlight
3.1.5. Stage 5: matching pictures with words—dragging with a magnet
3.1.6. Stage 6: listening and writing words—writing with a spray paint can
3.2. System implementation
3.2.1. Video capture module
3.2.2. Motion detection module
3.2.3. Stage control module
3.2.4. Materials edit module
3.2.5. User interface module
4. Evaluation
4.1. Methods
4.2. Results
4.2.1. English learning achievement tests
4.2.2. Questionnaire on students’ learning motivation
4.2.3. Short Feedback Questionnaire (SFQ) for the PILE system
4.2.4. Teacher interview
4.3. Discussions
5. Conclusion
Acknowledgements
References
Abstract
Pre-laboratory activities have been known to improve students’ preparation before their practical work as they assist students to make available more working memory capacity for actual learning during the laboratory. The aim of this investigation was to compare two different teaching approaches which supported a pre-laboratory session by using the same simulation program. The investigation was conducted in two countries (Greece and UK). The Greek students attended the course in a computer cluster, where the teacher and the students had a face-to-face communication, while the English students participated in the on-line WebCT course, where there was an on-line asynchronous discussion. A crucial point which emerged from this investigation was that the simulation program in the two different pre-laboratory training sessions gave the same learning outcome; however, the learning characteristics and the teacher’s effort were different. Thus, the teacher could adopt both the two teaching approaches depending on the university facilities, the staff’s time and the students’ familiarity with virtual learning environments. However, in each case of students followed a different way (collaboration or/and independent learning) to obtain the similar learning outcome. In all cases after their pre-laboratory training session they entered the laboratory performing the experiments without any further instructions. Additionally, the teacher’s role was slight difference in the two teaching approaches. In the computer cluster, the teacher had a more active role guiding students to obtain the expected learning outcome through face-to-face discussion and interaction, whereas in the case of the virtual learning environment (WebCT), the teacher had a more of a facilitator role focused on posing questions to the students and collecting the resources promoting the independent learning.
Article Outline
1. Introduction
2. Methodology
2.1. Educational tool-pH simulator
2.2. Participants and experimental condition
2.2.1. Integration into computer cluster–CCG students
2.2.2. Integration into webCT–ELG students
3. Results
3.1. Chemical questions
3.2. Evaluation of teaching approach by students
4. Discussion and conclusion
References
Abstract
We present the Intelligent Thai text – Thai sign translation for language learning (IT3STL). IT3STL is able to translate Thai text into Thai sign language simply and conveniently anytime, anywhere. Thai sign language is the language of the deaf in Thailand. In the translation process, the distinction between Thai text and Thai sign language in both grammar and vocabulary are concerned in each processing step to ensure the accuracy of translation. IT3STL was designed not only to be an automatic interpreter but also to be a language tutor assistant. It provides meaning of each word and describes the structure formation and word order of the translated sentence. With IT3STL, the deaf and hearing-impaired are able to enhance their communication ability and to improve their knowledge and learning skills. Moreover IT3STL has increased motivation and opportunity for them to access multimedia and e-learning.
In our initial experiment, IT3STL was implemented to translate sentences/phrases which were collected from different sources including textbooks, cartoons, bedtime story, newspapers and the public labels. IT3STL was tested and evaluated in terms of the translation accuracy and user satisfaction. The evaluation results show that the translation accuracy and sign representation are acceptable, and it satisfies the users’ needs.
Article Outline
1. Introduction
2. Computer in language learning and cognitive learning
2.1. Computer assisted language learning till intelligent computer assisted language learning
2.2. Cognitive domains taxonomy
2.3. Reading in second language
3. Thai and Thai sign language: linguistic issues
4. Intelligent Thai text – Thai sign translation for language learning (IT3STL) architecture
4.1. Sentence treatment
4.2. Word treatment
4.3. Sign-code selection
4.4. Sign-code ordering
4.5. Sign language mapping
5. IT3STL knowledge-bases, implementation, experiment, interface and evaluation
5.1. IT3STL knowledge-bases representation
5.2. IT3STL implement and experiment
5.3. IT3STL as language learning tool
5.4. IT3STL evaluation
6. Conclusion
References
Abstract
Collaborative learning environments provide a set of tools for students acting in groups to interact and accomplish an assigned task. In this kind of systems, students are free to express and communicate with each other, which usually lead to collaboration and communication problems that may require the intervention of a teacher. In this article, we introduce an intelligent agent approach to assist teachers through monitoring participations made by students within a collaborative distance learning environment, detecting conflictive situations in which a teacher’s intervention may be necessary. High precision rates achieved on conflict detection scenarios suggest great potential for the application of the proposed rule-based approach for providing personalized assistance to teachers during the development of group works.
Article Outline
1. Introduction
2. Intelligent assistance approach
3. Intelligent conflict detection and notification
3.1. Logging interactions and building students’ profiles
3.2. Detecting conflictive situations
3.3. Notifying alerts
4. Empirical evaluation
4.1. Validation of rule-based conflict detection
4.2. Validation with real users
5. Related work
6. Conclusions
References
Abstract
In order to evaluate student learning achievement, several aspects should be considered, such as exercises, examinations, and observations. Traditionally, such an evaluation calculates a final score using a weighted average method after awarding numerical scores, and then determines a grade according to a set of established crisp criteria. However, this approach lacks the potential to reflect the individual characteristics of a class compared to others. Several researches have used fuzzy techniques to devise practical methods for evaluating student learning achievement to ascertain linguistic terms that are usually used by teachers to assess student learning achievement. However, these approaches are largely based on expert opinions and require complicated computational processes. In this paper, we present a new method for evaluating student learning achievement using an adaptive ordered weighted averaging operator and K-nearest-neighbor classification method. The proposed method simulates the evaluation behavior of teachers when performing a student achievement evaluation based on a norm-referenced evaluation by identifying situations involving the application of intelligence and provides a useful means to award a reasonable grade to students. Furthermore, the proposed method provides a feedback mechanism to update the norm dataset. Therefore, the repetitious use of the feedback mechanism will gradually strengthen the representativeness of the norm dataset.
Article Outline
1. Introduction
2. Background
2.1. Types of grading systems
2.2. Influences of grading systems
2.3. Recent related research review
3. Materials and methods
3.1. K-nearest-neighbors classifiers
3.2. The concept of OWA operators
4. Construction of the evaluation model
4.1. Step 1: choose a data set of norm scores
4.2. Step 2: compute aggregate values for different orders of evaluation items by using OWA operator
4.3. Step 3: classify the aggregated values by KNN
4.4. Step 4: build a norm pattern on the basis of teachers’ optimal preference
4.5. Step 5: assign the final grades and update the argumentative data
4.6. Step 6: update norm data
5. Experimental analysis
5.1. Data
5.2. Determination of norm pattern and evaluation results
5.3. Updating the norm data
5.4. Empirical experiment
6. Conclusions
Appendix A. Evaluation samples (evaluation-data)
Appendix B. Norm data (norm-data)
Appendix C. Typical score samples
References
Abstract
This article proposes a mathematical model of Intelligent Tutoring Systems (ITS), based on observations of the behaviour of these systems. One of the most important problems of pedagogical software is to establish a common language between the knowledge areas involved in their development, basically pedagogical, computing and domain areas. A mathematical model, like the one proposed here, can facilitate the integration of these different areas, as it defines the elements that constitute the system and defines the technological tools to implement it. The article presents an example demonstrating how the formalization was used to design the adaptive mechanism of an ITS to adapt its Interface Module to some student characteristics.
Article Outline
1. Introduction
2. Formalization of intelligent tutoring systems
2.1. Theorem
2.2. Examples of ITS
3. Interface design of an intelligent tutoring system
3.1. Modelling a teaching learning process
3.1.1. Variables that define the TLP
3.1.2. Pedagogical considerations
3.1.3. Automata definition
3.2. Adaptation mechanism
3.2.1. ANN as automata
3.2.2. Interactive activation and competition (IAC) ANN neural network
3.2.3. General model: “A” model ANN as STI
3.3. Description of the ITS as automata
3.4. Operation of automata
4. Conclusions
References
Abstract
Personalized curriculum sequencing is an important research issue for web-based learning systems because no fixed learning paths will be appropriate for all learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanisms to assist on-line web-based learning and adaptively provide learning paths in order to promote the learning performance of individual learners. However, most personalized e-learning systems usually neglect to consider if learner ability and the difficulty level of the recommended courseware are matched to each other while performing personalized learning services. Moreover, the problem of concept continuity of learning paths also needs to be considered while implementing personalized curriculum sequencing because smooth learning paths enhance the linked strength between learning concepts. Generally, inappropriate courseware leads to learner cognitive overload or disorientation during learning processes, thus reducing learning performance. Therefore, compared to the freely browsing learning mode without any personalized learning path guidance used in most web-based learning systems, this paper assesses whether the proposed genetic-based personalized e-learning system, which can generate appropriate learning paths according to the incorrect testing responses of an individual learner in a pre-test, provides benefits in terms of learning performance promotion while learning. Based on the results of pre-test, the proposed genetic-based personalized e-learning system can conduct personalized curriculum sequencing through simultaneously considering courseware difficulty level and the concept continuity of learning paths to support web-based learning. Experimental results indicated that applying the proposed genetic-based personalized e-learning system for web-based learning is superior to the freely browsing learning mode because of high quality and concise learning path for individual learners.
Article Outline
1. Introduction
2. System architecture
2.1. System architecture and components
2.2. System operation procedures
3. Courseware modeling process
4. Evaluating concept relation degrees among courseware
4.1. Metadata preprocessing
4.2. Estimation of concept relation degree
5. Personalized learning path generation based on genetic algorithm
5.1. Generated courseware for web-based learning
5.2. Genetic algorithm for personalized learning path generation
5.2.1. Definition of individual strings
5.2.2. Initial population size
5.2.3. Selecting fitness function
5.2.4. Reproduction operation
5.2.5. Crossover operation
5.2.6. Mutation operation
5.2.7. Stop criterion
5.3. Procedure of personalized learning path generation
6. Experiments
6.1. The developmental environment of software and hardware
6.2. The implemented genetic-based personalized e-learning system
6.3. An example for personalized learning path generation
6.4. Experiments
6.4.1. Experimental design
6.4.2. Experimental analysis
6.5. Questionnaire analysis
7. Conclusion
Acknowledgements
References
Abstract
The purpose of the study was to examine the development of students’ high-level computer skills and competence (student expertise) in information and communication technology (ICT), and to examine the characteristics of such expertise. Eighteen lower secondary school students, selected to represent both genders and all school achievement levels, were given laptops for three years to be used both at school and at home. The data of the longitudinal study consisted of a test on ICT skills; self-evaluation questionnaires on ICT competence, thoughts about their own expertise, ICT-related activities and task, interest in ICT, and classroom observations. The results of the study indicated that the intensive use of ICT and the process-oriented learning environment supported the development of student expertise. In the analysis, three groups were identified, which oriented themselves somewhat differently in relation to ICT: student experts (n = 6), advanced users (n = 8) and non-interested users (n = 4). The experts differed from the other groups in respect of especially focusing on advancing their ICT skills; they had undertaken ICT-related tasks outside the school, they had metacognitive consciousness about their competence, and they had future plans concerning ICT in their further education and profession.
Article Outline
1. Introduction
1.1. ICT competence and gender
1.2. Supporting the development of expertise in school
2. Methods
2.1. Participants
2.2. Teaching arrangements
2.3. Materials and procedure
2.4. Scoring and data analysis
3. Results
3.1. The development of ICT competence
3.2. Characteristics of students’ ICT expertise
3.3. Students grouped by level of expertise
4. Discussion
Acknowledgements
Appendix A
References
Abstract
This paper studies how a virtual world is utilised as a learning environment in an online course in higher education. The aim is to explore how this setting currently facilitates online education, and to identify those issues of interactivity that are essential in this context. The study builds on an ethnographic approach and data were collected through observations, recordings and interviews. The most important finding from this study is that the virtual world provides enhanced interactivity because it allows for synchronous communication and places the student in a spatial dimension. In order to make full use of this enhanced interactivity, the users’ technical skills must be improved and the technical problems associated with computer-generated environments must be resolved. As more and more students get acquainted with virtual world environments, new rules for social interaction emerge; when students have become used to interacting through avatars, we will be able to see the true potential of interaction in these settings.
Article Outline
1. Introduction
2. Research setting and methodology
2.1. Ethnographic study
2.2. Ethical considerations
3. Results: interacting through avatars
3.1. Introducing a new environment: course launch
3.2. Interacting “in world”: the virtual sessions
3.2.1. Utilising the spatial dimension
3.3. Staying connected: in between sessions
4. Discussion: issues of interactivity
4.1. Enhanced interactivity through spatiality
4.2. Learning interaction collaboratively
4.3. Interacting with avatars
4.4. Interacting asynchronously
5. Conclusions: virtual worlds as a context for online education
Acknowledgements
References
Abstract
This paper explores the concept and practice of interaction within a blended problem-based learning (PBL) module for academic professional development in higher education. A qualitative study spanning two years of the lived experiences of 17 academic staff in a blended PBL module was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction. Relevant constructivist theories are applied to face-to-face PBL tutorials, online discussions, focus group interviews and reflective papers. For designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in classroom and computer-mediated environments that take advantage of the strengths of each and avoid their weaknesses. Specific aspects of interaction (peer, tutor and the blended PBL learning experience) within face-to-face and online PBL tutorials are analysed to provide research-based information about the realities of delivering a PBL programme using a variety of current learning technologies.
Article Outline
1. Introduction
1.1. The educational value of interaction
1.2. Interaction in virtual environments
2. Material and methods
3. Results
3.1. Critical thinking in online interactions
3.2. The blended PBL experience
3.3. Synchronicity of peer and tutor Ssupport
4. Conclusion
References
Abstract
The aim of this paper is to present the design, implementation and evaluation of the methodology which focuses on the pedagogical utilization of Interactive Videoconferencing (IVC) in the contemporary elementary school.
As part of the project “ODYSSEAS”, during the school year 2007–2008, 46 students and 4 teachers from two elementary schools in Athens and Crete collaborated at a distance via IVC and, with the aid of the animation technique, designed and implemented constructive activities on the topic: “Environment–Climatic Changes”.
According to the findings of this paper, IVC under pedagogical conditions plays a significant role in supporting collaborative synchronous learning activities at a distance by strengthening the social relations among students and teachers of the local and the remote class at both schools. This survey brought to light that the combination of IVC and face-to-face learning activities consolidates the role of the modern school as a socialization agent. At the same time, it broadens students’ opportunities for communication, collaboration and expression by strengthening their willingness to make new contacts all over the world.
Article Outline
1. Introduction
2. Designing Interactive Videoconferencing (IVC): the theoretical framework
2.1. The basic principles
2.2. Pedagogical design
3. The methodology of script writing using the animation technique (specially designed for the needs of elementary students)
4. From theory to practice: the stages of Virtual Collaborative Classroom
4.1. General description
4.2. Pedagogical design
4.2.1. Instructional design (Stage A)
4.2.1.1. Action 1: specification of venues
4.2.1.2. Action 2: teachers’ training
4.2.1.3. Action 3: specification of the topic
4.2.1.4. Action 4: definition of the time-schedule
4.2.1.5. Action 5: selection of the interaction model
4.2.1.6. Action 6: lesson planning (the IVC Pyramid)
4.2.2. Technological and class design (Stage B)
4.2.2.1. Action 1: architectural design of class
4.2.2.2. Action 2–Action 6
4.2.3. Financial planning (Stage C)
4.2.4. Administrative–organizing structure (Stage D)
4.2.5. Evaluation methodology (Stage E)
5. Implementation of instruction
5.1. Preparation of the 1st VC
5.2. Activities in the 1st VC (duration: 60′)
5.3. Activities between 1st and 2nd VCs
5.4. Activities in the 2nd VC (Duration: 60′)
5.5. Activities between 2nd and 3rd VCs
5.6. Activities in the 3rd VC (duration: 60′)
5.7. Activities between 3rd and 4th VCs
5.8. Activities in the 4th VC (Duration: 80′)
5.9. Activities following the completion of VCs
6. Evaluation
6.1. General description
6.2. The queries
6.3. The survey methodology
6.4. Presentation and interpretation of survey results
6.4.1. First phase: comparison of ex ante and ex post evaluation
6.4.1.1. First query (questions 1–3)
6.4.1.2. Second query (questions 4 and 5)
6.4.1.3. Third query (questions 6–8)
6.4.1.4. Fourth inquiry (questions 9 and 10)
6.4.2. Second phase: ONGOING evaluation 1–4
6.4.2.1. First query (questions 1, 2, 3, 4, 6)
6.4.2.2. Second query (questions 10–12)
6.4.2.3. Third query (questions 5, 7, 8)
6.4.2.4. Fourth query (questions 9 and 13)
6.5. Discussion
6.6. Future research
6.6.1. Combination of VC with web environments of synchronous/asynchronous collaboration
6.6.2. Reinforcement of face-to-face collaboration of students
6.6.3. Improvement of the evaluation methodology
References
Abstract
The growing concern of teachers to improve their theoretical classes together with the revolution in content and methods brought about by the New Information Technologies combine to offer students a new more attractive, efficient and agreeable form of learning.
The case of Descriptive Geometry (DG) is particularly special, since the main purpose of this subject is not only to provide students with theoretical knowledge of Geometry and Drawing, but also to enhance their spatial perception, one of the seven forms of intelligence and the most essential and vital one in the training of any engineer, but one which has not been sufficiently fomented in pre-university or university education during recent years.
With these premises, and with the aim of accelerating the students’ learning process, animations were developed that permit the interactive observation by the students of the most important topics of Descriptive Geometry.
The software used in the development of the animations is Macromedia Flash; a tool that allows very small vectorial graphics files to be created, thus facilitating their electronic transmission to any user connected to the network.
Article Outline
1. Introduction
2. Background
2.1. Traditional teaching–learning of Descriptive Geometry
2.2. New technologies in descriptive geometry teaching
2.3. Animations in education
3. E-learning with Macromedia Flash
3.1. Introduction
3.2. Design of content
3.3. Advantages and disadvantages
4. Traditional teaching vs. Flash animation
5. Students’ opinion
5.1. Animations as a teaching method
5.2. Advantages and disadvantages
6. Conclusions
References
Abstract
The unprecedented growth in numbers of children playing computer games has stimulated discussion and research regarding what, if any, educational value these games have for teaching and learning. The research on this topic has primarily focused on children as players of computer games rather than builders/constructors of computer games. Recently, several game companies, such as BioWare Corp. and Bethesda Softworks, have released game story creation tools to the public, along with their games. However, a major obstacle to using these commercial tools is the level of programming experience required to create interactive game stories. In this paper, we demonstrate that a commercial game story construction tool, BioWare Corp.’s Aurora Toolset, can be augmented by our new tool, ScriptEase, to enable students in two grade ten English classes to successfully construct interactive game stories. We present evidence that describes the relationship between interactive story authoring and traditional story authoring, along with a series of factors that can potentially affect success at these activities: gender, creativity, intellectual ability, previous experiences with programming, time playing computer games, and time spent online. Results indicate that students can successfully construct sophisticated interactive stories with very little training. The results also show no gender differences in the quality of these interactive stories, regardless of programming experience or the amount of time per week playing computer games or participating in general online activities, although a subset of female students did show a slightly higher level of performance on interactive story authoring. In the educational context of this study, we show that ScriptEase provides an easy-to-use tool for interactive story authoring in a constructionist learning environment.
Article Outline
1. Introduction
2. Learners authoring their own game stories
3. Computer games and interactive stories
4. Tools for interactive story authoring
5. Interactive story authoring in the high school English curriculum
6. Results and discussion
6.1. Can high school students use the aurora toolset and scriptease to write interactive stories?
6.1.1. Interactive story score
6.1.2. Information technology score and number of patterns used
6.1.3. Number of adaptations used in the story
6.1.4. Reflection - exit questionnaires
6.1.5. Summary of success
6.2. Are students disadvantaged by any of six identified factors?
6.2.1. Prior programming experience
6.2.2. Gender differences
6.2.3. The amount of prior computer game play experience
6.2.4. The amount of prior web chatting and surfing experience
6.2.5. Creative ability
6.2.6. Intellectual ability
6.3. Can some students shine using an alternative story authoring medium?
6.4. Summary of results and discussion
7. Conclusion
Acknowledgements
References
Abstract
The University of Sussex In-School Teacher Education Project (InSTEP) uses interactive video technologies to enhance initial teacher education programmes for science trainee teachers. With four Internet Protocol cameras and mounted microphones in both school laboratories and the university teaching room, trainees and their tutors have access to live interaction with schools. This paper presents some of the findings of a 2 year evaluation of InSTEP aimed at identifying the benefits for trainee teachers. There has been an increase in the use of video material for teacher training purposes, however, trainee teachers are often intimidated by carefully selected extracts featuring experienced teachers. InSTEP activities are live and capitalise on all the opportunities associated with normal classroom practice. Literature points to InSTEP-type activities having the potential to enhance the development of trainees’ observation skills, develop reflective thinking, to provide authentic illustrations of classroom practice, enable remote observation and facilitate the coaching of trainees by mentors. A fourth generation model of evaluation was undertaken with data generated by semi-structured interviews with university tutors and mentors supported by a questionnaire and group interviews with the trainees. Our main findings point to InSTEP enhancing and accelerating the growth of trainee teachers’ professional knowledge through enabling reflective practice, facilitating collaborative learning and supporting the development of the language of pedagogy.
Article Outline
1. Introduction
2. Methodology
3. Findings
3.1. Features of InSTEP teaching sessions
3.2. Some processes taking place in the InSTEP classroom
3.2.1. Reflection
3.2.2. Communities of practice
3.2.3. Pedagogic language development
3.3. Areas for development
4. Conclusion
5. Current developments
Acknowledgements
References
Abstract
A treatment/control study (N = 773) was conducted to determine the extent to which use of interactive whiteboard technology (IWB) was associated with upper elementary students’ self-reported level of motivation in mathematics. Students in the treatment group reported higher levels of motivation relative to control students, but the effect was extremely weak. Students with teachers who were more supportive of IWB technology reported higher motivation levels (compared to students of teachers who were less supportive), but this effect also was very small. Claims about the motivation-enhancing effects of the IWB are not baseless, but they appear to be somewhat overstated. Research is needed to determine how IWB-use is associated with academic performance, and also to examine how teachers use the IWB and how this usage could be strengthened.
Article Outline
1. Introduction
2. Methods
3. Results
3.1. Teacher assessment
3.2. Student assessment
4. Discussion
4.1. Limitations and future research
References
Abstract
There has been extensive investment by governments and individual schools in interactive whiteboard technology in developed countries premised on the assumption that their use in education will impact positively on learners’ achievements. Developing countries, such as South Africa, keen to raise attainment among their learners are following suit. While at least one of the nine provinces in South Africa had undertaken pilot roll-outs of interactive whiteboards (IWBs) in schools, the Eastern Cape Department of Education commissioned a feasibility study to determine teachers and learners perceptions of the potential benefits and drawbacks of using interactive pen technology, specifically the eBeam, in their teaching and learning environments, before embarking upon a large scale roll-out. This paper reports on a case study of three government schools and highlights the learners and teachers’ enthusiasm about the “big screen” and the multimedia options, but also raises concerns about the lack of ICT literacy displayed by teachers and learners and the cost of technology. As most of the benefits mentioned by the teachers and learners seemed to accrue to the use of the laptop and data projector combination and most of the drawbacks emanated from the use of the interactive pen technology itself, we suggest that it may not be expeditious to attempt to “leap-frog” the use of interactive technologies. Instead we suggest that an evolution of ICT related pedagogy is necessary to make optimal use of interactive pen technologies such as the eBeam and that teachers should be offered technologies, not have them imposed upon them.
Article Outline
1. Introduction
2. Research design
2.1. Methodology: case study
2.2. Sites and participants
2.3. Analysis
2.3.1. School 1
2.3.2. School 2
2.3.3. School 3
2.3.3.1. Teacher C
2.3.3.2. Teacher D
2.3.3.3. Teacher E
3. Findings
3.1. Visibility of “big screen”
3.2. Lack of ICT literacy and ICT competency
3.3. Value of multimedia content
3.4. Motivational benefit of sing of up-to-date technology
3.5. Interactive affordances
3.6. Cost
3.7. Participant preference – IWB vs. laptop/projector
4. Conclusion
Acknowledgements
References
Vitae
Abstract
The term ‘interactive’ appears in two distinct strands of educational research discourse: one concerning pedagogy and the other concerning new technologies in education. As new technology increasingly pervades most classrooms in the UK, it seems likely that it would be fruitful to explore, both theoretically and empirically, links between the concepts of ‘interactive teaching’ and ‘interactive technology’.
Previous reviews of the literature concerning interactive teaching have revealed a variety of ideas which are considered to be involved, with a number of common elements suggesting a scale of interactivity ranging from ‘authoritative’ to ‘dialogic’. There was a consistent suggestion in the literature that shifting the balance of interaction in classrooms towards the dialogic end of the scale would bring improvements to the learning process and consequently to attainment outcomes.
However, current analysis focuses on whole-class teaching, which is only one mode of class organisation. This paper explores the literature on interactivity in group and individual work with ICT, and characterises categories of interactivity for these forms of activity organisation. A framework is presented which relates these categories to those previously devised and to the ways in which teachers and learners orchestrate the features of their classroom environment and interact with ICT to support action towards learning goals. The paper argues that a shift towards a greater role for learners in orchestrating resources in the classroom will be valuable and concludes that there is potential for ICT to support more dialogic and synergistic approaches in group and individual activity than is seen at present. It also identifies the potential for using the framework in future research concerning the effects of technological developments on learning in classroom settings.
Article Outline
1. Context
2. Types of interactivity
3. Orchestration of resources
4. Characterising interactivity for groups and individuals in terms of orchestrating support for action towards learning goals
5. Orchestration
6. Group interaction
7. Individual interaction
8. Interactivity with ICT
9. No interactivity with ICT
10. Authoritative interactivity
11. Dialectic interactivity
12. Dialogic interactivity
13. Synergistic interactivity
14. Summary and implications
References
Abstract
The paper reports data from an on-line peer tutoring project. In the project 78, 9–12-year-old students from Scotland and Catalonia peer tutored each other in English and Spanish via a managed on-line environment. Significant gains in first language (Catalonian pupils) modern language (Scottish pupils) and attitudes towards modern languages (both Catalonian and Scottish pupils) were reported for the experimental group as compared to the control group. Results indicated that pupils tutored each other in using Piagetian techniques of error correction during the project. Error correction provided by tutors to tutees focussed on morph syntaxys, more specifically the correction of verbs. Peer support provided via the on-line environment was predominantly based on the tutor giving the right answer to the tutee. High rates of impact on tutee corrected messages were observed. The implications for peer tutoring initiative taking place via on-line environments are discussed. Implications for policy and practice are explored.
Article Outline
1. Introduction
1.1. Peer tutoring
1.2. Peer tutoring, modern language learning and new technology
2. Material and methods
2.1. Methods
2.1.1. Methodology
2.1.2. Sample
2.1.3. Intervention
2.2. Instruments and measures
2.2.1. Reading tests in English
2.2.2. Reading tests in Spanish
2.2.3. Modern language tests in Spanish
2.2.4. Modern language tests in English
2.2.5. Attitudes towards English/Spanish measure
2.2.6. Free writing in English/Spanish
2.2.7. Textual analysis
2.2.8. Data analysis
2.2.9. Ethics
3. Results
3.1. Use of the managed virtual learning environment
3.2. Pre–post test attainment and attitudes
3.2.1. Attainment scores from Scottish pupils
3.2.2. Attainment scores from Catalonian pupils
3.2.3. Attitudes towards modern language learning in Scottish pupils
3.2.4. Attitudes towards modern language learning in Catalonian pupils
3.2.5. Assessment of fluency, complexity and errors in Spanish modern language writing by Scottish pupils
3.2.6. Assessment of fluency, complexity and errors in English modern language writing by Catalonian pupils
3.3. Error correction and tutoring
4. Discussion
5. Conclusion
References
Abstract
This research study utilized the framework of digital inequality proposed by DiMaggio and Hargittai (2001) to examine the relationships among the subdimensions of Internet inequality and their outcomes. We firstly investigated the relationships between constructs of technical apparatus, autonomy of use, availability of social support, variation of use at different locations of Internet access (school, home, Internet cafe, and combinations of these locations) and Internet self-efficacy (ISE). Then the relationships between ISE and high school students' exploratory behavior and academic were also investigated. The survey was developed from reliable instruments used in previous research to measure the following variables: Internet Self-Efficacy, Internet accessibility at home and school, exploratory behaviors, academic performance, study use, leisure use, parents influence, superior influence, and training support. Internet access at the Internet café, gender, and self-reported academic achievement were added to the student survey.
Bivariate correlation and regression statistical analyses were conducted to find significant relationships among these variables. ANOVA statistical analysis was used to find significant differences among groups. Significant findings indicated that digital inequality in Internet existed in school, home and Internet café and students with Internet access at home had the highest level of ISE.
Our study also showed that different dimension of Internet inequality had different relationships with ISE. Home Internet accessibility positively related to ISE. Availability of social support from school had a greater effect than that from home as parents influence did not associate with ISE. And last, the variation of use was also related to ISE. Leisure use at Internet café, leisure use at home and study use at home positively associated with ISE. In addition, at home and Internet café, the relationship between leisure use and ISE was stronger than that between study use and ISE. As to the outcome of ISE, high levels of ISE were positively related to exploratory behaviors, and for those students who used the Internet at school and home, higher ISE related to better academic performance.
Article Outline
1. Introduction
2. Literature review
2.1. From digital divide to digital inequality
2.2. Internet self-efficacy
3. Research framework and hypotheses
3.1. Technical apparatus and Internet self-efficacy
3.2. Autonomy of use and internet self-efficacy
3.3. Availability of social support and internet self-efficacy
3.4. Variation of use and internet self-efficacy
3.5. Digital inequality and outcomes
4. Methodology
4.1. Instrument
4.2. Data collection
4.3. Reliability and validity analysis
4.4. Hypotheses test
4.4.1. Digital inequality in internet at school
4.4.2. Digital inequality in internet at home
4.4.3. Digital inequality in internet at internet café
4.4.4. Outcomes of digital inequality in internet
5. Discussion
6. Conclusion
6.1. Limitations
6.2. Implications
Acknowledgements
Appendix. Scales.
References
Abstract
Next to available data about actual Internet use of young children at home, most research especially focuses on the threats and opportunities about active Internet usage. Limited empirical research focuses on the role and impact of parents in this context. In the present study, Internet parenting styles are defined and operationalized to study the impact on actual Internet usage of children at home. Two dimensions are distinguished in Internet parenting styles: parental control and parental warmth. Based on a survey, involving 533 parents from children in primary schools, this Internet usage was studied from the perspective of Internet parenting styles. Results point at high Internet access at home. As to the parenting styles, we observe a dominance of the authoritative parenting style (59.4%). The styles differ when controlling for parent gender, educational background and age. Parenting styles are also linked to level of parent Internet usage, Internet attitude and Internet experience. Parenting styles also significantly affect child Internet usage. The highest child usage level is perceived when parents adopt a permissive parenting style; the lowest level is observed when parents adopt an authoritarian Internet parenting style. The variables Internet parenting style, parent Internet behavior, and parent educational background significantly predict Internet usage of children at home (R2 = .44). Theoretical and practical implications are discussed and directions for future research.
Article Outline
1. Introduction
2. Theoretical base: parent roles and parenting styles
2.1. Parent roles
2.2. Parenting styles and Internet parenting styles
2.2.1. Parental control
2.2.2. Parental warmth
2.3. The impact of Internet parenting styles on Internet usage
2.4. Integrating the theoretical and empirical base
3. Research design
3.1. Sampling
3.2. Research instruments
3.3. Research and analysis procedure
4. Results
4.1. To what extent is Internet access at home related to characteristics of the parents and family?
4.2. What Internet parenting styles are being observed?
4.3. To what extent are Internet parenting style dimensions related to family/parent and child characteristics?
4.3.1. The relationship between parenting style dimensions and parent/family characteristics
4.3.2. The relationship between parenting style and child characteristics
4.4. To what extent is Internet usage of young children influenced by parenting styles and related family and parent characteristics?
5. Discussion
6. Implications, limitations and conclusions
Appendix 1:. Translated version of the Internet Parenting Style Instrument
Parental control
Parental warmth
References
Abstract
As more schools adopt the use of handheld computers in their classrooms, research that systematically tracks their introduction is essential in order to develop a model for successful implementation leading to improved classroom teaching. This research report seeks to explore the realities of introducing and integrating handheld computers into five Victorian schools in Australia where the initiative is owned and funded by the schools themselves. The research focused on how teachers’ attitudes and beliefs evolved over about 6–7 months of implementing the pocket PCs in their teaching. The findings indicated that the effect of pocket PCs on the attitudes of primary teachers were mixed while that on the secondary teachers was uncertainty. However, both primary and secondary teachers shared similar beliefs in the motivational aspect of the technology on student engagement and its capacity to cater for weaker students, particularly in English, but not for the more academic students. Issues such as leadership roles, the time-consuming nature of lesson preparation, the need to integrate higher-order thinking tasks with pocket PC usage and personal ownership for successful integration of the technology are discussed.
Article Outline
1. Introduction
2. Integrating handheld technology into classrooms
3. Methods of data gathering and analysis
3.1. Focus group interviews at two stages of the research
3.2. Observations of classes
3.3. Focus group interviews with students
4. Findings and discussion
4.1. Implementing pocket PCs in classrooms
4.2. How teachers integrated pocket PCs into the curriculum
4.3. Student attitudes
4.4. Attitudes and beliefs of teachers toward pocket PC at the first focus group interview
4.5. Highlights, challenges, attitudes and beliefs of teachers toward pocket PCs after commencing integrating pocket PCs in their classes
4.6. Looking to the future
5. Conclusions and implications
Appendix. Appendix
Focus group semi-structured questions (preliminary)
Focus group semi-structured questions (end of research period)
References
1. Introduction
Many educational institutions currently promote learning situations where students are active, manipulate authentic materials in open-ended task contexts, and communicate their knowledge to others. Information and Communication Technologies (ICT) are often seen as a means to implement these forms of constructivist, problem-based learning situations. More generally, ICT are taking an increasingly important part in teaching and learning – in the designing, the storing, the retrieving, and the sharing of information, but also in the communication with peers, tutors, and other learning partners.
The intrinsic value of constructivist learning situations has been subject to discussion, with some authors challenging the relevance of problem-based learning, on the grounds that it imposes too heavy demands on the learner’s memory and attentional systems (Kirschner, Sweller, & Clark, 2006). Other authors, on the other hand, have made the case for a more subtle distinction between “pure” discovery learning and semi-guided situations such as problem-based and inquiry-learning situations (Hmelo-Silver, Duncan, & Chinn, 2007).
Whatever the degree of structuring of a given learning situation, students inevitably meet difficulties and obstacles during their learning process and thus need to engage in procedures that will help them overcome those difficulties. One such procedure is help seeking, or asking another person to contribute to one’s achievement of the task or purpose.
More generally, any learning situation requires that students focus their attention on the relevant sources of information in the environment, and that they make timely and appropriate shifts across sources as they progress through the task. To take a simple example, when assigned a text and a set of questions, students need to decide what and when to read, whether they need more information, whether they should re-read the question stem, and so forth. This corresponds to a set of activities known as information search, which is very common in a broad range of situations including learning (Rouet & Coutelet, 2008).
Two dimensions are needed to define and contrast help seeking and information searching: the person’s context and/or goal (or the “why?”) and the type of interaction with the environment being sought (i.e., the “what?”; see also Puustinen & Rouet, 2009). A person may seek help in order to complete a difficult or unfamiliar task. Within this range of situations, it is useful to distinguish two types of goals: either the persons want to be helped with the completion of the task, or they want to be helped with the understanding of the task. This distinction is critical, for instance, when students interact with their teachers during the completion of practice tasks. As pointed out by Puustinen, Volckaert-Legrier, Coquin, and Bernicot (2009), learning may only take place if the learner seeks help with the purpose of understanding the problem or the task at hand.
In help seeking, what is being sought may be information but also direct, procedural assistance with the task (young children may seek help from an adult to tie their shoes, for instance). In the context of human–computer interaction, a user may seek assistance from a more experienced peer in fixing a problem, without necessarily asking for explanations about the solution. In information search, what is being sought is by definition information, which the persons may then intend to use for their own purposes. It is worth noting, however, that the distinction is not totally clear-cut, because a person getting direct, procedural assistance with a task may, at the same time, acquire information about the procedure by observing the helper. Conversely, in some cases, the information acquired from a message or a document may contain explicit representations of the action being performed (examples include videos sometimes used to demonstrate procedures in “do-it-yourself” situations).
So far, help seeking and information searching have been investigated quite independently from each other. They share, however, several characteristics. First of all, they are both constitutive of most learning situations, especially (but not exclusively) problem-based situations. In addition, the required underlying skills and cognitive processes are similar. The purpose of this special issue is to jointly confront the perspectives of help seeking and information searching, within the context of ICT-based learning situations.
Puustinen and Rouet (2009) propose a theoretical framework in order to elicit the common points and differences between help seeking and information searching. They argue that the advent of digital technologies tends to blur the discussion between asking for help from another person and looking for information in documents. Digital technologies offer many ways to interact with other people through print-based messages (e.g., email, discussion lists, or chats). On the other hand, when seeking information from online documents, readers often have to think about the source of the information, that is, the human author behind the text. They further point out that a common requirement of both help seeking and information searching is, for the learner, to be aware of the problem, the obstacle, or the information need. They suggest that guidance may be seen as a means for the learners to identify the gaps in their knowledge structures and to engage in either help or information seeking. This might explain that guided learning often proves more effective than unguided, discovery situations.
Stahl and Bromme (2009) point out that help seeking itself is a rather complex cognitive process. The often-cited model by Nelson-Le Gall (1981) includes five sub-processes: becoming aware of the need for help, deciding to seek help, identifying potential helpers, using strategies to elicit help, and reacting to help-seeking attempts. The study by Stahl and Bromme illustrates the interplay between help seeking and information searching. Their learning situation consisted in identifying plant species through a complex process of feature matching and decision making, based on a complex reference document or “key”. The participants’ main task was thus to locate and evaluate features presented in the key until a relevant species was found, and “help” corresponded to additional pieces of information that the learners were free to consult when they felt the need for it.
A total of 51 undergraduate science students were asked to identify two plants using the online botanical catalog. The first trial dealt with a plant considered as easy to identify, and the second trial dealt with a more difficult item. Participants were asked to think aloud as they searched and were videotaped. Four task conditions were compared: search with a graphic organizer showing important decision points; search with a checklist of relevant actions to be taken; a combination of those two techniques; and a control condition with no specific help. The core finding was that in all the conditions, most participants displayed an appropriate help-seeking behavior, correctly diagnosing problems and using the help devices built in the online catalog. The authors identify three possible interpretations for this surprising result: the online contextual help system was effective, the verbal protocol procedure fostered metacognitive behavior, or the students’ motivation was high because they were paid volunteers. The verbal protocol interpretation (i.e., an effect of having students think aloud) is compatible with prior research on the so-called self-explanation effect ([Ainsworth and Loizou, 2003] and [Chi et al., 1994]), but the other proposed interpretations are plausible, too. The data collected as part of the Stahl and Bromme study did not allow to disentangle these assumptions, but the study demonstrates that under favorable conditions, students will use built-in help facilities, bearing the costs of interrupting their main tasks and conducting searches (which were simple, in this case) through the help device.
Babin, Tricot, and Mariné (2009) identified two design factors that may influence the effectiveness of online help systems, namely the content of the information delivered as help, and the control mode of the help delivery. Previous research tends to support learner-controlled help delivery, since it increases the learner’s involvement in the task as well as the likelihood that the help will come at a relevant time in the process. But again, learner-controlled help is effective only if the learners are able to achieve the cognitive processes involved in help seeking (Nelson-Le Gall, 1981).
As regards the content of the help messages, Babin et al. contrasted operative vs. function-oriented messages. Operative messages were phrased in a goal-oriented fashion (“in order to do this, perform that action”). Function-oriented messages merely defined the function in factual terms. Using the so-called Wizard of Oz technique, in which a human partner simulates computer-based messages without the participant being aware of the manipulation, Babin et al. manipulated the control (user vs. system-controlled) and the type (operative vs. function-oriented) of help in two types of computerized applications, namely a digital photograph management system (experiment 1), and a natural language Web search service (experiment 2). In their first experiment, 27 participants received help only after request (request condition), and 28 participants received help both after request and after deadlock detection (assistance condition). In addition, 26 participants received operative help while 29 received function-oriented help. Finally, answers gathered at the item “use of photo service” of the questionnaire showed that 29 participants had already used a photo retouching service while 26 had never done so. The results showed that operative help was beneficial to inexperienced users, but that this type of help hindered their performance on a second series of tasks. In other words, assistance during the learning of a new service may be detrimental to learning. This finding stresses the importance of the above-mentioned distinction between help aimed at increasing performance vs. help aimed at increasing understanding.
The study by Puustinen et al. (2009) examines how middle-school students construct help-seeking utterances in the context of an online forum providing assistance with mathematical tasks. They point out that a detailed analysis of the users’ question-asking behavior is a pre-condition for the design of effective online help systems. An interesting feature of the study is that is was based on a corpus of actual help-seeking dialogues performed in authentic learning situations. The authors analyzed 206 messages sent by students (grades 6–9) to mathematics teachers who were running the online forum. Most of the messages contained a description of the problem the students were having trouble solving. Even though older students did not compose longer messages, their messages more often contained explicit help requests and contextual information than did younger students’ messages. This finding is all the more interesting because the explicit help request can be considered as one of the “core” elements which make a message cognitively understandable; information about the context in which the message was sent, on the other hand, contributes to making a message socially more acceptable and thus tempting the tutor to help the student. Puustinen et al. concluded that the absence of a physically present interlocutor and the asynchronous nature of the interaction probably led young students to disregard the interactive nature of online help seeking; consequently, the messages of the oldest students (age 15) were both cognitively more understandable and socially more acceptable than those of the youngest students (age 11).
The discussion by Wood, 2009 D. Wood, Comments on “Learning with ICT: New perspectives on help seeking and information searching”, Computers and Education 53 (2009), pp. 1048–1051. Article | PDF (115 K) | View Record in Scopus | Cited By in Scopus (2)Wood (2009) completes this set of papers by pointing out some important lessons. David Wood, whose eminent paper (Wood & Wood, 1999) still constitutes one of the main references within this domain, emphasizes that digital technologies play an increasingly important role in mediating communication among humans, and that being able to interact with online information and communication systems is becoming a prerequisite for learning, work, and civic life in general. He also makes it clear that the skills needed for people to be effective information searchers and help seekers do not come up spontaneously. Instead, they must be taught using appropriate tools and procedures. Wood finally makes the case for the heuristic value of structuring learning situations and for the use of more qualitative, in-depth observation techniques in research on help seeking and information searching.
2. Concluding remarks
Both help seeking and information searching are fundamental components of learning. Even though they are more typical in problem-based learning situations, they may also occur in highly structured, tightly guided learning situations. They rest on a set of cognitive and metacognitive skills, principally the learner’s ability to identify a gap in his/her current knowledge base. As pointed out in early research ([Miyake and Norman, 1979] and [Wixson, 1983]) and in the papers included in this special issue, that ability itself requires a certain level of prior knowledge. This should be especially taken into account when designing learning situations for young children: young learners should not be unnecessarily encumbered with help seeking and/or information searching during their learning activities. In times where teachers are encouraged to set up open, exploratory learning scenarios in which students will make extensive use of online information sources, this recommendation seems particularly important.
More generally, as digital technologies pervade educational systems, more and more attention should be devoted to the social interactions (whether mediated or not) that surround and support individual learning. This special issue is an attempt to show that help seeking and information searching are two complementary constructs that prove central in the inter-individual construction of knowledge.
References
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Babin et al., 2009 L.-M. Babin, A. Tricot and C. Mariné, Seeking and providing help in technology-based learning-by-doing situations, Computers and Education 53 (2009), pp. 1029–1039. Article | PDF (215 K) | View Record in Scopus | Cited By in Scopus (3)
Chi et al., 1994 M.T.H. Chi, N. de Leeuw, M.-H. Chiu and C. LaVancher, Self-explanations improve understanding, Cognitive Science 18 (1994), pp. 439–477. Abstract | Full Text via CrossRef | View Record in Scopus | Cited By in Scopus (479)
Hmelo-Silver et al., 2007 C.E. Hmelo-Silver, R.G. Duncan and C.A. Chinn, Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006), Educational Psychologist 42 (2007), pp. 99–107. View Record in Scopus | Cited By in Scopus (52)
Kirschner et al., 2006 P.A. Kirschner, J. Sweller and R.E. Clark, Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching, Educational Psychologist 41 (2006), pp. 75–86. Full Text via CrossRef | View Record in Scopus | Cited By in Scopus (204)
Miyake and Norman, 1979 N. Miyake and D.A. Norman, To ask a question, one must know enough to know what is not known, Journal of Verbal Learning and Verbal Behavior 18 (1979), pp. 357–364. Abstract | View Record in Scopus | Cited By in Scopus (54)
Nelson-Le Gall, 1981 S. Nelson-Le Gall, Help-seeking: An understudied problem-solving skill in children, Developmental Review 1 (1981), pp. 224–246.
Puustinen et al., 2009 M. Puustinen, O. Volckaert-Legrier, D. Coquin and J. Bernicot, An analysis of students’ spontaneous computer-mediated help seeking: A step toward the design of ecologically valid supporting tools, Computers and Education 53 (2009), pp. 1040–1047. Article | PDF (200 K) | View Record in Scopus | Cited By in Scopus (1)
Puustinen and Rouet, 2009 M. Puustinen and J.-F. Rouet, Learning with new technologies: Help seeking and information searching revisited, Computers and Education 53 (2009), pp. 1014–1019. Article | PDF (182 K) | View Record in Scopus | Cited By in Scopus (4)
Rouet and Coutelet, 2008 J.-F. Rouet and B. Coutelet, The acquisition of document search strategies in grade school students, Applied Cognitive Psychology 22 (2008), pp. 389–406. Full Text via CrossRef | View Record in Scopus | Cited By in Scopus (5)
Stahl and Bromme, 2009 E. Stahl and R. Bromme, Not everybody needs help to seek help: Surprising effects of metacognitive instructions to foster help-seeking in an online-learning environment, Computers and Education 53 (2009), pp. 1020–1028. Article | PDF (647 K) | View Record in Scopus | Cited By in Scopus (2)
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Computers & Education
Volume 53, Issue 4, December 2009, Pages 1011-1013
Learning with ICT: New perspectives on help seeking and information searching
Abstract
In the last few decades, the implementation of information technology has given rise to several organizational training needs that have to be satisfied, in order to empower organizational IT performance. The users of new technologies have to be trained quickly and efficiently, and since they are usually distributed to different remote locations, web-based training is the preferred, and sometimes the only, process for employee training. This study deals with the prognosis of employees’ intention to use a web-based training process, by extending the technology acceptance model using some other related factors, such as learning goal orientation, management support, enjoyment, self-efficacy and computer anxiety. Two hundred and eighty seven employees participated in this study to test the validity of the research model. The findings of the structural equation modeling indicate that enjoyment, perceived usefulness and perceived ease of use directly affect employees’ intention to use web-based training, while learning goal orientation has the strongest indirect impact on employees’ intention. Finally, three new causal relations are proposed for further research.
Article Outline
1. Introduction
2. Theoretical framework and hypotheses
2.1. Technology acceptance model
2.2. Management support
2.3. Enjoyment
2.4. Computer anxiety
2.5. Self efficacy
2.6. Learning goal orientation
3. Research methodology
3.1. Sampling and data collection
3.2. Instrument validation
4. Data analysis and results
4.1. Confirmatory factor analysis
4.2. The metric model
4.3. The structural model: Results and discussion
5. Conclusions and research limitations
5.1. Conclusions
5.2. Research limitations
Appendix A. Questionnaire items
References
Abstract
Mobile devices could facilitate human interaction and access to knowledge resources anytime and anywhere. With respect to wide application possibilities of mobile learning, investigating learners’ acceptance towards it is an essential issue. Based on activity theory approach, this research explores positive factors for the acceptance of m-learning systems. In the research, we developed an m-learning system for learners’ knowledge management and invited 152 participants who knew how to use the m-learning system then report on their experience. The results show that enhancing learners’ satisfaction, encouraging learners’ autonomy, empowering system functions, and enriching interaction and communication activities have a significant positive influence on the acceptance of m-learning systems.
Article Outline
1. Introduction
2. A mobile learning framework based on activity theory
3. System implementation
4. Research concept
5. System evaluation based on users’ acceptance
6. Discussion and conclusion
Acknowledgements
References
Abstract
The use of animation and multimedia for learning is now further extended by the provision of entire Virtual Reality Learning Environments (VRLE). This highlights a shift in Web-based learning from a conventional multimedia to a more immersive, interactive, intuitive and exciting VR learning environment. VRLEs simulate the real world through the application of 3D models that initiates interaction, immersion and trigger the imagination of the learner. The question of good pedagogy and use of technology innovations comes into focus once again. Educators attempt to find theoretical guidelines or instructional principles that could assist them in developing and applying a novel VR learning environment intelligently. This paper introduces the educational use of Web-based 3D technologies and highlights in particular VR features. It then identifies constructivist learning as the pedagogical engine driving the construction of VRLE and discusses five constructivist learning approaches. Furthermore, the authors provide two case studies to investigate VRLEs for learning purposes. The authors conclude with formulating some guidelines for the effective use of VRLEs, including discussion of the limitations and implications for the future study of VRLEs.
Article Outline
1. Introduction
2. Virtual reality features
3. Theories reviewed – constructivism
4. Constructivist approach for VRLE
4.1. Situated learning
4.2. Role playing
4.3. Cooperative/collaborative learning
4.4. Problem-based learning
4.5. Creative learning
5. Case study
5.1. Case study 1: web-based 3D VR interactive learning system
5.1.1. Web-based 3D VR interactive learning system
5.1.2. Research hypotheses
5.1.3. Participants and measurement
5.1.4. Results
5.2. Case study 2: collaborative virtual reality learning environment
5.2.1. Research hypotheses
5.2.2. Participants and measurement
5.2.3. Results
6. Discussion
6.1. Learning from interacting with an artificial real environment
6.2. Learning from problem solving to promote creativity
6.3. Motivating learners to learn
6.4. VR as a scaffolding tool for learners to learn
7. Conclusions
8. Limitations and future research
Acknowledgements
Appendix A. Appendix
References
Abstract
The study addressed two limitations of previous research on factors related to teachers’ integration of technology in their teaching. It attempted to test a structural equation model (SEM) of the relationships among a set of variables influencing preservice teachers’ use of technology specifically to support student-centered learning. A review of literature led to a path model that provided the design and analysis for the study, which involved 206 preservice teachers in the United States. The results show that the proposed model had a moderate fit to the observed data, and a more parsimonious model was found to have a better fit. In addition, preservice teachers’ self-efficacy of teaching with technology had the strongest influence on technology use, which was mediated by their perceived value of teaching and learning with technology. School’s contextual factors had moderate influence on technology use. Moreover, the effect of preservice teachers’ training on student-centered technology use was mediated by both perceived value and self-efficacy of technology. The implications for teacher preparation include close collaboration between teacher education program and field experience, focusing on specific technology uses.
Article Outline
1. Introduction
2. Theoretical framework that leads to the proposed model
2.1. Training in technology
2.1.1. Technology skills and experience
2.1.2. Teacher education program
2.2. Perceived value and self-efficacy
2.3. School context
2.4. Types and ways of preservice and new teachers’ technology use
3. Methods
3.1. Instruments and variables
3.2. Participants and data collection methods
3.3. Statistical analysis: structural equation modeling (SEM)
3.3.1. Model specification and identification
3.3.2. Model evaluation and modification
4. Results
4.1. Descriptive statistics and correlations
4.2. Measurement model
4.3. Model fit
4.4. An alternative model
4.5. Structural equation model
4.6. Direct and indirect effects on USE
5. Discussion and conclusion
5.1. Implications for teacher education
5.2. Limitations and implications for future research
References
Abstract
Referential identification and resolution are considered the keys to help readers grasp the main idea of a text and solve lexical ambiguities. The goal of this study is to design a computer system for helping college students who learn English as a Foreign Language (EFL) develop mental maps of referential identification and resolution in reading. Four modules, Natural Language Processing (NLP), User Interface, Recording, and Feedback Tool, are implemented in the system. Results of this study showed that the more-proficient EFL readers were able to identify and resolve most of the references to form a coherent mental map from different parts of a text. The less-proficient readers commonly resolved references by relying on grammatical rules instead of semantic contextual clues. They often referred references to incorrect objects. To overcome the difficulties in figuring out the relationship between two words, the less-proficient readers usually asked for more feedbacks. As students progressed in reading, they requested fewer feedbacks in the online system. Some recommendations for future studies are discussed.
Article Outline
1. Introduction
2. System development
2.1. NLP module
2.1.1. Sentence detection
2.1.2. Part-of-speech tagging
2.1.3. Phrase chunking
2.1.4. Referential device detection
2.2. User interface
2.3. Recording module
2.4. Feedback module
3. Method
3.1. Participants
3.2. Material
3.3. Procedures of data collection
3.4. Procedures of data analysis
4. Result
5. Discussion
Acknowledgements
References
Abstract
Although the benefits of e-learning have been discussed in various previous studies; it is a critical issue of better understanding the reasons why some learners are dissatisfied with the e-learning experience. Therefore, this research investigates learners’ satisfaction, behavioral intentions, and the effectiveness of the Blackboard e-learning system. A total of 424 university students were surveyed using a standard questionnaire. The results showed that perceived self-efficacy is a critical factor that influences learners’ satisfaction with the Blackboard e-learning system. Perceived usefulness and perceived satisfaction both contribute to the learners’ behavioral intention to use the e-learning system. Furthermore, e-learning effectiveness can be influenced by multimedia instruction, interactive learning activities, and e-learning system quality. This research proposes a conceptual model for understanding learners’ satisfaction, behavioral intention, and effectiveness of using the e-learning system.
Article Outline
1. Introduction
2. Literature review
3. The major functions of e-learning
4. Research hypotheses
5. Methodology
5.1. Participants
5.2. Measurement
6. Results
7. Discussion
8. Conclusion
Acknowledgements
References
Abstract
In this study we use a model which we refer to as the ‘teacher–technology environment interaction model’ to explore the issue of the stress experienced by teachers whilst using ICT in the classroom. The methodology we used involved a comparison of three datasets obtained from: direct observation and video-logging of the teachers in the classroom; recordings of their galvanic skin response (GSR) taken whilst teaching; and interviews. Data were obtained from nine teachers, and in total, approximately 32 h of teaching activities were observed. The main results of this study were (a) the demonstration that teachers do suffer stress associated with the use of technology in the classroom (i.e. technostress) (b) the identification of causes, symptoms and coping strategies associated with technostress in the classroom. This study, therefore, points to an alternative way of thinking about the problems of implementing e-learning by conceptualizing some of these implementation problems in terms of technostress (and in particular of teacher–technology environment fit).
Article Outline
1. Introduction
5. Teacher–technology environment interaction model
2. Methodology
3. Findings
4. Conclusion
References
Abstract
The popularity of video games has transcended entertainment crossing into the world of education. While the literature base on educational gaming is growing, there is still a lack of systematic study of this emerging technology’s efficacy. This quasi-experimental study evaluated a teacher created video game on genetics in terms of its affective and cognitive impact on student users. While statistical results indicated no differences (p > .05) in student learning as measured by our instrument, there were significant differences (p < .05) found in the participants’ level of engagement while interfacing with the video game. Implications on this emerging line of inquiry are discussed.
Article Outline
1. Introduction
2. Study purpose
3. Background to the study
3.1. Learning through video games
3.2. Student engagement
3.3. Cognition and multiple-representations
3.4. Students’ understanding of genetics
4. Research methods
4.1. Study design and sample
4.2. The Intervention
4.3. Data sources and instrumentation
4.4. Data analysis
5. Results and discussion
5.1. The inherent complexity of educational games
5.2. Assessing learning
5.3. Measuring student engagement
5.4. Video games as a curricular tool
6. Conclusions
7. Cautious optimism
Acknowledgements
Appendix. Appendix
References
Abstract
This exploratory study tests the assertion that instructional strategies that match field-dependence status of students are most effective. The study conducted with 12 graduate students registered in a graduate level online course. An online version of the Psychological Differentiation Inventory was used to measure the field-dependence status of students. Students’ perceived learning outcomes, their effort and involvement, and level of interaction that they perceived in online course module were measured through an online questionnaire. Results suggested that matches between students’ learning styles and instructional strategies did not affect learner perception of their own learning outcomes, level of effort and involvement, and level of interactions in the course. Data also indicated that no single instructional strategy, among three instructional strategies tested, emerged as superior for high and low field-dependent online students.
Article Outline
1. Introduction
1.1. Learning style
1.2. Instruction strategies
2. Methods
2.1. Instructional context
2.2. Subjects
2.3. Instruments
2.4. Procedures
3. Data analysis
4. Results
4.1. Learning style
4.2. Matching learning style with instructional strategy
4.3. One superior instructional strategy
5. Discussion and conclusion
References
Abstract
Psychological studies have shown that personal beliefs about learning and environmental preferences affect learning behaviors. However, these learner characteristics have not been widely discussed in the web-based context. By developing questionnaires, this study attempted to detect learners’ web-based learning environmental preferences (WLEP) and beliefs about web-based learning (BWL). The scope of WLEP focused on the pedagogical dimension of the web-based learning environment, while BWL concerned the attributes and control factors of the web-based learning. There were about five hundreds of Taiwan university students participating in the study. Through factor analysis, the scales discussed in the study revealed a satisfactory validity and reliability in assessing students’ preferences and beliefs. Further analyses showed that university students preferred more of individual and structured instructional configurations while expected the outward mode of interaction. In general, students held a rather contextual belief about web-based learning, which was found to be correlated with their environmental preferences.
Article Outline
1. Introduction
2. Structures of the research constructs
2.1. Preferences about the web-based learning environment
2.1.1. The instructional approach
2.1.2. The cognitive process
2.1.3. The interaction system
2.2. Belief about web-based learning
2.3. Research questions
3. Method
3.1. Subjects
3.2. Procedure
4. Results
4.1. The development of Instruments
4.2. Analyses on the preferences about the web-based learning environment
4.3. Analysis on the belief about online learning
4.4. Associations between preference and belief
4.5. The cross-analyses for the background characteristics
5. Discussion
6. Future work
Acknowledgements
References
Abstract
Digital learner portfolios are of growing importance in higher education as the sector seeks new teaching–learning–assessment methods which promote students’ autonomy as managers of their own virtual learning environment. The purpose of this study was to analyse descriptively the undergraduate students’ perceptions, attitudes and behaviour when using an eportfolio to support their learning and assessment in practice based courses at two traditional Spanish universities. The participants were 88 students, who were studying through a blended learning mode. Data were collected through questionnaires: a computer experience survey, another which examined the psychological, pedagogical and technological dimensions of eportfolios use. Further, an individual overall reflection was obtained from each student to help gain an understanding of their experiences of using the eportfolio. A mixed-method analysis was applied in order to study the impact of this technological innovation on students and their satisfaction. The results showed that the students had positive opinions and self-efficiency through the eportfolio as a tool to manage their learning and assessment during a semester, especially from the second month of use. However, the expected impact on their learning was not so significant. Nevertheless, the students emphasised that the eportfolio was valuable as a personal developmental learning tool.
Article Outline
1. Introduction and literature review
1.1. Digital learner portfolios
1.2. Electronic platforms for digital learner course portfolios
1.3. Student achievement with a digital learner portfolio
2. Rationale of the empirical research
3. Method
3.1. Participants
3.2. Materials
3.3. Procedures
4. Results
4.1. Computer experience survey
4.2. Ad hoc questionnaires about eportfolios
4.2.1. Psychological issues in learning with eportfolio
4.2.2. Pedagogical issues in learning with eportfolio
4.2.3. Technological issues in learning with eportfolio
4.2.4. General issues in learning with eportfolio
4.3. Students’ overall reflection on eportfolios
5. Discussion
5.1. Computer literacy competencies
5.2. Psychological, pedagogical and technological aspects of eportfolio
5.3. Limitations and lines of future research
6. Conclusions
Acknowledgements
References
Abstract
Recent research has provided evidence that students’ computer use at home is positively associated with their performance at school. However, most of the previous studies have failed to take into account the multiple determination of school performance and, in addition, to explain why using computers at home should benefit students’ academic achievement. The study described in this article takes a step towards filling this gap by circumventing the theoretical and methodological problems of previous research. First, we analyzed students’ home computer use and their performance in mathematics while accounting for other factors that have been found to affect students’ achievement. Second, we investigated possible differences in students’ school performance depending on how they used the computer. Based on the data from German students who took part in the Programme for International Student Assessment (PISA) in 2003, our results showed that students’ access to a computer was not linked with their performance in mathematics. In addition, it did not matter how often students used a computer at home. A positive effect on mathematical achievement was, however, observed for a small group of students who used the computer in a self-determined way that largely engaged them in problem-solving activities. Overall, the findings indicate that for the majority of students the computer had no substantial influence on their academic achievement. At the same time, the results are suggestive of ways in which performance in mathematics might be enhanced through the use of computers.
Article Outline
1. Introduction
2. Theoretical and methodological problems in examining the relationship between home computer use and academic achievement
3. Computer usage, problem solving, and mathematical performance
4. Research questions
5. Method
5.1. Participants
5.2. Design
5.3. Materials
5.3.1. Mathematical literacy
5.3.2. Problem solving
5.3.3. Cognitive abilities
5.3.4. Computer literacy
5.3.5. Leisure activities
5.3.6. Immigration background
5.3.7. The index of economic, social, and cultural status (ESCS)
5.3.8. The international socio-economic index of occupational status (ISEI)
5.4. Procedure
5.5. Analysis and coding
5.5.1. Mathematical literacy, problem-solving skills, and cognitive abilities
6. Results
6.1. Computer availability, frequency of use and mathematical performance
6.2. Types of computer users and mathematical performance
7. Discussion
Acknowledgements
References
Abstract
A forum is a valuable tool to foster reflection in an in-depth discussion; however, it forces the course mediator to continually pay close attention in order to coordinate learners’ activities. Moreover, monitoring a forum is time consuming given that it is impossible to know in advance when new messages are going to be posted. Additionally, a forum may be inactive for a long period and suddenly receive a burst of messages forcing forum mediators to frequently log on in order to know how the discussion is unfolding to intervene whenever it is necessary. Mediators also need to deal with a large amount of messages to identify off-pattern situations. This work presents a piece of action research that investigates how to improve coordination support in a forum using mobile devices for mitigating mediator’s difficulties in following the status of a forum. Based on summarized information extracted from message meta-data, mediators consult visual information summaries on PDAs and receive textual notifications in their mobile phone. This investigation revealed that mediators used the mobile-based coordination support to keep informed on what is taking place within the forum without the need to log on their desktop computer.
Article Outline
1. Introduction
2. Reports and notifications to support awareness for coordination
3. Scenario and methodology
4. Forum characteristics analysis
4.1. Message chaining
4.2. Message categorization
4.3. Message size
4.4. Message timestamp
5. Improving forum coordination support
5.1. Visual information summaries through PDAs
5.1.1. Cycle 2005.1 – plan
5.1.2. Cycle 2005.1 – act
5.1.3. Cycle 2005.1 – observe
5.1.4. Cycle 2005.1 – reflect
5.1.5. Cycle 2005.2 – plan
5.1.6. Cycle 2005.2 – act
5.1.7. Cycle 2005.2 – observe
5.1.8. Cycle 2005.2 – reflect
5.1.9. Cycle 2006.1 – plan
5.1.10. Cycle 2006.1 – act
5.1.11. Cycle 2006.1 – observe
5.1.12. Cycle 2006.1 – reflect
5.2. Notifications regarding off-pattern situations, and the unfolding of the seminar
5.2.1. Cycle 2006.1 – plan
5.2.2. Cycle 2006.1 – act
5.2.3. Cycle 2006.1 – observe
5.2.4. Cycle 2006.1 – reflect
5.2.5. Cycle 2006.2 – plan
5.2.6. Cycle 2006.2 – act
5.2.7. Cycle 2006.2 – observe
5.2.8. Cycle 2006.2 – reflect
6. Conclusion
Acknowledgements
References
Abstract
This paper investigated the gender differences in junior high school students’ Internet self-efficacy and their use of the Internet. A total of 1080 eighth graders were randomly selected from all junior high school students in Taiwan. The Internet Self-Efficacy Scale (ISES) was developed and used to examine students’ Internet self-efficacy in two dimensions: online exploration (explorative ISE) and online communication (communicative ISE). A survey including the ISES instrument was administered to all the subjects and finally 936 valid questionnaires (from 466 males and 470 females) were returned for data analyses. No significant gender difference was found in students’ total ISE and explorative ISE; however, a significant gender difference was found in students’ communicative ISE. Surprisingly, the girls had significant higher communicative ISE than had the boys. In addition, there was no significant gender difference in students’ Internet using experience and computer ownerships; however, there were significant gender differences in their Internet using purpose and intensity. In spite of the boys showed a significantly higher Internet use intensity than did the girls, the boys were more exploration-oriented Internet users and the girls were more communication-oriented Internet users. And this orientation played a significant role in their Internet self-efficacy. These results suggested that the gender gap may no longer exist in young students’ confidence in using the Internet. However, boys and girls used the Internet for significantly different purposes suggesting that the Internet played different roles for boys and girls in Taiwan. With a large scale examination by using a valid and reliable instrument, this study provided representative results for further related studies.
Article Outline
1. Introduction
2. Purpose
3. Method
3.1. Sample
3.2. Instrument
3.3. Data collection
3.4. Data analysis
4. Results
4.1. Gender difference in Internet self-efficacy
4.2. Gender difference in the Internet use
4.2.1. Internet use experience
4.2.2. Internet use intensity
4.2.3. Computer ownership
4.2.4. Online purpose
4.3. Factors related to the Internet self-efficacy
4.3.1. Role of Internet use experience
4.3.2. Role of Internet use intensity
4.3.3. Role of computer ownership
4.3.4. Role of online purpose
4.4. Summary of results
5. Discussion
5.1. Gender differences in Internet self-efficacy
5.2. Gender differences in Internet use purpose and intensity
5.3. Factors related to the ISE
6. Conclusion
References
Abstract
This paper introduces a methodology for analyzing the knowledge construction and misconstruction processes occurring in online asynchronous discussion for Secondary 2 (Grade 8) students. The use of purposive sampling targeting specific students in a single course forum could potentially advance understanding of these processes using Knowledge Construction – Message Map (KCMM) and Knowledge Construction – Message Graph (KCMG). This paper traced the communication patterns and knowledge construction as well as misconstruction processes of students working in groups to formulate scientific ideas. This methodology reveals the dynamics of asynchronous discussion through mapping and quantifying the electronic learning process. This will equip educational practitioners and researchers with a useful tool for describing online interaction through adoption of a measurement methodology more systematic and effective than anecdotally. The research findings suggest that self-directed learning through asynchronous discussion has to be monitored by facilitators as learners possessed misconceptions that could potentially mislead other participants.
Article Outline
1. Introduction
1.1. Background
1.2. Significance of study
2. Asynchronous discussion
2.1. Social construction of knowledge
2.2. Content analysis
2.3. Unit of analysis
2.4. Inter-rater reliability
2.5. Research questions
3. Methodology
3.1. Sample
3.2. Procedure
3.3. Method of analysis: Knowledge Construction – Message Map (KCMM)
3.4. Method of analysis: Knowledge Construction – Message Graph (KCMG)
3.5. Unit of analysis
3.6. Inter-rater reliability
4. Results
4.1. Analysis using Knowledge Construction – Message Map (KCMM)
4.2. Analysis using Knowledge Construction – Message Graph (KCMG)
4.3. Comparison of inter-groups knowledge construction/misconstruction
4.4. Analysis of changes from KCMG
4.5. Misconceptions posted by students
5. Discussion
6. Conclusion
Appendix A. Group 1 original transcript.
Appendix B. Group 1 KCMM.
Appendix C. Group 1 KCMG.
Appendix D. Group 2 original transcript.
Appendix E. Group 2 KCMM.
Appendix F. Group KCMG.
Appendix G. Group 3 original transcript.
Appendix H. Group 3 KCMM.
Appendix I. Group 3 KCMG.
References
Abstract
Academic conferences are places of situated learning dedicated to the exchange of knowledge. Knowledge is exchanged between colleagues who are looking to enhance their future research by taking part in several formal and informal settings (lectures, discussions and social events). We studied the processes of knowledge sharing and the influence of the use of IT at the International Conference of Information Systems (ICIS2007) held in Montréal. We describe the categories of knowledge content shared at the conference. Two forms of knowledge sharing were analyzed: formal, guided, planned knowledge sharing in lectures or discussions, and informal knowledge exchange during social events. Data were collected from 274 participants at the conference. The intensity of knowledge sharing in the formal settings was higher compared to the informal settings and was perceived as contributing to future research and to the creation of social relationships. In contrast, informal knowledge sharing contributed mainly to job enhancement and to the initiation of meetings. The discussion centers on planning and evaluating conferences in terms of seeking, creating and sustaining knowledge sharing.
Article Outline
1. Introduction
2. Theoretical background
2.1. What is a conference?
2.2. Research model
2.3. Conference as learning organization and CoP
2.4. The contribution of knowledge sharing
2.5. The content of knowledge shared
2.6. The use of liminality in a conference for knowledge sharing
2.7. Role of technology in conferences
3. Methodology
3.1. Method
3.2. Measures
3.2.1. Situated learning through knowledge sharing
3.2.2. Contribution of the setting
3.2.3. IT for knowledge management in a conference
4. Results
4.1. Knowledge sharing in formal settings
4.2. Knowledge sharing in informal settings
4.3. Comparison of knowledge sharing in formal and informal settings
4.4. Comparing the contribution of knowledge sharing from the conference
4.5. Structural equation model
5. Discussion and conclusions
Appendix A
References
Abstract
The purposes of this study were (1) to develop a teacher training program that integrates knowledge management (KM) and blended learning and examine its effects on pre-service teachers’ professional development in creativity instruction; and (2) to explore the mechanisms underlying the success of such KM-based training. The employed KM model was the SECI, which consists of four modes of knowledge conversion: socialization, externalization, combination, and internalization. Forty-four pre-service teachers participated in this 17-week experimental instructional program. Repeated Measure Analysis of Variance and content analysis revealed that the training program designed in this study effectively improved pre-service teachers’ professional knowledge and personal teaching efficacy in their teaching of creativity. Moreover, this study showed that blended learning, guided practice, observational learning, group discussion, peer evaluation, and feedback are important mechanisms underlying this success.
Article Outline
1. Introduction
2. KM and its relationship to blended learning
2.1. Definitions of KM
2.2. The SECI model
2.3. KM and blended learning
3. KM and professional development of creativity instruction
3.1. Professional knowledge and personal teaching efficacy in creativity instruction
3.2. KM, professional knowledge, and personal teaching efficacy in creativity instruction
4. Hypotheses of this study
5. Method
5.1. Participants
5.2. Instruments
5.3. Experimental design and procedures
5.4. Data analysis
6. Results
6.1. Improvements in professional knowledge of creativity instruction
6.2. Improvements in personal teaching efficacy in creativity instruction
6.3. Mechanisms for improving professional knowledge and personal teaching efficacy
7. Discussion
8. Conclusion and suggestions
Acknowledgements
References
Abstract
By virtue of the non-profit nature of school education, a professional virtual community composed of teachers provides precious data to understand the processes of knowledge sharing and creation. Guided by grounded theory, the authors conducted a three-phased study on a teachers’ virtual community in order to understand the knowledge flows among community members from different organizations. This study also portrays the process of knowledge sharing and creation for teachers participating in virtual teams of a teachers’ professional community. The resulting model articulates causal conditions, action/interaction strategies, consequence, and contextual environments. The concept of knowledge buckle is derived to connect the knowledge transfer among socialization, externalization, and combination activities.
Article Outline
1. Introduction
2. Professional virtual communities
2.1. Virtual communities and professional virtual communities
2.2. A teachers’ professional community: SCTNet
3. Research methodology
3.1. The selection of research methodology
3.2. Research design
4. Research results
4.1. Causal conditions
4.2. Action/interaction strategies
4.3. Consequences
4.4. Six types of knowledge sharing and creation in professional virtual communities
5. Discussions
5.1. The first order analysis
5.2. The second order analysis
5.3. Buckle up externalization and combination
5.3.1. Role ambiguity
5.3.2. Miscommunication
5.3.3. Diversified foci
5.4. Buckle up socialization and externalization
5.4.1. Free of psychological obligation
5.4.2. Fear of criticism
6. Conclusions and further research
References
Abstract
Computer-assisted instruction systems have been broadly applied to help students solve math word problem. The majority of such systems, which are based on an instructor-initiating instruction strategy, provide pre-designed problems for the learners. When learners are asked to solve a word problem, the system will instruct the learners what to do. However, systems employing an instructor-initiating instruction strategy offer little help to advanced learners or to learners encountering problems that are not in the pre-designed database. Therefore, in this study, a learner-initiating instruction model (LIM-G) is proposed to help learners’ comprehension of geometry word problems. Geometry word problems are math word problems involving geometric concepts. Many researches indicate that learners encounter difficulties while comprehending math word problems. In this model, a learner can seek help with any geometry word problem he is interested in. Based on a learner-initiating instruction strategy, LIM-G first comprehends the problem and then gives the learner the telegraphic and diagrammatic representations of the problem, which are more intuitive to understand. For LIM-G, the comprehension mechanism plays a critical role in solving word problems. For this study, a system is built based on LIM-G. In this system, the cognitive knowledge needed for comprehending geometry word problem is constructed with an ontology-based tool called InfoMap. Using cognitive knowledge and frame-template structures, the system can extract the relevant concepts in geometry word problems for comprehension.
Article Outline
1. Introduction
2. Geometry word problems
2.1. The difficulties for comprehending geometry word problems
2.2. Cognitive process of solving math word problems
2.3. Chinese geometry word problems in Taiwan’s elementary schools
2.4. Problem representation of geometry word problem
3. Learner-initiating instruction strategy for geometry word problems
3.1. Cognitive knowledge structure for comprehending geometry word problems
3.2. Concept-attribute content of a problem
3.3. Diagnosis of the comprehension level of geometry word problem
4. System architecture
4.1. The knowledge representation of the cognitive knowledge base
4.2. Concept retrieval module
5. Experiment and discussion
6. Potential applications and future work
7. Conclusion
Acknowledgements
References
Abstract
In this article an ethnographical study of laptopers’ activities during lectures in a university milieu is analyzed as different kinds of involvements. Through interviews and observations we have focused on how these involvements influence the laptopers’ alignment towards the educational practice. The analysis shows the importance of separating the educational practice and the personal learning situation. Studying students’ learning intentions, rather than certain laptop related activities, we get a deeper understanding of the role the laptop can take during learning activities. Five general characteristics of laptoping are found. Negotiating the laptops’ different roles in the educational practice opens up for an understanding of the students personal learning situation as being more than just listening to a lecturer. Additionally, competent integration of digital tools into the learning situation extends the dimensions of the lecture beyond the lecturing hours and personal note taking. Such knowledge is vital for creating foundations for digital competency in a digitized society.
Article Outline
1. Introduction
2. Related research
3. Theory
4. Methodology
4.1. Analytical strategy
5. Results
5.1. The studied setting
5.2. The dominant involvement
5.3. Subordinate involvements
5.4. The threat of the subordinate involvement
6. Discussion
6.1. Alignment
6.2. The aligned subordinate involvement
6.3. The unaligned subordinate involvement
6.4. The personal learning situation
6.5. Alignment between the laptop and the educational practice
6.6. Characterizing the Laptoper
7. Conclusion
References
Abstract
The purpose of this study was to examine factors affecting teachers’ integration of laptops into classroom instruction. A research-based path model was tested based on data gathered from 379 K-12 school teachers to examine direct and indirect contributions of relevant institutional factors (overall support for school technology, technical support, and professional development) and teacher level factors (teacher readiness and teacher beliefs). The major premise of this study was that the hypothesized path model was powerful enough to explain a substantial amount of variance in teacher readiness (43%), beliefs (51%), and laptop integration (55%). The results suggest that teacher level factors (teacher readiness and teacher beliefs) strongly predict laptop integration, and that overall support for school technology and professional development have strong effects on teacher beliefs and readiness, respectively. All school-level factors also had a significant indirect impact on laptop integration, which is mediated by teacher readiness and beliefs.
Article Outline
1. Introduction
2. Factors affecting laptop integration
3. Conceptual framework
3.1. Path analysis approach
3.2. Hypothesized path model
3.3. Purpose of the study
4. Method
4.1. Participants
4.2. Data collection instrument
4.3. Data analysis
5. Results
5.1. Synopsis of findings
6. Discussion
7. Implications for practice
8. Conclusion
References
Abstract
This study examines the effects of a computer-assisted learning (CAL) program in which syllabic units were highlighted inside words in comparison with a CAL program in which the words were not segmented, i.e. one requiring whole word recognition. In a randomised control trial design, two separate groups of French speaking poor readers (2 * 14) in first grade were constituted. They were matched on a range of reading measures and non verbal intelligence and trained intensively over a short period (10 h over a period of 5 weeks). Three tasks were proposed using a classical pre-test/training/post-test design, written word recognition, word reading aloud and word spelling. In addition, three post-test sessions were conducted: one just after training, one after 4 months, and a last one after 9 months. The experimental group trained with the CAL using syllabic units outperformed the control group using CAL with whole word recognition in all the three tasks and there were important lasting effects. The results are discussed in the light of the self-teaching hypothesis and phonological recoding.
Article Outline
1. Introduction
2. Method
2.1. Participants
2.2. Material, training and procedure
2.3. Pre- and post-tests
2.3.1. Word recognition
2.3.2. Word reading aloud
2.3.3. Word spelling
2.4. Results
3. Conclusion and discussion
Acknowledgements
References
Abstract
The use of ICT to enhance teaching and learning depends on effective design, which operates at many levels of granularity from the small to the very large. This reflects the range of educational problems from course design down to the design of activities focused on specific learning objectives. For maximum impact these layers of design need to be co-ordinated effectively. This paper delineates a reference model of ‘layered learning design’ where designs at one layer should use and incorporate designs from lower (more specific) layers in elegant and powerful ways. This would allow different designers, or tutors, to focus on different levels of abstraction in the learning design process, and to collaborate in combining designs to make a substantial impact on practice.
The paper first delineates a model of the different layers of learning design. These layers range from the strategic structuring of learning activity (to achieve high-level goals) down to the design for basic learning activities. The paper then tackles the issue of the integration of this model with a major ‘aggregation’ model for learning objects. The essential insight is that learning objects should be viewed as instances of learning designs. This leads to a combined reference model where there is a correspondence between learning designs and learning object types at each layer. Finally, the paper applies the combined model to map some major contributions to learning design research and development.
Article Outline
1. Introduction
1.1. Context and motivation for the paper
1.2. Structure of the paper
2. Layered learning design
3. Articulating the layers
3.1. Base ‘learning object’ layer
3.2. Session layer
3.3. Linking sessions and base level designs
3.4. Discourse based learning
3.5. Extending the model
4. Linking with learning object aggregation models
5. Mapping to this model
6. Conclusions
References
Abstract
This study examined the final grade and satisfaction level differences among students taking specific courses using three different methods: face-to-face in class, via satellite broadcasting at remote sites, and via live video-streaming at home or at work. In each case, the same course was taught by the same instructor in all three delivery methods, and an attempt was made to survey students taking the course via the three different delivery methods. MANOVA results indicated no grade or satisfaction level differences among the three populations. Self-reported computer literacy skills revealed a slight fit between the chosen delivery mode and the reported computer literacy skills. These results provide additional evidence to support both the “no significant difference” phenomenon and the use of distance education as a viable, convenient and flexible alternative delivery mode capable of extending learning opportunities to non-traditional students.
Article Outline
1. Introduction
2. Review of the literature
3. Method
3.1. Background
3.2. Sample
3.3. Instrument
3.4. Data analysis
4. Discussion
5. Limitations
6. Conclusion
Abstract
The purpose of this study was to develop and validate a multidimensional instrument for college students’ readiness for online learning. Through a confirmatory factor analysis, the Online Learning Readiness Scale (OLRS) was validated in five dimensions: self-directed learning, motivation for learning, computer/Internet self-efficacy, learner control, and online communication self-efficacy. Research data gathered from 1051 college students in five online courses in Taiwan revealed that students’ levels of readiness were high in computer/Internet self-efficacy, motivation for learning, and online communication self-efficacy and were low in learner control and self-directed learning. This study found that gender made no statistical differences in the five OLRS dimensions, but that higher grade (junior and senior) students exhibited significantly greater readiness in the dimensions of self-directed learning, online communication self-efficacy, motivation for learning, and learner control than did lower grade (freshman and sophomore) students.
Article Outline
1. Introduction
2. Literature review
2.1. Measuring learner readiness toward online learning
2.2. Self-directed learning (SDL)
2.3. Motivation for learning
2.4. Learner control
2.5. Computer & Internet self-efficacy
2.6. Online communication self-efficacy
3. Research method
3.1. Contexts and participants
3.2. Instruments
4. Results
4.1. Model testing results
4.2. Validity and reliability
4.3. Difference among students’ scores of five readiness dimensions on the OLRS
4.4. Gender difference in online learning readiness
4.5. Grade difference in online learning readiness
5. Discussion
5.1. Dimensions of college students’ readiness for online learning
5.2. Students’ readiness scores of five dimensions on the OLRS
5.3. Gender and grade differences in college students’ readiness
6. Implications
7. Limitation and recommendations for future research
Appendix. Appendix
References
Abstract
One of the most significant changes in the field of education in this information age is the paradigm shift from teacher-centered to learner-centered education. Along with this paradigm shift, understanding of students’ e-learning adoption behavior among various countries is urgently needed. South Korea’s dense student population and high educational standards made investment in e-learning very cost-effective. However, despite the fact that South Korea is one of the fastest growing countries in e-learning, not much of the research results have been known to the globalized world. By investigating critical factors on e-learning adoption in South Korea, our study attempts to fill a gap in the individual country-level e-learning research.
Based on the extensive literature review on flow theory, service quality, and the Technology Acceptance Model, our study proposes a research model which consists of four independent variables (instructor characteristics, teaching materials, design of learning contents, and playfulness), two belief variables (perceived usefulness and perceived ease of use), and one dependent variable (intention to use e-learning). Results of regression analyses are presented. Managerial implications of the findings and future research directions are also discussed.
Article Outline
1. Introduction
2. Literature review
2.1. Definition of e-learning
2.2. E-learning Technology Acceptance Model (TAM)
2.3. E-learning service quality
2.4. Flow theory and e-learning
3. Research model and hypotheses
3.1. Research model
3.2. Hypotheses
3.2.1. Hypothesis 1
3.2.2. Hypothesis 2
3.2.3. Hypothesis 3
3.2.4. Hypothesis 4
3.2.5. Hypothesis 5
3.2.6. Hypothesis 6
3.2.7. Hypothesis 7
4. Research methodology
4.1. Instrument construction
4.2. Data collection
5. Data analysis
5.1. Model validation
5.2. Hypotheses testing
6. Discussions
7. Conclusions
Appendix A
References
Abstract
This study investigated whether learners construct more accurate mental representations from animations when instructional explanations are provided via narration than when learners attempt to infer functional relations from the animation through self-explaining. Also effects of attention guidance by means of cueing are investigated. Psychology students were given retention, inference, and transfer tests after studying a cued or an uncued animation of the cardiovascular system with learner-generated self-explanations or with externally provided instructional explanations. Results indicated that cued animations were more effective than uncued animations. Furthermore, results on retention and transfer indicated no differences between self-explaining and providing instructional explanations, but instructional explanations accompanying animations led to higher inference scores. It is concluded that whether explanations are generated or presented may be less important than the provision of cues that enable focused processing of presented or produced explanations.
Article Outline
1. Introduction
1.1. Guiding attention in complex animations
1.2. Increasing learning from cued animations
1.3. The present study
2. Method
2.1. Participants and design
2.2. Materials and apparatus
2.2.1. Prior knowledge questionnaire
2.2.2. Static diagram
2.2.3. Practice exercise
2.2.4. Animation
2.2.5. Learning performance
2.2.6. Mental effort
2.3. Procedure
2.4. Analysis
2.4.1. Learning performance
2.4.2. Self-explanation protocols
3. Results
3.1. Learning outcomes
3.2. Mental effort
3.3. Self-explanations during learning
4. Discussion
Appendix A. Examples of content-free prompts
Appendix B. Sample questions for the retention, inference, and transfer test.
References
Abstract
It is common to start a course on computer programming logic by teaching the algorithm concept from the point of view of natural languages, but in a schematic way. In this sense we note that the students have difficulties in understanding and implementation of the problems proposed by the teacher. The main idea of this paper is to show that the logical reasoning of computer programming students can be efficiently developed by using at the same time Turing Machine, cellular automata (Wolfram rule) and fractals theory via Problem-Based Learning (PBL). The results indicate that this approach is useful, but the teacher needs introducing, in an interdisciplinary context, the simple theory of cellular automata and the fractals before the problem implementation.
Article Outline
1. Introduction
2. The Turing Machine
3. Cellular automata
4. The experiment
4.1. The PBL method
4.2. Solving of the problem
5. Methodology
5.1. Method and results
5.2. Some reflections
6. Concluding remarks
Acknowledgements
References
Abstract
In this paper, we describe an e-commerce teamwork-based project designed and implemented at the Hong Kong Polytechnic University (PolyU) for undergraduate business and management students. The teaching objectives of this e-commerce project are to develop the students’ knowledge and skills, such as in the use of e-commerce site building tools, critical thinking, communication skills, teamwork, and entrepreneurship. We focus on the practical implications of the project-based teamwork approach in the teaching and learning of introductory e-commerce from a business context perspective. The results of an evaluation indicate that the project-based teamwork approach to teaching e-commerce performs to expectations. Our experience and student evaluations indicate that students like the practical components of the course and are interested in the use of the learning-by-doing approach. We believe that other business colleges with e-commerce curricula will benefit from this approach.
Article Outline
1. Introduction
2. Background to the case study – an e-commerce course at the Hong Kong PolyU from a business context perspective
2.1. Student e-commerce project
2.2. Five-phase schematic framework
2.3. Self-directed, peer-directed, and tutor-directed teaching and learning activities
3. E-mall platform design architecture at the Hong Kong PolyU
3.1. E-mall @PolyU (EMP) system
4. Evaluation
4.1. Expert evaluation
4.2. Students’ evaluation
4.3. Evaluation results
5. Reflections on adopting a project-based teamwork approach
6. Benefits from the project-based teamwork approach
7. Conclusions and further work
Acknowledgements
References
Abstract
The objective of this study is to present and to evaluate the E-Junior application: a serious virtual world (SVW) for teaching children natural science and ecology. E-Junior was designed according to pedagogical theories and curricular objectives to help children learn about the Mediterranean Sea and its environmental issues while playing. In this study, we present data about the E-Junior evaluation. A class in a serious virtual world (virtual group) was compared with a traditional type of class (traditional group) that contained identical learning objectives and contents but lacked a gaming aspect. Data collection consisted of quantitative and qualitative measures on a sample of 48 children. With regards to learning effectiveness, the results showed that the serious virtual world does not present statistically significant differences with the traditional type of class. However, students from the virtual group reported enjoying the class more, being more engaged, and having greater intentions to participate than students from the traditional group. The plausible explanation for this can be found in the qualitative data. The implications of these results and improvement proposals are also discussed in this work.
Article Outline
1. Introduction
2. E-Junior
2.1. Description of the narratives of E-Junior
2.2. Pedagogical foundations of E-Junior
2.3. Curricular foundations of E-Junior
2.4. Technical description
3. Method
3.1. Research design
3.2. Participants
3.3. Materials
3.3.1. Description of classes
3.4. Instruments
3.5. Procedure
3.6. Data analysis
4. Results
4.1. Comparison of the two groups with regard to biographical variables
4.2. Comparison of the two groups with regard to the knowledge tests
4.3. Comparison of the two types of classes with regard to appeal to students
4.4. Observation of the children during classes
4.5. Written comments about two types of classes
5. Discussion
6. Conclusion
Acknowledgements
Appendix 1
Appendix 2
References
Abstract
Computer programming skills constitute one of the core competencies that graduates from many disciplines, such as engineering and computer science, are expected to possess. Developing good programming skills typically requires students to do a lot of practice, which cannot sustain unless they are adequately motivated. This paper reports a preliminary study that investigates the key motivating factors affecting learning among university undergraduate students taking computer programming courses. These courses are supported by an e-learning system – Programming Assignment aSsessment System (PASS), which aims at providing an infrastructure and facilitation to students learning computer programming. A research model is adopted linking various motivating factors, self-efficacy, as well as the effect due to the e-learning system. Some factors are found to be notably more motivating, namely, ‘individual attitude and expectation’, ‘clear direction’, and ‘reward and recognition’. The results also suggest that a well facilitated e-learning setting can enhance learning motivation and self-efficacy.
Article Outline
1. Introduction
2. Background
2.1. PASS – a facilitative e-learning system
2.2. Learning and motivation
2.2.1. Factors motivating learning
2.2.1.1. Intrinsic factors
2.2.1.2. Individual attitude and expectation
2.2.1.3. Goals and emotions
2.2.1.4. Extrinsic (environmental) factors
2.2.1.5. Clear direction
2.2.1.6. Reward and recognition
2.2.1.7. Punishment
2.2.1.8. Social pressure and competition
2.2.2. Efficacy
3. Research framework
4. Methodology
4.1. Questionnaire design
4.2. Data collection and validation
4.2.1. Non-response bias
4.2.2. Reliability and validity
5. Results and findings
5.1. Motivating effect of factors
5.2. Linkage between efficacy and students’ values on motivating factors
5.3. Effect of study under the e-learning setting
5.4. Differences between sample groups
6. Discussions
6.1. Summary and pedagogical insights
6.2. Limitations
7. Conclusions
References
Abstract
The key limitation of handheld technology for the delivery of learning objects is the small screen that is available for effective display. The smallness of the screen not only adversely affects the clarity, but it also negatively impacts on the acceptance and integration of this potentially useful technology in education. Handheld devices are likely to change further in size in the future with consumer demand for less bulky but more powerful devices. This exploratory study investigated characteristics of effective design of learning objects on such devices. This paper reports upon user response to learning object design possibilities and provides a set of recommendations to guide improved utility and future research.
Article Outline
1. Introduction
2. Small screen of the handheld devices and proposed solutions for improved design of information
3. Small screen of the handheld devices and learning objects
4. A study of design of learning objects for small screens
5. Recommendations for design of learning objects for handheld devices
5.1. Design for full screen presentation
5.2. Design for landscape presentation
5.3. Minimize scrolling
5.4. Design for short contacts and task centeredness
5.5. One step interaction
5.6. Zooming facility to enlarge display beyond the physical limits of the screen
5.7. Movable, collapsible, overlapping, semitransparent interactive panels
5.8. Possible development of stylus pen interaction
6. Conclusion
Acknowledgements
References
Abstracts
Learning Objects (LOs) within their new features, give new opportunities to learners and educators. LO based learning environments are mostly used within web environments, especially through distance education. This study presents an application about the use of LOs in a real classroom environment. In this application, a Learning Object Repository (LOR) relevant to secondary school mathematics curricula has been prepared and published on the web. The research sample consists of thirty students from a high school at 9th grade. In order to answer the research questions about the implementation of LOs for mathematics teaching in a high school classroom, qualitative and quantitative data were obtained both from the teacher and students participated in the study. The analysis of the data illustrated that students were easily able to follow the instructions of LOs and practise activities within LOs. The attitudes and approaches of students were generally positive. In despite of inconveniency with the teacher’s familiar instructional practices, she also expressed her positive opinions about the learning and motivational effects of LOs. These findings support the idea that the use of LOs can be an effective learning tool in high school mathematics classrooms.
Article Outline
1. Introduction
2. Designing of LOs
2.1. Object management system
2.2. Metadata registration environment
2.3. Object repository
3. Process
4. Methodology
5. Findings
5.1. How did the students use the LOR?
5.2. How did the students evaluate the use of LOs?
5.3. What were students’ attitudes and views towards LOR?
5.4. How and for what purpose should the teacher use LOs?
6. Conclusion
6.1. Use of LOs
6.2. Students’ views
6.3. Students’ LO evaluation
6.4. Teacher’s perspective
References
Abstract
Drawing on the experience of development and use of a virtual learning environment (VLE) at a public Mexican university, this article explores the tension between the most common definitions and attributes of learning object (LO) in the mainstream literature, and the teacher’s practices around the creation and incorporation of LOs in the VLE. This experience shows that attempting to define LOs from strictly technical or industrial parameters might be limiting in the context of educational institutions, since teachers are developing and using LOs effectively, despite their little adherence to prescriptive definitions. Yet it is important to support teachers in order to take advantage of the interactive and multimedia potentialities afforded by this technology, instead of using it mostly for delivering static content.
Article Outline
1. Virtual environments and learning objects
2. Learning objects in practice
2.1. InteligenciaNet
2.2. Method
2.3. Results
2.4. Analysis
3. Learning objects in theory
3.1. To have a learning goal
3.2. To be labeled with metadata
3.3. To be a digital file
3.4. To be reusable
3.5. To be independent or autonomous
3.6. To be granular
3.7. To be decontextualized
3.8. To be interoperable
3.9. Other desirable attributes
4. Conclusions
Acknowledgements
References
Abstract
Objective
Since simulations are often accepted uncritically, with excessive emphasis being placed on technological sophistication at the expense of underlying psychological and educational theories, we evaluated the learning performance of simulation software, in order to gain insight into the proper use of simulations for application in medical education.
Design
The authors designed and evaluated a software packet, following of user-centered development, which they call Haemodynamics Simulator (HAEMOSIM), for the simulation of complex physiological models, e.g., the modeling of arterial blood flow dependent on the pressure gradient, radius and bifurcations; shear–stress and blood flow profiles depending on viscosity and radius.
Measurements
In a quasi-experimental real-life setup, the authors compared the learning performance of 96 medical students for three conditions: (1) conventional text-based lesson; (2) HAEMOSIM alone and (3) HAEMOSIM with a combination of additional material and support, found necessary during user-centered development. The individual student’s learning time was unvarying in all three conditions.
Results
While the first two settings produced equivalent results, the combination of additional support and HAEMOSIM yielded a significantly higher learning performance. These results are discussed regarding Mayer’s multimedia learning theory, Sweller’s cognitive load theory, and claims of prior research on utilizing interactive simulations for learning.
Conclusion
The results showed that simulations can be beneficial for learning complex concepts, however, interacting with sophisticated simulations strain the limitation of cognitive processes; therefore successful application of simulations require careful additional guidance from medical professionals and a certain amount of previous knowledge on the part of the learners. The inclusion of pedagogical and psychological expertise into the design and development of educational software is essential.
Article Outline
1. Introduction and motivation for research
2. Theoretical background
2.1. Static and dynamic media in education
2.2. Dynamic, interactive simulations in education
2.3. Learning styles – learning strategies
3. Technical background: the haemodynamics simulator (HAEMOSIM)
4. Methods and materials
4.1. Experimental design
4.2. Participants
4.3. Material
4.4. Procedure
5. Results
6. Discussion
7. Conclusion
References
Abstract
In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label “learning presence”. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation. We suggest that this focused analysis on the active roles of online learners may contribute to a more thorough account of knowledge construction in technology-mediated environments expanding the descriptive and explanatory power of the Community of Inquiry framework. Learning presence: Towards a Theory of Self-efficacy, Self-regulation, and the Development of a Communities of Inquiry in Online and Blended Learning Environments.
Article Outline
1. Introduction
2. Review of literature
2.1. Communities of inquiry
2.2. Self regulated learning
2.3. Self-efficacy
2.4. Hypotheses
2.5. Participants
2.6. Instruments
2.6.1. Community of inquiry (CoI)
2.6.2. Self-efficacy and effort regulation
2.7. Procedure
3. Results
4. Conclusion
Acknowledgements
Appendix A. Sample items from the community of inquiry instrument.
Teaching presence
Social presence
Cognitive presence
References
Abstract
As the technology in computer graphics advances, Animated-Virtual Actors (AVAs) in Virtual Reality (VR) applications become increasingly rich and complex. Cognitive Theory of Multimedia Learning (CTML) suggests that complex visual materials could hinder novice learners from attending to the lesson properly. On the other hand, previous studies have shown that visual complexity correlates with presence and may increase the perceived affective quality of the virtual world, towards an optimal experience or flow. Increasing these in VR applications may promote enjoyment and higher cognitive engagement for better learning outcomes. While visually complex materials could be motivating and pleasing to attend to, would they affect learning adversely? We developed a series of VR presentations to teach second-year psychology students about the navigational behaviour of Cataglyphis ants with flat, cartoon, or lifelike AVAs. To assess learning outcomes, we used Program Ratings, which measured perception of learning and perceived difficulty, and retention and transfer tests. The results from 200 students did not reveal any significant differences in presence, perceived affective quality, or learning outcomes as a function of the AVA’s visual complexity. While the results showed positive correlations between presence, perceived affective quality and perception of learning, none of these correlates with perceived difficulty, retention, or transfer scores. Nevertheless, our simulation produced significant improvements on retention and transfer scores in all conditions. We discuss possible explanations and future research directions.
Article Outline
1. Introduction
2. Theoretical background
2.1. Cognitive theory of multimedia learning
2.2. Flow theory
2.2.1. Presence
2.2.2. Perceived affective quality
3. Methods
3.1. Instructional material design
3.2. Participants and experiment design
3.3. Measurements
3.4. Experimental procedures
3.5. Scoring
4. Results
4.1. Other results
5. Discussion and conclusion
Acknowledgements
Abbreviations
Appendix. Questionnaire items
Presence Questionnaire (PQ)
Perceived affective quality (PAQ)
Program ratings (PR)
Retention and transfer (post) tests
Appendix. Supplementary data
References
Abstract
The aim of this study was to investigate the complex relationship between students’ mathematics confidence, confidence with technology, attitude to learning mathematics with technology, affective engagement and behavioural engagement, achievement, gender and year level. The participants were secondary students from state co-educational schools in Metropolitan Athens, Greece. Gender differences as well as differences between year levels and the resulting clusters of students were investigated by using a MANOVA. It was found that boys expressed more positive views towards mathematics and more positive views towards the use of technology in mathematics, compared to girls. It was also found that high achievement in mathematics was associated with high levels of mathematics confidence, strongly positive levels of affective engagement and behavioural engagement, high confidence in using technology and a strongly positive attitude to learning mathematics with technology. Low levels of mathematics achievement was associated with low levels of mathematics confidence, strongly negative levels of affective engagement and behavioural engagement, low confidence in using technology, and a negative attitude to learning mathematics with technology.
Article Outline
1. Aims of the study
2. Research methods
2.1. Sample
2.2. Instrument
3. Data analysis
3.1. Exploratory factor analysis
3.2. Correspondence analysis
3.3. Cluster analysis
3.4. Further statistical tests
4. Discussion
5. Conclusions
References
Abstract
University courses about computer programming usually seek to provide students not only with technical knowledge, but also with the skills required to work in real-life software projects. Nowadays, the development of software applications requires the coordinated efforts of the members of one or more teams. Therefore, it is important for software professionals to master the sort of skills that assure the success of teamwork, such as communication, leadership, negotiation, or team management. However, these abilities are difficult to teach, one of the reasons being that they require true commitment from the students. However, today students are taking a more and more passive role in their own education, two of the more evident consequences being the increase in dropout rates and the decrease in marks obtained in exams. The NUCLEO e-learning framework has been designed to promote the effective acquisition of teamwork skills and, at the same time, to promote the more active participation of the students in their own learning process. NUCLEO adopts a socio-constructivist pedagogical approach that pursues the development of communities of practice for Problem Based Learning. Our research has rooted the design decisions of NUCLEO in the analysis of its socio-cultural environment with Activity Theory, which considers conflicts within groups as the impetus of their evolution and the forges of their environments. This paper presents the analysis of the main features of NUCLEO according to Activity Theory, as well as the experimental results obtained with the framework in three different case studies in university courses.
Article Outline
1. Introduction
2. An overview of the NUCLEO framework
2.1. The user interface: a multi-user virtual world and role game dynamics
2.2. The adaptation module: team formation and role assignment
3. Activity Theory
4. A social analysis of the NUCLEO framework based on the Activity Theory
4.1. Organization of work
4.2. Evolving assignments and dynamics
4.3. The pedagogical shift to Problem Based Learning
4.4. Dismantling the mindset
5. Case studies
5.1. The courses
5.2. Results of the case studies
6. Related work
7. Conclusions and future work
Acknowledgements
References
Abstract
This paper presents a study carried out at the University of the Basque Country UPV/EHU with the aim of evaluating the CM-ED (concept map editor) with social education students. Concept mapping is a widely accepted technique that promotes meaningful learning. Graphically representing concepts of the learning domain and relationships between them helps students integrate new knowledge into their current cognitive structure. Due to the flexibility of computer-aided drawing graphs, several concept mapping tools have been developed and their use has been studied over the last few years. CM-ED is a multilingual and multimedia software program designed for drawing concept maps. Until recently, CM-ED had been mainly used and evaluated in computer science university degree. This paper represents a qualitative step in the evaluation of CM-ED: from technical students to students of more theoretical fields. The main characteristics of the CM-ED editor and the carried out study are presented in this paper.
Article Outline
1. Introduction
2. CM-ED (concept map editor)
3. Study
3.1. Design
3.2. Participants
3.3. Instructors
3.4. Instructional materials
3.5. Procedure
4. Results and discussion
4.1. Concept mapping strategy
4.2. CM-ED
4.3. Subject domain
4.4. Non-technical degree students vs. technical degree students
5. Conclusion
Acknowledgements
Appendix A. Appendix
References
Abstract
Education researchers have amply documented the beneficial effects of help seeking on learning and understanding. Requesting help from teachers (or other human sources) when faced with a difficult task is now considered a self-regulated learning strategy. In a related domain, information search refers to learner-initiated efforts to obtain further task-related information from books or other non-human sources when undertaking an assignment. The integration of human and information-based resources in information and communication technology (ICT) tends to blur the distinction between help seeking and information searching, thus offering new perspectives on the study of the processes and skills involved in these activities. The aim of this paper is to redefine the boundaries between help seeking and information searching, by replacing the dichotomous definition (i.e., human versus non-human sources) by a more integrative theoretical framework. Beyond the obvious theoretical importance of the issue, clarifying the boundaries between seeking help and searching for information may contribute to the development of more effective forms of human and non-human support for technology-enhanced learning environments.
Article Outline
1. Introduction
2. Help seeking
3. Information search
4. A new framework
5. Concluding remarks
Acknowledgements
References
Learning with web-based interactive objects: An investigation into student perceptions of effectiveness Original Research Article
Pages 632-643
Florin D. Salajan, Susanne Perschbacher, Mindy Cash, Reena Talwar, Wafa El-Badrawy, Greg J. Mount
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AbstractAbstract | Figures/TablesFigures/Tables | ReferencesReferences
Abstract
In its efforts to continue the modernization of its curriculum, the Faculty of Dentistry at the University of Toronto has developed a series of web-based interactive learning applications. This article presents the production cycle of these new interactive learning objects and the preliminary study conducted to measure the students’ perception of the objects’ effectiveness for learning. Three applications are described in detail in this article, namely: Panoramic Radiography: Principles and Interpretation, Gross Human Anatomy 3D Atlas and Restorative Dentistry: Virtual and Interactive Cavity Preparation. Each of these applications introduces unique elements of interactivity with the learning content, specifically designed to address hard-to-grasp concepts in their respective dental disciplines. The results of a student survey conducted post-deployment suggest that the visual and interactive features embedded in the three applications have the potential to induce positive outcomes in mediating the students’ conceptualization of difficult theoretical notions.
Article Outline
1. Introduction
2. Interactivity in context
3. The second project
4. New applications revealed
4.1. Technical production process
4.2. Panoramic Radiography: Principles and Interpretation
4.3. Gross Human Anatomy 3D Atlas
4.4. Restorative Dentistry: Virtual and Interactive Cavity Preparation
4.5. Incorporation into the curriculum
5. Assessing the perceived effectiveness of the applications
5.1. Students’ educational profile
5.2. Survey instrument
5.3. Data collection and response rates
5.4. Findings
5.5. Discussion
5.6. Limitations of the study
6. Conclusions
Acknowledgements
References
Abstract
This paper presents an empirical micro-simulation model of the teaching and the testing process in the classroom (Programs and sample data are available – the actual names of pupils have been hidden). It is a non-econometric micro-simulation model describing informational behaviors of the pupils, based on the observation of the pupils’ communication behavior during lessons and tests. The representation of the knowledge process is very simplified. However, we tried to study the involvements of individual motivation, capability and relationship with other pupils of each pupil, to compare them to the new-classical (and keynesian) and Austrian information and knowledge theoretical results. It is a first step and future development should concern expectation behaviors and dynamics. This paper aims too to give, we hope so, some criteria of pupils’ rationality in the classroom.
Article Outline
Nomenclature
0. Introduction
1. The equations of the model
2. Calibration of the model
3. Anti-fraud policies simulations
4. Discussion and concluding remarks
Acknowledgements
References
Abstract
This study attempts to implement a cooperative reading environment for EFL early reading using a mobile-device-supported computer-assisted reciprocal early English reading (CAREER) system, and to evaluate its effect on the early reading skills and learning behaviors of elementary EFL learners. The design rationale of CAREER is based on the three essential components of effective reading instructions: balanced reading structure, immediate and specific feedback, and reciprocal learning scenario. Analytical results indicate that the CAREER system reduces the problems experienced by students in a conventional cooperative learning environment and effectively helps elementary EFL learners orchestrate their learning while completing individual reading tasks and pursuing group goals. The results also demonstrate that CAREER appears to be able to benefit elementary EFL learners in developing reading skills. In sum, with the support of CAREER, the early reading skills of elementary students are benefited by cooperating with each other.
Article Outline
1. Introduction
2. Computer-assisted reciprocal early English reading (CAREER) system
2.1. The balanced reading structure
2.2. Immediate and specific feedback
2.3. Reciprocal learning scenario
3. Methodology
3.1. Participants
3.2. Design
3.3. Instruments
3.3.1. Description of early EFL reading activities and teaching materials
3.3.2. Observation checklists
3.3.3. Hardware: Tablet PCs
3.3.4. DIBELS™
3.4. Procedure
4. Results
4.1. Comparison of early English reading skills
4.2. Comparison of cooperative learning behaviors
5. Discussion and conclusions
Acknowledgements
Appendix A. Supplementary material
References
Abstract
The effects of accompanying lectures with computer-mediated PowerPoint presentations or PowerPoint generated overheads on students’ self-efficacy, attitudes, course performance, and class-related behaviors were examined. Two Introduction to Developmental Psychology sections were initially taught with lectures accompanied by either overheads or computer-mediated presentations. The teaching format was switched halfway through the semester. Students reported higher self-efficacy and more positive attitudes toward the class with computer-mediated presentations. They also claimed that the website was more interesting and useful under these teaching conditions, indicating a halo effect of the computer-mediated presentations. However, the teaching format did not appear to affect course-related behavior, such as performance on exams, class attendance, participation in class discussions, or course website usage.
Article Outline
1. Introduction and literature review
1.1. PowerPoint’s features
1.2. Students’ perceptions of PowerPoint
1.3. Students’ self-efficacy and motivation with computer-mediated PowerPoint presentations
1.4. Student achievement with computer-mediated PowerPoint
2. Rationale and hypotheses
3. Method
3.1. Participants
3.2. Procedure
3.3. Measures
3.3.1. Grades
3.3.2. Motivation in school
3.3.3. Attitudes
3.3.4. Open-ended comments
3.3.5. Attendance and class participation
3.3.6. Course website usage
4. Results
4.1. Attitudes and self-efficacy
4.2. Motivation and behavioral variables
4.2.1. Motivation
4.2.2. Achievement
4.2.3. Attendance
4.2.4. Participation in class discussions
4.2.5. Web page use
4.3. Free responses
5. Discussion
5.1. Attitudes and self-efficacy beliefs
5.2. Motivation
5.3. Academic achievement
5.4. Student behavior: attendance and Web page use
5.5. Limitations
6. Conclusions
Acknowledgements
References
Abstract
e-Learning systems are increasingly being adopted by modern enterprises, because of their cost-down effect. However, the extant literature provides little insight into their beneficial consequences. It is expected that a transfer of acquired knowledge, skills and/or work attitudes to jobs will occur through e-learning systems use. This makes e-learning systems a useful tool for improving job outcomes, although this is not well documented. The IS success model, which captures both the human and technological elements of information systems, provides a theoretical basis for linking system use to system task. The current study then examines the relation between e-learning systems use and overall job outcomes based on the model. The data collected from one hundred and ninety-three e-learning system users were analyzed with partial least square (PLS). The results indicate that e-learning systems are perceived as useful and satisfying by employees, and employees’ e-learning systems use is significantly associated with overall job outcomes. In practice, these results provide a basis for establishing a link between an organization’s investment in e-learning and human capital management. They also lend empirical support to the IS success model.
Article Outline
1. Introduction
2. Literature background
2.1. e-Learning systems
2.2. System use and the IS success model
2.3. The link between e-learning system use and job outcomes
2.3.1. The beneficial consequences of IS use
2.3.2. The training transfer through e-learning use
2.4. Research hypotheses
2.4.1. Information quality, system quality, perceived usefulness, and user satisfaction
2.4.2. Perceived usefulness, user satisfaction, and system use
2.4.3. System use and overall job outcomes
3. Research method
3.1. Measurements
3.1.1. Information quality and system quality
3.1.2. Perceived usefulness, user satisfaction, and system use
3.1.3. Overall job outcome
3.2. Data collection
4. Data analysis
4.1. Measurement validity
4.1.1. Convergent validity
4.1.2. Discriminant validity
4.2. Path analysis
5. Discussion and limitation
5.1. Discussion
5.2. Limitations and suggestions
Acknowledgements
Appendix A. Construct measures.
Appendix B. Cross-loadings of all constructs.
References
Abstract
The question of how to present cultural heritage resources in a way that attracts potential users is becoming important in our ever-changing world. This paper describes MOSAICA system – a web 2.0-based toolbox, dedicated for the preservation and presentation of cultural heritage. This paper also describes an evaluation study that examined MOSAICA system’s usability and social impact. Online questionnaires and semi-structured interviews were administered among users from Israel, France, and Poland. Findings indicated positive views related to MOSAICA’s usage in terms of knowledge gain, ease of use, and attractiveness. Findings also indicated that learning about the stories, customs, and traditions of diverse cultures, via hypertext narratives, may enhance positive dispositions toward open-mindedness, in general, and non-judgmental views, in specific. MOSAICA system provides a generic framework for users, of any culture and religion, to actively engage in preserving their heritage via activities such as investigation, exploration, and storytelling.
Article Outline
1. Introduction
2. Related literature
2.1. Theoretical framework
2.2. Collaboration and knowledge sharing
2.3. Storytelling
2.4. Enhancing open-mindedness
3. MOSAICA’s tools and applications
3.1. Investigate – search for cultural heritage resources
3.2. Explore – discover places and events by using maps
3.3. Virtual expeditions – learn about cultural heritage via stories
3.4. Tag resources – tag web resources
3.5. Create resources – create a virtual expedition
4. Evaluation study
4.1. Evaluation method and tools
4.2. Evaluation plan and participants
5. Evaluation study results
5.1. Disposition toward open-mindedness
5.2. MOSAICA usability and learning outcomes evaluation
5.3. Semi-structured interviews
5.3.1. Usage characteristics of MOSAICA
5.3.2. Content comprehension and learning
5.3.3. Open mindedness and tolerance
6. Summary and conclusions
Acknowledgements
Appendix A. The disposition toward open-mindedness questionnaire
Appendix B. The usability and learning outcomes questionnaire
Appendix C. Users’ opinions about MOSAICA system, by categories
References
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[[使用說明|GettingStarted]]
版本:<<version>>
Abstract
We present a novel approach to the automated marking of student programming assignments. Our technique quantifies the structural similarity between unmarked student submissions and marked solutions, and is the basis by which we assign marks. This is accomplished through an efficient novel graph similarity measure (AssignSim). Our experiments show good correlation of assigned marks with that of a human marker.
Article Outline
1. Introduction
2. Marking from structure
2.1. Program representation
2.1.1. Diversity among solutions
2.2. Deriving marks from structure
3. Graph similarity propagation
3.1. Similarity propagation by iteration
3.2. Suitability for marking
4. Weighted assignment similarity
4.1. Optimal local assignment
4.2. Accounting for information significance
5. Supporting domain knowledge
5.1. Incorporating label similarity
5.1.1. Vertex labels
5.1.2. Arc labels
5.2. Supporting symbolic labels
6. Experiments
7. Results
7.1. Marking with submission group B
7.2. Marking with collection C
7.3. Marking error distribution
7.4. Pool size vs. accuracy and robustness
8. Future work
9. Related work
10. Conclusions
Acknowledgements
Appendix A. Appendix
References
Abstract
As student assignments and assessment evolve to keep pace with the technological developments, students have the opportunity to express their knowledge in a wider range of forms. The current study aims to examine the meaning representation in videos produced by secondary school students as part of a non-written inquiry project. The content of the video outcomes in the inquiry project, student interviews, and reflection essays written by the six participating students who were of different academic achievement levels were analyzed to better understand their meaning representation using videos. Five types of literacies used by the students in their video outcomes for meaning representation were identified: text, action, narration, cinematography and acoustics. The findings also showed that there were three types of meaning representations with different characteristics: drama, documentary and photo story. The components identified to be required for meaning representation in video were attitude towards video representation, choice of inquiry topic, organizational skills, and data management. The findings informed us of the possibility of diversified use of literacies for meaning representation in different genres of videos. The findings also alerted us of the need to equip students with necessary attitude and skills for better meaning representation. Nevertheless, the need to support learners to present meanings well with videos is suggested.
Article Outline
1. Introduction
1.1. Student-generated videos and the genres used for meaning representation
1.2. Literacy for meaning representation in videos
1.3. Meaning representation and interpretation of inquiry video outcomes
2. Method
2.1. Background of the study
2.2. Intervention – the inquiry project
2.3. Participants
2.4. Data collection and analysis
3. Results
3.1. Characteristics of video outcomes
3.1.1. Types of literacies used for meaning representation in inquiry projects
3.1.2. Genres and characteristics of video outcomes for meaning representation
3.2. Key components to achieve meaning representation
3.2.1. Attitude towards video representation
3.2.2. Choice of topic
3.2.3. Organizational skills
3.2.4. Data management
3.3. Coherence of meaning representation and interpretation of the videos
4. Conclusions
References
Abstract
Most asynchronous computer-supported collaborative learning (CSCL) environments can be characterized as functional environments because they focus on functional, task-specific support, often disregarding explicit support for the social (emotional) aspects of learning in groups which are acknowledged by many educational researchers to be essential for effective collaborative learning. In contrast, sociable CSCL environments emphasize the social (emotional) aspects of group learning. We define sociability as the extent to which a CSCL environment is perceived to be able to facilitate the emergence of a sound social space with attributes as trust and belonging, a strong sense of community, and good working relationships. Specific environmental characteristics, which we have designated social affordances, determine sociability.
This explorative study deals with the construction and preliminary validation of a self-reporting (Dutch language) Sociability Scale for determining the perceived degree of sociability of CSCL environments. It is one-dimensional Scale consisting of 10 items and has an internal consistency of 0.92. It was further validated on the basis of a well-developed nomological network. The results of the explorative study are promising and show that the sociability scale has the potential to be useful as a measure for perceived sociability.
Article Outline
1. Introduction
2. The Sociability Scale
3. Method
3.1. Participation
3.2. Procedure
3.3. Instrumentation
3.3.1. The Social Space Scale
3.3.2. The Gunawardena Social Presence Indicators
3.3.3. The Gunawardena and Zittle Social Presence Scale
3.3.4. The Price and Mueller Work Group Cohesion Index
3.3.5. Fiedler’s Group Atmosphere Scale
4. Construction and refinement of the raw Sociability Scale
4.1. Constructing the raw Sociability Scale
4.2. Removing test items of the Sociability Scale
5. Results
5.1. Internal consistency and validity
6. Weakness of the study
7. Conclusion
Acknowledgements
Appendix 1. Appendix
Appendix 2. Appendix
Appendix 3. Appendix
Appendix 4. Appendix
References
Abstract
Second Life has become increasingly popular with educators and educational institutions, because of the educational possibilities it seems to offer. While there has been a lot of hype and academic publications about educational design or the theoretical framing of teaching in virtual environments, there have been few publications focussing on actual teaching and learning experiences of lecturers and students in Higher Education institutions. This article uses practical examples from an introductory course on Media studies taught at the Hong Kong Polytechnic University to demonstrate that even simple tasks in Second Life can be used to great effect if properly contextualised into the course being taught. High levels of technical skills, or extraordinary educational designs are less important to employing Second Life successfully in a Higher Education environment, than a proper evaluation of student learning outcomes, and teaching goals.
Article Outline
1. Introduction
2. Teaching Media Studies at the HK Polytechnic University
2.1. Course background and requirements
2.2. Media studies in a virtual world
3. Ideas that work – virtual criticality
3.1. Avatar design and questions of identity
3.2. China – representation of symbols
3.3. Community – going to a virtual pub
3.4. News broadcasting and values
3.5. Positionality and place – building cities in Second Life
3.6. Power and communication – the presence of the educator
4. Virtualising universities – where to go from here?
References
Abstract
Computerphobic adults including first-year university students have been reported to range from 25% to 50%. Although self-reported computer anxiety has reduced in the past decade, it continues to be a significant issue for many. This is especially true for students of today where the stakes are high when using computers for their course work. Anxiety becomes even more critical when students are taking online courses. Past research has shown that computer experience is a strong predictor of whether or not a user will suffer anxiety symptoms while using a computer. Moreover, a substantial amount of work has been done to study the effect of previous computer experience on anxiety and on ease of use of information technologies using the technology acceptance model. However, few, if any, have investigated the role of anxiety in mediating technology usage experience on perceived ease of use. In this study, technology usage is viewed from two perspectives, the computer and the internet. We study the influence of anxiety in mediating the impact of computer and internet experiences on perceived ease of use. Questionnaire data from 114 university students were analyzed. The context was the use of a quiz tool to practice multiple choice questions. Contrary to most related studies, results indicated that anxiety has no mediating role on the impact of computer experience and perceived ease of use. However, anxiety was shown to present some moderating influence on perceived ease of use.
Article Outline
1. Introduction
2. Theoretical background and research hypotheses
2.1. Internet experience and perceived ease of use
2.2. Computer/Internet experiences
2.3. Anxiety
2.4. Information systems and computer anxiety
3. The study
4. Results, analysis and findings
5. Discussion and conclusions
6. Limitations
References
Abstract
This study evaluates the impact of using the software program AudioMetro, a tool that supports the orientation and mobility of people who are blind in the Metro system of Santiago de Chile. A quasi-experimental study considering experimental and control groups and using the paired Student’s t in a two sample test analysis (pretest-posttest) was carried out to measure the learner’s performance and progress in the navigation through the Metro. Participants completed a number of cognitive tasks related to their navigation through the metro system using the tool designed. Results indicate that AudioMetro could be an adequate and complementary tool for the development of cognitive and sensory skills, which are fundamental axes for orientation and mobility.
Article Outline
1. Introduction
2. Method
2.1. Design
2.2. Participants
2.3. Audiometro system description
2.4. Research instruments
2.5. Procedure
2.6. Quantitative results
2.6.1. Pretest-posttest gains for general O & M skills
2.6.2. Pretest-posttest gains for specifically assigned tasks
2.7. Qualitative results
3. Conclusions
Acknowledgements
References
Abstract
Microblogging is one of the latest Web 2.0 technologies. The key elements are online communication using 140 characters and the fact that it involves “following” anyone. There has been a great deal of excitement about this in recent months. This paper reports on a research study that was carried out on the use of a microblogging platform for process-oriented learning in Higher Education. Students of the University of Applied Sciences of Upper Austria used the tool throughout their course. All postings were carefully tracked, examined and analyzed in order to explore the possibilities offered by microblogging in education. It can be concluded that microblogging should be seen as a completely new form of communication that can support informal learning beyond classrooms.
Article Outline
1. Introduction
2. Theoretical background
3. Experimental setting – case study
3.1. General description
3.2. The course subject “New Media and Multi-Channel Management”
4. Results
4.1. Overall overview
4.2. How are students using microblogging in the context of a course?
4.3. Can microblogging be used for documentation and facilitating of daily/weekly learning steps using process tracking by timelines (process-oriented learning)?
4.4. Does microblogging foster informal learning?
5. Further outcomes
5.1. Establishing a process-oriented learning environment
5.2. Information versus communication
5.3. Murmuring in the background or the continuous partial presence
5.4. Evaluation results
6. Conclusion and future work
6.1. Informal learning by microblogging
6.2. Process-oriented learning by microblogging
References
Abstract
Earlier studies have suggested that higher education institutions could harness the predictive power of Learning Management System (LMS) data to develop reporting tools that identify at-risk students and allow for more timely pedagogical interventions. This paper confirms and extends this proposition by providing data from an international research project investigating which student online activities accurately predict academic achievement. Analysis of LMS tracking data from a Blackboard Vista-supported course identified 15 variables demonstrating a significant simple correlation with student final grade. Regression modelling generated a best-fit predictive model for this course which incorporates key variables such as total number of discussion messages posted, total number of mail messages sent, and total number of assessments completed and which explains more than 30% of the variation in student final grade. Logistic modelling demonstrated the predictive power of this model, which correctly identified 81% of students who achieved a failing grade. Moreover, network analysis of course discussion forums afforded insight into the development of the student learning community by identifying disconnected students, patterns of student-to-student communication, and instructor positioning within the network. This study affirms that pedagogically meaningful information can be extracted from LMS-generated student tracking data, and discusses how these findings are informing the development of a customizable dashboard-like reporting tool for educators that will extract and visualize real-time data on student engagement and likelihood of success.
Article Outline
1. Introduction
1.1. The challenge of monitoring student progress
1.2. Foundations of an “early warning system”
1.2.1. Internet and communication technology (ICT) integration into teaching and learning
1.2.2. Increased availability of LMS tracking data
1.2.3. Emergence of academic analytics
1.2.4. Increased attention to the social nature of learning
2. Approach
2.1. Research questions
2.2. Study population and context
2.3. Data collection and procedures
2.3.1. Analysis of LMS tracking data
2.3.2. Network analysis of course discussion forums
3. Results
3.1. Simple (bivariate) correlations of LMS tracking variables with final grade
3.2. Multiple regression
3.3. Logistic regression
3.4. Network analysis of asynchronous discussion forums
4. Discussion and conclusions
4.1. LMS data variables are significant indicators of student success in a course
4.2. Network analysis of course discussions offers insight into student engagement
4.3. Limitations of this study
4.4. Proof of concept
Acknowledgements
References
Abstract
Motivated by a long-term goal in education for measuring Taiwanese civic scientific literacy in media (SLiM), this work reports the detailed techniques to efficiently mine a concept map from 2 years of Chinese news articles (901,446 in total) for SLiM instrument development. From the Chinese news stories, key terms (important words or phrases), known or new to existing lexicons, were first extracted by a simple, yet effective, rule-based algorithm. They were subjected to an association analysis based on their co-occurrence in sentences to reveal their term-to-term relationship. A given list of 3657 index terms from science textbooks were then matched against the term association network. The resulting term network (including 95 scientific terms) was visualized in a concept map to scaffold the instrument developers. When developing an item, the linked term pair not only suggests the topic for the item due to the clear context being mutually reinforced by each other, but also the content itself because of the rich background provided by the recurrent snippets in which they co-occur. In this way, the resulting instrument (comprised of 50 items) reflect the scientific knowledge revealed in the daily news stories, meeting the goal for measuring civic scientific literacy in media. In addition, the concept map mined from the texts served as a convenient tool for item classification, developer collaboration, and expert review and discussion.
Article Outline
1. Introduction
2. Related work
2.1. Science literacy instrument development
2.2. Concept map mining
3. Mining concept maps from texts
4. Key term extraction
5. Term association analysis
6. SLiM instrument construction
7. Conclusions
Acknowledgements
Appendix A
References
Abstract
Recent researches have demonstrated the importance of concept map and its versatile applications especially in e-Learning. For example, while designing adaptive learning materials, designers need to refer to the concept map of a subject domain. Moreover, concept maps can show the whole picture and core knowledge about a subject domain. Research from literature also suggests that graphical representation of domain knowledge can reduce the problems of information overload and learning disorientation for learners. However, construction of concept maps typically relied upon domain experts in the past; it is a time consuming and high cost task. Concept maps creation for emerging new domains such as e-Learning is even more challenging due to its ongoing development nature. The aim of this paper is to construct e-Learning domain concept maps from academic articles. We adopt some relevant journal articles and conference papers in e-Learning domain as data sources, and apply text-mining techniques to automatically construct concept maps for e-Learning domain. The constructed concept maps can provide a useful reference for researchers, who are new to the e-Leaning field, to study related issues, for teachers to design adaptive learning materials, and for learners to understand the whole picture of e-Learning domain knowledge.
Article Outline
1. Introduction
2. Concept map
3. Research assumptions
4. System design and methodology
4.1. Information retrieval from articles
4.2. Concept item extraction
4.2.1. Step 1. Keyword clearing
4.2.2. Step 2. Acronym mapping
4.2.3. Step 3. Suffix stripping
4.3. Research keyword indexing
4.4. Calculation of “relation strength”
5. Results
6. Evaluation
7. Conclusions
Acknowledgements
Appendix A. The top 30 concepts in e-Learning domain used for evaluation
Appendix B. The constructed concept maps
Appendix C. Questionnaire for concept maps evaluation
References
Vitae
Abstract
Current trends clearly indicate that online learning has become an important learning mode. However, no effective assessment mechanism for learning performance yet exists for e-learning systems. Learning performance assessment aims to evaluate what learners learned during the learning process. Traditional summative evaluation only considers final learning outcomes, without concerning the learning processes of learners. With the evolution of learning technology, the use of learning portfolios in a web-based learning environment can be beneficially adopted to record the procedure of the learning, which evaluates the learning performances of learners and produces feedback information to learners in ways that enhance their learning. Accordingly, this study presents a mobile formative assessment tool using data mining, which involves six computational intelligence theories, i.e. statistic correlation analysis, fuzzy clustering analysis, grey relational analysis, K-means clustering, fuzzy association rule mining and fuzzy inference, in order to identify the key formative assessment rules according to the web-based learning portfolios of an individual learner for the performance promotion of web-based learning. Restated, the proposed method can help teachers to precisely assess the learning performance of individual learner utilizing only the learning portfolios in a web-based learning environment. Hence, teachers can devote themselves to teaching and designing courseware, since they save a lot of time in measuring learning performance. More importantly, teachers can understand the main factors influencing learning performance in a web-based learning environment based on the interpretable learning performance assessment rules obtained. Experimental results indicate that the evaluation results of the proposed scheme are very close to those of summative assessment results and the factor analysis provides simple and clear learning performance assessment rules. Furthermore, the proposed learning feedback with formative assessment can clearly promote the learning performances and interests of learners.
Article Outline
1. Introduction
2. System design
2.1. System architecture
2.1.1. Teacher formative assessment module
2.1.2. Learning assessment and feedback module
2.2. Considered learning portfolio in the user profile database
2.2.1. Learning factors gathered by PELS
2.2.2. Learning factors gathered by PDA
2.3. The proposed formative assessment approach based on web-based learning portfolios
2.3.1. The flowchart of formative assessment
2.3.2. Learning factor analysis
2.3.2.1. Learning factor dependence analysis using the fuzzy clustering method
2.3.2.2. Learning factor importance analysis using the grey relational analysis
2.3.3. Fuzzy association rule mining
2.3.4. Fuzzy inference for the learning performance assessment
3. Experiments
3.1. Evaluation results of the proposed learning performance assessment scheme
3.1.1. Learning factor analysis
3.1.1.1. Learning factor independence analysis
3.1.1.2. Learning factor importance analysis
3.1.2. The discovered fuzzy rules for learning performance assessment
3.1.3. Evaluating accuracy rate of learning performance assessment
3.2. The discovered learning performance assessment rules in the actual teaching scene
3.3. The implemented learning performance assessment tools
3.3.1. The teacher side formative assessment tool
3.3.2. The learner side formative assessment tool
3.4. Experimental design
3.5. Learning evaluation
3.5.1. Learning performance evaluation
3.5.2. Questionnaire analysis
3.6. Discussion
4. Conclusion and future work
References
Abstract
Wireless data communications in form of Short Message Service (SMS) and Wireless Access Protocols (WAP) browsers have gained global popularity, yet, not much has been done to extend the usage of these devices in electronic learning (e-learning). This project explores the extension of e-learning into wireless/handheld (W/H) computing devices with the help of a mobile learning (m-learning) framework. This framework provides the requirements to develop m-learning applications that can be used to complement classroom or distance learning. A prototype application was developed to link W/H devices to three course websites. The m-learning applications were pilot-tested for two semesters with a total of 63 students from undergraduate and graduate courses at our university. The students used the m-learning environment with a variety of W/H devices and reported their experiences through a survey and interviews at the end of the semester. The results from this exploratory study provide a better understanding on the role of mobile technology in higher education.
Article Outline
1. Introduction
2. Related work
3. A mobile learning framework
3.1. Mobile connectivity
3.2. Electronic learning
3.3. Framework
4. Mobile learning application
4.1. m-Learning architecture
4.2. Application evaluation
5.Conclusion and future directions
References
Abstract
The purpose of this study is to design a structural model explaining how users could utilize Facebook for educational purposes. In order to shed light on the educational usage of Facebook, in constructing the model, the relationship between users' Facebook adoption processes and their educational use of Facebook were included indirectly while the relationship between users' purposes in using Facebook and the educational usage of Facebook was included directly. In this study, data is collected from Facebook users with an online survey developed by the researchers. The study group consists of 606 Facebook users whose answers were examined by using a structural equation model. The analyses of the 11 observed and 3 latent variables provided by the model showed that 50% of educational usage of Facebook could be explained by user purposes along with the adoption processes of Facebook. It was also found that Facebook adoption processes could explain 86% of all user purposes. Finally, while Facebook adoption processes explained 45% of its educational usage, it could explain 50% of variance in educational usage of Facebook when the user purposes were added into the analyses.
Article Outline
1. Introduction
1.1. Social networking in educational context
1.2. Facebook
2. Research model and hypothesis
2.1. Adoption of Facebook
2.1.1. Usefulness
2.1.2. Ease of use
2.1.3. Social influence
2.1.4. Facilitating conditions
2.1.5. Community identity
2.2. Purposes of Facebook usage
2.2.1. Social relations
2.2.2. Work related
2.2.3. Daily activity
2.3. Educational usage of Facebook
2.3.1. Communication
2.3.2. Collaboration
2.3.3. Resource/material sharing
3. Method
3.1. Instrument
3.2. Participants and data collection
4. Data analysis and results
4.1. Testing the structural model
5. Findings and discussion
6. Conclusion and recommendation
Appendix. Appendix
References
Abstract
The purpose of the study is to build a model that predicts the level of Internet use by teachers of English as a foreign language in the northern Taiwanese higher education institutions. It examines interactional relationships among variables associated with barriers and issues of technology application as a means of analyzing the extent and the nature of Internet-integration instruction. A multivariate hypothesized model was tested using structural equation modeling to analyze statistically the variables examined in the study. The resulting model is found to have a good statistical fit. Teacher training, classroom pedagogy, and perceived capability have direct effect on Internet use, whereas institutional support, constructivist thinking, beliefs, and attitudes affect Internet use indirectly. These seven variables account for approximately 58.6% of the variance of Internet use. Teacher training appears to be the most dominant determinant of Internet use. More opportunities for professional development focused on technology applications in language instruction are crucial.
Article Outline
1. Introduction
2. Theoretical foundation
2.1. Teacher training
2.2. Perceived capability
2.3. Attitudes
2.4. Institutional support
2.5. Beliefs
2.6. Constructivist thinking
2.7. Classroom pedagogy
3. Method
3.1. Research design
3.2. Research participants
3.3. Instrumentation
3.4. Procedures and criteria of structural equation modeling analysis
3.4.1. Specification of the model
3.4.2. Identification of the model
3.4.3. Evaluation of the model
3.4.4. Modification of the model
4. Results
4.1. Internal consistency
4.2. Evaluation of the measurement model
4.3. Evaluation of the entire model
4.4. Model fit
4.5. Path analysis
4.5.1. Total effect
4.5.2. Direct effect
4.5.3. Indirect effect
5. Discussion
Acknowledgements
References
Abstract
This article presents a study carried out in the area of distance learning electronic forums. Based on the relevant bibliographic review, electronic forums are increasingly becoming part of the learning process. The specific study was stimulated by previous works relevant to the modelling of the behaviour of IT students at Hellenic Open University (HOU) and addresses the issue of distance learning forum modelling using a formal language, aiming to fill the gap that exists in this area, which is demonstrated by the relevant bibliographic review.
For this purpose: (a) a relevant note was submitted to HOU’s forums, (b) the main concepts of formal languages were specified, (c) a formal language was created which was specified using mathematical terms and represents the messages of HOU’s forum, (d) the correctness of such language was verified using specific examples of its function, (e) a language syntactic check algorithm was designed, (f) the parameters impacting on the effectiveness of a distance learning forum were determined, (g) concepts such as time, group size and volume of information were incorporated into the language and (h) efforts were made to identify the factors impacting on the effectiveness of a distance learning forum and the following concepts were incorporated: time, group size and volume of information, in the language.
Article Outline
1. Introduction
2. Literature review
3. Case description
4. Formal languages
5. The language X
5.1. Definition and meaning of the language
5.2. Language check
5.3. Language syntax check algorithm
5.4. Use of the language
6. Conclusions and future directions
Acknowledgements
Appendix
Annex.
Student: Thursday 26th October 2006, 8:32 am
Student: Thursday 26th October 2006, 12:50 am
Tutor: Friday 27th October 2006, 9:57 pm
Student: Friday 27th October 2006, 11:30 pm
Student: Saturday 28th October 2006, 10:51 am
Student: Saturday 28th October 2006, 4:52 pm
Tutor: Sunday 26th October 2006, 6:47 am
References
Abstract
The purpose of the study is to build a model that predicts the level of technology acceptance by pre-service teachers at a teacher training institute in Singapore. It examines relationships among variables associated with factors that influence technology acceptance. Data was collected from 475 participants using a survey questionnaire. Employing structural equation modelling, a hypothesized model was tested for model fit in the study. The resulting model is found to have a good fit. Perceived usefulness, attitude towards computer use, and computer self-efficacy have direct effect on pre-service teachers’ technology acceptance, whereas perceived ease of use, technological complexity, and facilitating conditions affect technology acceptance indirectly. These six variables account for approximately 27.1% of the variance of behavioural intention. Perceived usefulness appeared to the strongest determinant of behavioural intention.
Article Outline
1. Introduction
2. Literature review
2.1. Teachers’ acceptance of technology
2.2. Technology acceptance
3. Research model and hypotheses
3.1. TAM hypotheses
3.2. Technological complexity (TC)
3.3. Computer self-efficacy (CSE)
3.4. Facilitating conditions (FC)
4. Method
4.1. Research design
4.2. Research participants and data collection
4.3. Measures
5. Results
5.1. Descriptive statistics
5.2. Convergent validity
5.3. Discriminant validity
5.4. Model fit
5.5. Hypothesis testing
5.6. Path analysis
6. Discussion
Appendix 1. Appendix
References
Abstract
The web-based e-learning system (WELS) has emerged as a new means of skill training and knowledge acquisition, encouraging both academia and industry to invest resources in the adoption of this system. Traditionally, most pre- and post-adoption tasks related to evaluation are carried out from the viewpoints of technology. Since users have been widely recognized as being a key group of stakeholders in influencing the adoption of information systems, their attitudes toward this system are pivotal. Therefore, based on the theory of multi-criteria decision making and the research products of user satisfaction from the fields of human–computer interaction and information systems, this study proposed a multi-criteria methodology from the perspective of learner satisfaction to support those evaluation-based activities taking place at the pre- and post-adoption phases of the WELS life cycle. In addition, by following this methodology, this study empirically investigated learners’ perceptions of the relative importance of decision criteria. This investigation carried out a survey of college students, and the data thus obtained was then analyzed by analytic hierarchy process in order to derive an integrated preference structure of learners as a ground for evaluation. We found that learners regarded the learner interface as being the most important dimension of decision criteria. Future applications of these results are recommended and the implications are discussed.
Article Outline
1. Introduction
2. Theoretical background
2.1. Web-based e-learning system
2.2. From user satisfaction to e-learner satisfaction
2.3. Multi-criteria decision making
3. The methodology
4. Deriving the preference structure: an empirical study by AHP
5. Illustration: a case study
6. Discussions
7. Conclusions
Acknowledgements
Appendix. An example of question items in AHP questionnaire
References
Abstract
There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments. This study proposes a conceptual e-learning assessment model, hexagonal e-learning assessment model (HELAM) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) content quality, (4) learner perspective, (5) instructor attitudes, and (6) supportive issues. A survey instrument based on HELAM has been developed and applied to 84 learners. This sample consists of students at both undergraduate and graduate levels who are users of a web-based learning management system, U-Link, at Brunel University, UK. The survey instrument has been tested for content validity, reliability, and criterion-based predictive validity. The analytical results strongly support the appropriateness of the proposed model in evaluating LMSs through learners’ satisfaction. The explanatory factor analysis showed that each of the six dimensions of the proposed model had a significant effect on the learners’ perceived satisfaction. Findings of this research will be valuable for both academics and practitioners of e-learning systems.
Article Outline
1. Introduction
2. Literature review
2.1. e-Learning system as a social entity
2.2. e-Learning system as a technical entity
3. Method
3.1. Conceptual model: hexagonal e-Learning assessment model (HELAM)
3.2. Survey instrument and data collection
3.3. Participants
4. Statistical analyses
4.1. Identifying factor structure
4.2. Reliability
4.3. Criterion-based predictive validity
5. Results
6. Discussion
7. Conclusions
Acknowledgements
Appendix A
Appendix B. Helam survey instrument
B.1. Demographic questions
B.2. Overall
B.3. Learner’s perspective
B.4. Instructor attitudes
B.5. System quality
B.6. Information content quality
B.7. Service quality
B.8. Supportive issues
References
Abstract
The present study intends to explore the role of collectivism and group potency at group level in predicting individual Internet self-efficacy (ISE) and individual e-learning outcomes for people aged over 45. Group learning has been widely discussed in the research into online formats. However, less study has been carried out about how collectivism and collective group potency affect individual learning decisions, especially using the technique of Hierarchical Linear Modeling (HLM) for cross-level analysis, which provides the solution of case dependency between group members. This study examines the mediation effects of ISE between peer support and e-learning outcomes. It also explores the contextual effects of group potency, and the moderation effects of collectivism and group potency at an individual level. The results show that ISE fully mediates the relationship between peer support and learners’ persistence in e-learning, and partially mediates learners’ perceived learning and satisfaction. It is noteworthy that the findings do not support direct group-level contextual effects of group potency. Instead, the results suggest that group potency moderates ISE-perceived learning and ISE-satisfaction relationships. On the other hand, collectivism also moderates the relationship between peer support and ISE. This study highlights the group-level effects of group potency, and suggests that adult educators design and deliver e-learning courses with an emphasis on facilitating group processes.
Article Outline
1. Introduction
2. Literature and hypotheses
2.1. Internet self-efficacy as a mediator
2.2. Collectivism as moderator
2.3. Group potency as direct contextual predictor and moderator
2.4. Research structure and hypothesis
3. Method
3.1. Procedure and participants
3.2. Measures: individual-level variables
3.2.1. Peer support
3.2.2. Internet self-efficacy
3.2.3. e-Learning outcomes
3.3. Measure: group-level variables
3.3.1. Aggregate collectivism
3.3.2. Aggregate group potency
3.4. Data analysis
3.4.1. Construct validity
3.4.2. Level of analysis
3.4.3. Data analytical strategy
4. Results
4.1. Construct validity
4.2. Justification for collectivism and group potency aggregation
4.3. Descriptive statistics
4.4. Test of hypotheses
4.4.1. Individual-level relationships
4.4.2. Group-level relationships
5. Discussion
5.1. Correlation tests
5.2. Mediation test of Internet Self-efficacy
5.3. The moderation role of collectivism
5.4. The role of group potency
6. Conclusions and implications
Acknowledgements
References
Abstract
This study reports research findings on the use of animated cartoons in a multimedia application meant to evaluate their effectiveness in supporting teaching and learning in science. The researchers have developed a cartoon-style multimedia application whereas animated cartoons where designed from scratch using appropriate programs. The study was carried out in various elementary schools of Athens, Greece, and 179 pupils aged 10–11 years participated in it. The research results provide evidence that the use of animated cartoons significantly increases the young students’ knowledge and understanding of specific science concepts, which are normally difficult to comprehend and often cause misconceptions to them.
Article Outline
1. Introduction
2. Cartoon-style multimedia application
3. Process and experimental design
3.1. Participants
3.2. Research methodology
3.3. Procedure
4. Results
4.1. Pilot research
4.2. Main research
5. Discussion
6.Conclusions
Acknowledgements
References
Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules
Abstract
This paper outlines a proposal for the development of educational multiplayer online games based on the activity theory, as an alternative to the current trend in multiplayer gaming and a means of promoting collaboration among students. In order to examine whether online games are engaging for learners, we consider multiple factors regarding game play – such as frequency of game use, gender differences, identification with the characters, and game preferences – as well as some psychosocial factors that may influence learning – such as academic performance, self-esteem, and computer self-efficacy. This paper suggests that online multiplayer educational games should be approached as a complex learning system, based on the principles of activity theory, where the Subjects would interact with other Subjects, Objects and Tools of the game, under specified Rules and create Communities through division of labor, leading to the expected learning outcome. Thus, we suggest taking into account some important issues concerning the Subjects that the activity theory refers to, such as gender differences in playing games, academic performance, self-esteem and computer self-efficacy.
Article Outline
1. Introduction
2. A literature review on games
2.1. The frequency of game play
2.2. Identification with the character
2.3. Game preferences
2.4. Gender differences
2.5. Self-esteem
2.6. Computer self-efficacy
2.7. Academic performance
3. Developing educational multiplayer online games on an activity theory basis
4. Conclusions
References
Abstract
Exchange is a collaborative learning application, originally developed for wirelessly interconnected Pocket PCs, that provides support for students and a teacher performing a face-to-face computer supported collaborative learning (CSCL) activity in a Single Input/Single Display (SISD) mode. We extend the application to support a single display groupware (SDG) mode. In this new version, named Exchange-MM, three users each with their own mouse (Multiple Mice) interact on a single display with mediation by a technological network. The original collaborative interaction is maintained. We describe a collaborative learning activity and the software architecture that supports both interaction modes, and also present a usability analysis of the activity conducted with second-grade schoolchildren. The results show that as in SISD mode, in SDG with Multiple Mice (MM) the technological network improves communication, negotiation, interactivity, coordination and appropriability between members of collaborative learning groups.
Article Outline
1. Introduction
2. Exchange as an SI/SD – SDG activity
3. Software architecture
4. Usability analysis
4.1. Experimental design
4.2. Observation form
4.3. Qualitative observations
4.3.1. Accomplishments
4.3.2. Leadership
4.3.3. Motivation
4.3.4. Group work
4.3.5. Engagement
4.4. Perspective of the school
5. Conclusions
Acknowledgements
References
Abstract
In this paper we report on the successes and challenges of a creative project involving museums, schools and interactive technologies. The MuseumScouts project is EU Comenius 2.1 funded and involves teachers, teacher educators, museum staff, students and researchers from five European countries: Germany (Berlin and Munich), Lithuania (Vilnius), Portugal (Porto), Austria (Linz), and the UK (Bristol and London).
The MuseumScouts project arises from a European-wide desire to bring schools and cultural and educational institutions such as museums of different kinds, art galleries, science centres and historic buildings, together in collaborative learning experiences. The project aims to develop learner-centred approaches in the ‘museum’ environment: learners use information they collect during authentic learning opportunities to design short interactive multimedia teaching presentations with collaborative authoring tools. The focus is on knowledge acquisition, transformation and communication.
During a ‘museum’ visit students (mainly 10–19 year olds but also, in some cases, adult learners) research specific artefacts, using a range of devices, from pencil and paper to Smartphones, to gather information in the form of notes and photographs. They then work in teams to create interactive multimedia presentations about the artefacts to inform and quiz their peers. The authoring tool, ‘Evolution’, which underpinned the project enables students to collaborate and work online. The principle is of ‘learning by teaching’: the idea that considering how to convey to others what you have understood yourself is an important process for ‘deep’ learning.
The project has been run with groups of students at least once in each partner country and twice in several. Countries implemented the project activities in different subject areas, at different stages in the school curriculum and with differing amounts of available time. Student motivation and engagement were notable in all contexts.
We present a review of findings common to all the partners in order to share experiences of implementing this pedagogic approach.
Article Outline
1. Introduction: principles and philosophy
2. What did MuseumScouts do?
3. What did MuseumScouts find out?
4. Discussion
5. Conclusions
Acknowledgements
References
Abstract
This paper presents a description and evaluation of Myartspace, a service on mobile phones for inquiry-led learning that allows students to gather information during a school field trip which is automatically sent to a website where they can view, share and present it, back in the classroom or at home.
The evaluation focused on three levels: a micro level, concerned with issues of usability; a meso level, which examined educational effectiveness in terms of learning breakthroughs and breakdowns; and a macro level, which looked at the impact of the new technology on school museum visits practice. Issues of implementing mobile learning across school and museum settings are identified and cross-level influences are discussed.
The study showed that the service was effective in enabling students to gather information in a museum and this provided resources for effective construction and reflection in the classroom. Minor usability problems did not detract from the learning, however there are significant issues concerning how to structure the visit and on the viability of Myartspace as a regular service.
Article Outline
1. Introduction
1.1. Inquiry learning
1.2. Learning on school visits to museums
1.3. Museum learning outside the museum
1.4. Technology-enhanced museum learning
1.5. Myartspace evaluation aims
2. Overview of Myartspace
3. Evaluating Myartspace: methodology and methods
3.1. The M3 evaluation framework
3.2. Evaluation activities and methods
4. Myartspace evaluation results
4.1. Overview of Myartspace user journey for the final user trial
4.2. Myartspace – before the lessons
4.2.1. Before the lessons – micro level
4.2.2. Before the lessons – meso level
4.3. The pre-visit lesson
4.3.1. The pre-visit lesson – micro level
4.3.2. The pre-visit lesson – meso level
4.4. The museum visit
4.4.1. The museum visit – micro level
4.4.2. The museum visit – meso level
4.5. The post-visit lesson
4.5.1. Post-visit lesson – micro level
4.5.2. Post-visit lesson – meso level
4.6. Myartspace – at the macro level
4.6.1. Impact on museums
4.6.2. Impact on teaching and learning
5. Discussion
5.1. Adoption
5.2. The phones
5.3. Student collecting
5.4. Group work
5.5. The experience
6. Conclusions
Acknowledgements
References
Abstract
Variations in group co-construction of knowledge and the extent to which participants engaged in negotiating meaning were directly related to instruction. The authors examined social interaction resulting from controlled variation in instruction using a counter-balanced design in two professional development courses for teachers. Both courses were held at the same time, included the same content with the same instructor, and were held in an asynchronous online format. Twenty-four subjects were randomly assigned to the two courses. Using socio-historical constructivist theory to guide instruction interventions, instruction frequency and questioning were intentionally manipulated during one-half of each course. The variations in instruction were hypothesized to promote negotiation of meaning and co-construction of knowledge within both groups. Transcript analysis using a dependent measure of social interaction was applied to the 782 utterances of the participants. Multiple comparisons revealed significant differences in the dependent measure in portions of the course where modified instructional strategies were implemented. The results show that relatively simple alterations in instructional practice (e.g., increasing instructional statements from once to twice per week and engaging participants in dialogue through open-ended questioning) yields a substantially enhanced learning outcome within this environment. Strong evidence suggests that online learning groups depend heavily on instruction to facilitate negotiation of meaning and co-construction of knowledge. This research raises concerns about whether or not instructors employ instructional strategies that influence social knowledge construction and subsequent learning outcomes from asynchronous online courses. In addition, the study demonstrates the utility of a previously published measure for social interaction in CMC.
Article Outline
1. Introduction
2. Theoretical background
2.1. Teacher professional development
2.2. Social construction of knowledge and negotiation of meaning in online environments
2.3. Online learning and interaction
2.4. Online instruction for professional development
2.5. Interaction data analysis models
3. Method
3.1. Research questions
3.2. Research setting and participants
3.3. Research design
3.4. Independent variable
3.5. Unit of analysis
3.6. Dependent measure
3.7. Procedure
3.8. Data analysis
4. Results
4.1. Reliability
4.2. Treatment and control descriptive data
4.3. Frequency of dependent measure ranks
4.4. Correlation of dependent measure with interaction frequency
4.5. Nonparametric tests
5. Discussion
5.1. Summary
5.2. CMC analysis
5.3. A socio-cultural approach to learning in CMC
5.4. Internalizing knowledge
5.5. Instruction in CMC
6. Conclusion
References
Abstract
This article reports key findings from the first phase of a research project investigating Net generation age students as they encounter e-learning at five universities in England. We take a critical view of the idea of a distinct generation which has been described using various terms including Net generation and Digital Natives and explore age related differences amongst first year university students. The article draws on evidence from a survey of first year undergraduates studying a range of pure and applied subjects. Overall we found a complex picture amongst first-year students with the sample population appearing to be a collection of minorities. These included a small minority that made little use of some technologies and larger minorities that made extensive use of new technologies. Often the use of new technology was in ways that did not fully correspond with the expectations that arise from the Net generation and Digital Natives theses. The article concludes that whilst there are strong age related variations amongst the sample it is far to simplistic to describe young first-year students born after 1983 as a single generation. The authors find that the generation is not homogenous in its use and appreciation of new technologies and that there are significant variations amongst students that lie within the Net generation age band.
Article Outline
1. Introduction
2. The Net generation and Digital Natives
3. Research and methods
4. Results
4.1. Use of Web 2.0 technologies
4.2. Confidence and skills
5. Discussion and conclusions
Acknowledgements
Appendix A. Supplementary material
References
Abstract
The purpose of the present study was to examine the network structure of a teacher community in relation to their use of information and communication technology (ICT). The participants in the study were the 33 members of the teacher community of an upper comprehensive school from a suburban area of Helsinki, Finland. The methodology of the study was social network analysis. The participants were asked to assess their networking relations according to the following five dimensions: (1) providing technical advice regarding ICT, (2) providing pedagogical advice for using ICT, (3) collaboration regarding web-based learning, (4) acquiring new knowledge or ideas of web-based learning, and (5) informal interaction between the members of the community. The results indicated that there were a few central actors in the community who dominated technical and pedagogical knowledge exchange and to whom their colleagues actively turned when seeking advice. Two of the cognitively central actors represented hybrid expertise, a characteristic of which was to merge technological and pedagogical expertise in using ICT in education. These actors also tended to have their own external networking relations that helped them keep up their high level of competence. The participants’ ICT-related egocentric networks differed in size and density. There were some actors central in the network of informal interaction that were, simultaneously, peripheral in ICT-related networking activities. On the other hand, the central actors of ICT were not necessarily the socially central persons in the community. Four patterns of networking were identified in the analysis; The Counsellor offers advice actively without seeking information herself from colleagues; The Inquirer is an active seeker of ICT-related information capitalizing on her social relations; The Collaborator engages in collaborative efforts of web-based learning by using several media; and The Weakly Social prefers media rather than face-to-face contacts in his information seeking.
Article Outline
1. Introduction
2. Setting and participants
3. Research data and methods
3.1. Networking questionnaire
3.2. Social network analysis
3.3. Multi-dimensional scaling
4. Results
4.1. Knowledge exchange and collaboration in the teacher community on the network level
4.2. Knowledge exchange and the key actors
4.2.1. Networking practices of the two most central actors
4.2.2. The active advice-seekers and the passive in the community
4.2.3. Focusing on the central informants within the study
4.2.4. The network of informal interaction
4.3. Egocentric networks and the media in teachers’ interaction
4.3.1. The colleagues preferred to interact with The Counsellor in face-to face
4.3.2. The Inquirer prefers face-to-face contacts too
4.3.3. The Collaborator uses several media
4.3.4. The Weakly Social gets information from his colleagues through media
5. Discussion
5.1. The assessed networks correlated partly and were divided unequally
5.2. The key actors of ICT were not always the socially most central ones
5.3. The members of the community interact and build networks in personal ways
5.4. The use of media in interaction is a personal and complex phenomenon
5.4.1. Limitations of the study and suggestions for future research
Acknowledgements
References
Abstract
Think-aloud and self-report data from 84 undergraduates were used to examine the relationship between intrinsic motivation, extrinsic motivation, and use of self-regulated learning (SRL) processes. Participants individually learned about the circulatory system with a hypermedia environment for 30 min. During this experimental session, three measures were used to examine the research questions guiding the study. Participants completed a self-report questionnaire that measured their extrinsic and intrinsic motivation. They also completed a pretest and posttest, which assessed learning outcomes. Lastly, think-aloud data were collected to determine the frequency in which participants used SRL process related to planning, monitoring, and strategy use. Results indicate that participants who had high extrinsic and high intrinsic motivation used significantly more planning and monitoring processes when compared to participants who had lower motivation scores for either the extrinsic or intrinsic category. Additionally, participants who had high extrinsic and high intrinsic motivation significantly outperformed those who had low extrinsic and low intrinsic motivation.
Article Outline
1. Introduction
1.1. Overview of hypermedia
1.2. Self-regulated learning with hypermedia
1.3. Extrinsic and intrinsic motivation with hypermedia learning
1.4. Current study
2. Method
2.1. Participants
2.2. Measures
2.3. Learning environment
2.4. Procedure
3. Results
3.1. Question 1: what groups emerge using cluster analysis on extrinsic and intrinsic motivation for learning with a hypermedia environment?
3.2. Question 2: to what extent is the relationship between these motivational groups and learning with hypermedia mediated by the use of SRL processes related to planning?
3.3. Question 3: to what extent is the relationship between these motivational groups and learning with hypermedia mediated by the use of SRL processes related to monitoring?
3.4. Question 4: to what extent is the relationship between these motivational groups and learning with hypermedia mediated by the use of SRL processes related to learning strategies?
4. Discussion
4.1. Future directions
Appendix A. SRL Coding Scheme: Macro-Level SRL processes (in bold), micro-level SRL processes (in italics), and examples (modified version from Azevedo et al., 2005).
References
Abstract
This paper presents a methodology for the design of intelligent learning environments. We recognise that in the educational technology field, theory development and system-design should be integrated and rely on an iterative process that addresses: (a) the difficulty to elicit precise, concise, and operationalised knowledge from ‘experts’ and (b) the crucial differences between the communication modalities that experts can relate to, and those that are available to a computer-based system. Inspired by the well-known wizard-of-Oz methodology we discuss the need for characterising and carefully controlling the range of its possible variations. We refer to our approach as ‘tapering’ of the communication capacity of carefully engineered didactical situations and present its application, and a case study from our work with an exploratory environment. We then discuss the generality of the methodology and pragmatic constraints which can be useful in similar research.
Article Outline
1. Introduction
2. Background
3. Iterative Communication Capacity Tapering (ICCT)
3.1. Introduction
3.2. Interaction bandwidth tapering
3.3. Feedback improvisation tapering
3.4. ICCT in practice
4. Application of the ICCT methodology: a case study
4.1. MiGen: intelligent support for mathematical generalisation
4.2. Pedagogical strategies in MiGen
4.3. ICCT in MiGen
4.3.1. Face-to-face studies
4.3.2. Reducing the interaction bandwidth
4.3.3. Reducing the interaction bandwidth further
4.3.4. Emulating intelligent support
5. Discussion
6. Conclusions
Acknowledgements
References
Abstract
Offering help functions is a standard feature of computer-based interactive learning environments (ILE). Nevertheless, a number of recent studies indicate that learners are not using such help facilities effectively. We compared the effects of different metacognitive supports to foster learners’ help-seeking behavior in an ILE for plant identification. Four groups of university students (n = 51), each receiving a different metacognitive instruction, had to determine living plants. They had to think-aloud and were video recorded during the experiment. At the end of the session they completed a knowledge test. The surprising effect was that students in all groups were effective help-seekers. They adapted their help-seeking behavior to the complexity of the plants in an effective way. The results indicate that for students on university level effective help-seeking seems to depend largely on motivational factors.
Article Outline
1. Introduction
1.1. The learning environment “Plant Identification Online”
1.2. Supporting help-seeking processes through metacognitive support
2. Experimental and materials and methods
2.1. Participants
2.2. Materials
2.2.1. Plants
2.2.2. Instruments
2.2.3. Metacognitive support
2.2.4. Knowledge test
2.2.5. Self-estimation
2.3. Procedure
3. Results
3.1. Baseline measurement: Identification of the senecio inaequidens
3.2. Metacognitive support: Identification of the carex hirta
3.3. Comparison of the help-seeking processes of the two plants
3.4. Self-estimation of the support
4. Discussion
5. Conclusion
Acknowledgements
References
Abstract
The purpose of this study is to explore the effects of the meta-cognitive strategies on the academic and gaming achievements. Exploring the effects of those achievements on the social problem solving of students is also of interest. For this purpose, the MMORPG Gersang was used. The participants, consisting of ninth graders, played the game until they all reached the third level to ensure that they have the same gaming ability prior to gaming for the study. Three meta-cognitive strategies were developed: self-recording, modeling and thinking aloud. Those strategies are specially related to gaming activities and applied in pre-gaming activities, gaming activities, and post-gaming activities. Three meta-cognitive strategies were set as independent variables. The social problem solving ability was set as a mediating variable, and academic achievement and scores in the game were chosen as dependent variables. The path between meta-cognitive strategies and both academic achievement and game performance by mediating social problem solving abilities were discovered. The social problem solving ability, which is the mediating variable, affects the academic achievement and the game performance very strongly. These results imply that a commercial game playing in conjunction with meta-cognitive strategies can be an effective way to increase students’ performance both in learning and gaming by keeping them involved. Talking and observation activities such as thinking aloud and modeling are more effective than writing activities in enhancing the students’ achievements both in learning and gaming.
Article Outline
1. Needs and purpose of this study
2. Literature review
2.1. Meta-cognitive strategies in game play
2.2. Social problem solving in game play
2.3. Developing meta-cognitive strategies for the study
2.3.1. Considerations in implementing meta-cognitive strategies
2.3.2. Three meta-cognitive strategies in game play
2.3.2.1. Self-recording
2.3.2.2. Modeling
2.3.2.3. Thinking aloud
3. Research method
3.1. Participants
3.2. Instruments
3.2.1. The on-line game
3.2.2. Social problem solving ability inventory
3.2.3. Achievement test
3.2.4. Game scores
3.3. Procedure
3.4. Data analysis
4. Results
4.1. Analysis of correlations between variables
4.2. Path analysis between the variables
4.3. Path analysis model
5. Conclusions and implications
References
Abstract
In this paper we present a method for adaptive selection of test questions according to the individual needs of students within a web-based educational system. It functions as a combination of three particular methods. The first method is based on the course structure and focuses on the selection of the most appropriate topic for learning. The second uses Item Response Theory to select the k-best questions with adequate difficulty for a particular learner. The last is based on the usage history and prioritizes questions according to specific strategies, e.g. to filter out the questions that were recently asked. We describe how these methods evaluate user answers to gather information concerning their characteristics for a more precise selection of further questions. We describe an evaluation of the impact of a proposed method through two different types of experiments in the domain of learning programming, which both showed that our method for adaptive test question selection increases the overall learning outcome, especially for lower than average performing students.
Article Outline
1. Introduction
2. Related work
3. Adaptive selection of questions
3.1. Course structure based selection
3.2. Item response theory based selection
3.3. History-based selection
3.4. Domain and user models
4. Evaluation
4.1. Learning environment and supporting tools
4.2. Uncontrolled long-term experiment
4.2.1. Experiment scenario
4.2.2. Results and discussion
4.3. Controlled short-term experiment
4.3.1. Experiment scenario
4.3.2. Results and discussion
5. Conclusions
Acknowledgements
References
Abstract
The efficiency of teaching algorithms can be highly improved by utilizing the senses as educational aids. The authors have developed a new didactical method and a software tool which exemplifies, for the case of simple algorithms, how the involvement of eyesight, hearing and the kinaesthesia can help in the teaching and learning process. This paper also gives a detailed description of a didactical experiment which proves empirically the efficiency of this new approach.
Article Outline
1. Introduction
2. Brain-based (multi-sensory) learning
3. On the role of senses in learning abstract concepts
4. Other works related to the role of senses in education
5. Teaching computer programming
6. Anatomy of simple algorithms
7. Didactical software
7.1. Code_creator module
7.2. Code_beautifier module
7.3. Code_buherator module
7.4. Run_code module
8. Suggested syllabus
9. The experiment
9.1. The evaluation of the results of the test
10. Conclusions
References
Abstract
Educational software games aim at increasing the students’ motivation and engagement while they learn. However, if software games are targeted to school classrooms they have to be usable and likeable by all students. Usability of virtual reality games may be a problem because these games tend to have complex user interfaces so that they are more attractive. Moreover, if the games acquire an educational content they may lose the attractiveness and appeal that they have on users who are familiar with commercial games. Consequently, likeability may also be questioned. In this paper, we address the issue of usability and likeability of a virtual reality game that is meant to teach students geography. We describe the evaluation experiments conducted, which involved three categories of students in terms of their level of game-playing expertise: novice, intermediate and expert game players. The evaluation results showed that the game was indeed usable and likeable but there was scope for usability and likeability improvement so that the educational benefits may be maximised for all categories of students. The evaluation studies reported in this paper, revealed important issues about further research on virtual reality educational games.
Article Outline
1. Introduction
2. Related work
2.1. Evaluation of educational software
2.2. Usability of educational games for young learners
2.3. Likeability
3. The educational VR game
4. Aims, methods and settings of the evaluation experiments concerning usability and likeability
4.1. First part of the evaluation
4.2. Second part of the evaluation
5. Usability evaluation issues
5.1. Game user interface acquaintance
5.2. VR navigational effort
5.3. VR environment distractions
5.4. Total time wasted due to VR usability problems
5.5. Usability comparison based on users’ opinions
6. Likeability evaluation issues
6.1. Comparative study in classrooms
6.1.1. Analysis of observed students’ behaviour
6.1.2. Analysis of students’ answers to interviews concerning the likeability of the two applications
6.2. Comparative study during users’ leisure time
6.2.1. Analysis of students’ answers to interviews concerning the time spent on the two applications during the weekend
6.2.2. Analysis of students’ answers to interviews concerning the likeability of the two applications
7. Discussion of the results
7.1. Usability
7.2. Likeability
7.3. Likeability in association with usability
8. Conclusions
References
Abstract
The purposes of this study were to explore the effects and the validity of on-line peer assessment in high schools and to analyze effects of various types of peer feedback on students. The participating students, a total of 184 10th graders, developed their individual course projects by involving the on-line peer assessment learning activities in a computer course. The peer assessment activities consisted of three rounds, and each of the students acted as an author and a reviewer. Research data as evaluated from peers and experts indicated that students significantly improved their projects as involving the peer assessment activities. The scores determined by the learning peers were highly correlated with those marked by the experts, indicating that peer assessment in high school could be perceived as a valid assessment method. Moreover, this study also examined the relationships between the types of peer feedbacks in which students obtained from peer assessment and the subsequent performance of their projects. We categorized peer feedbacks into four types: Reinforcing, Didactic, Corrective and Suggestive. It was found that Reinforcing peer feedback was useful in helping students’ development of better projects; however, Didactic feedback and perhaps Corrective feedback provided by peers might play an unfavorable role for subsequent improvement of students’ projects. The Suggestive feedback may be helpful in the beginning of peer assessment activities; however, in the later parts of peer assessment, the effect of this type of feedback on learning might not be significant.
Article Outline
1. Introduction
2. Research about on-line peer assessment
2.1. The usage of on-line peer assessment
2.2. The effects of using on-line peer assessment
2.3. The validity of peer assessment
2.4. The role of peer feedback
3. Research questions
4. Methodology
4.1. Participants
4.2. Project for peer assessment
4.3. On-line peer assessment model and peer assessment scores
4.4. Expert scores
4.5. The analysis of peer feedback
5. Findings
5.1. The effect of peer assessment process on student project
5.2. The correlation between the scores marked by experts and those by the learning peers
5.3. The relationships between the types of peer feedback and project performance
6. Discussion and conclusion
Acknowledgements
References
Abstract
The purpose of this study is to examine the difference in effectiveness between two on-line scientific learning programs – one with an argumentation component and one without an argumentation component – on students' scientific argumentation ability and conceptual change. A quasi-experimental design was used in this study. Two classes of 8th grade students (the experimental group) received the on-line scientific argumentation learning program about chemical reaction, and the other two classes of 8th grade students (the control group) received the same on-line scientific learning program about chemical reaction, but without argumentation, for two weeks. All 140 students were administered the scientific conception test, conceptual change test, and argumentation test before, one week after, and eight weeks after learning. In addition, the experimental group students' on-line argumentation process was collected. Results showed that the students of the experimental group significantly outperformed the control group, regardless of scientific conceptions, conceptual change, and argumentation. Regression results indicated that hold of scientific conceptions is the best predicator for students' conceptual change, followed by argumentation ability. The quantity and quality of scientific arguments that students generated in a series of argumentation questions improved across the four topics. In addition, students also successfully changed their conceptions from pre- to post-driving questions across four topics. This clearly demonstrates that students' argumentation ability and conceptual change were both facilitated through receiving the on-line Synchronous Argumentation science learning program.
Article Outline
1. Introduction
2. On-line synchronous argumentation
3. Analytical framework of argumentation discourse
4. Purpose
5. Development of the on-line synchronous scientific argumentation program
5.1. Characteristics of the on-line synchronous scientific argumentation program
5.1.1. Facilitate students' argumentation ability
5.1.2. Facilitate students' conceptual change
5.2. Design of the on-line synchronous scientific argumentation learning content: Unit of chemical reaction
5.2.1. Example of argumentation learning content
6. Method
6.1. Subjects and procedures
6.2. Instruments
6.2.1. Chemical reaction achievement test (CRAT)
6.2.2. Chemical reaction conceptual change test (CRCCT)
6.2.3. Chemical reaction dependent argumentation test (CRDAT)
6.2.4. Qualitative analysis of on-line scientific argumentation
6.2.5. Analysis of conceptual change
7. Results
7.1. Multivariate analysis of the chemical reaction achievement test (CRAT)
7.2. Multivariate analysis of the Chemical Reaction Conceptual Change Test (CRCCT)
7.3. Multivariate analysis of the Chemical Reaction Dependent Argumentation Test (CRDAT)
7.4. Multiple regression analysis
7.5. The quantity and quality of on-line scientific argumentation analyses
7.5.1. Quantity of argumentation
7.5.2. Quality of argumentation
7.5.3. Conceptual change
7.5.4. Argumentation discourses
8. Discussions
9. Conclusions
Acknowledgements
References
Abstract
The 12-month pre-Ph.D. ICTP Diploma Courses in the fields of Condensed Matter Physics, High Energy Physics, Mathematics, Earth System Physics and Basics Physics have been recorded using the automated, low cost recording system called EyA developed in-house. We discuss the technical details on how these recordings were implemented, together with some web usage statistics and students feedback. As yet, no similar endeavor has been made to put on-line a complete high-level Diploma Programme, due to the high costs involved when using alternative recording solutions. These recordings are freely available on the website www.ictp.tv.
Article Outline
1. Motivation
2. Traditional lecturing and scientific presentations
3. EyA at work
4. Scientific e-contents and assessment
5. Final remarks
Acknowledgements
Appendix 2007–2008. Recorded courses timeline
References
Abstract
This study developed an instrument to evaluate student online information searching strategies based on a framework comprising three domains and seven aspects. Two versions of the Online Information Searching Strategies Inventory (OISSI), including both quick and complete versions, were finally established and exhibited good validities and reliabilities. The quick OISSI included 13 items and the complete OISSI included 25 items and the pair had total reliabilities of 0.85 and 0.91, respectively. This instrument provides researchers a valid and reliable tool to evaluate students’ self-reflected web search strategies. The OISSI scores of 324 high school students revealed a significant gender difference in both behavioral and procedural domain strategies; however, no significant difference was observed in metacognitive domain strategies. In addition, student weekly online searching hours were found to significantly impact only behavioral domain strategies but not other domain strategies, implying that increasing student search experience may be insufficient to lift their search strategy. This study suggested several future study directions.
Article Outline
1. Introduction
1.1. Related research
1.2. Theoretical framework
2. Purpose
3. Methods
3.1. Pilot study
3.2. Main study
4. Results
4.1. Factor analyses and reliabilities
4.1.1. The quick version of OISSI
4.1.2. The complete version of OISSI
4.1.3. Correlations between quick and complete OISSI
4.2. High school students’ OISSI scores
4.2.1. Role of gender
4.2.2. Role of web search experience
4.2.3. Summary of students’ scores
5. Conclusions and discussions
5.1. The instruments
5.2. Gender differences in students’ scores
5.3. Role of weekly online searching hours
5.4. Future studies
Acknowledgements
References
Abstract
Annotation can be a valuable exercise when trying to understand new information. The technique can be used to create a ‘condensed’ version of the original information for later review and to add additional information into the existing document. The growth in web-based learning materials and information sources has created requirement for systems that allow annotations to be attached to these new sources and, potentially, shared with other learners. This paper discusses annotation in an educational context and introduces some of the web annotation systems currently available. It also provides an overview of the development of a new system, eLAWS, by the authors, based upon the Web Service architecture. Finally, the paper provides suggestions for the future development of e-Learning Annotation tools.
Article Outline
1. Introduction
2. Literature review
3. Current systems
3.1. Annotea
3.2. Annoty
3.3. Crit
3.4. e-Marked
3.5. Gibeo
3.6. Third Voice
3.7. YAWAS
4. General requirements for educational web annotation systems
5. Summary of results from student evaluation of Annoty
6. eLAWS development
7. Conclusions
8. Future developments in e-learning annotation
Acknowledgements
References
Abstract
This study of the flow of online discussions examined how earlier messages affected later messages along five dimensions: (1) evaluations (agreement, disagreement, or unresponsive actions); (2) knowledge content (contribution, repetition, or null content); (3) social cues (positive, negative, or none); (4) personal information (number of visits); and (5) elicitation (eliciting response or not). Using sequential logit regressions and a structural equation model (SEM), this study analyzed 131 messages across seven topics in the mathematics forum of a university Bulletin Board System (BBS) Website. Results showed that a disagreement or contribution in the previous message increased the likelihoods of disagreements and social cue displays in the current message. Unlike face-to-face discussions, online discussion messages that disagreed with an earlier message were more likely to elicit responses. Together, these results support the claims that teachers can use and manage online discussions at the message level to promote critical thinking, facilitate discussion of controversial topics, and reduce status effects.
Article Outline
1. Introduction
2. Theoretical framework
2.1. Online discussion forum
2.2. Properties of online discussion messages
2.2.1. Evaluations
2.2.2. Knowledge content
2.2.3. Social cues
2.2.4. Personal information
2.2.5. Elicitation
3. Method
3.1. Participants
3.2. Data
3.2.1. Multiple threads
3.2.2. Single connections
3.2.3. Quotes of the previous message
3.3. Variables
3.3.1. Current variables (0)
3.3.2. Lag variables (−n)
3.3.3. Next message variable (+1)
3.4. Coding
3.5. Analyses
4. Results
4.1. Predicting disagreement
4.2. Predicting contribution
4.3. Predicting social cue
4.4. Predicting elicitation
4.5. Predicting disagreement, social cue and elicitation in an SEM
5. Discussion
5.1. Implications
5.2. Limitations and future work
Acknowledgements
Appendix A. Coding messages
Appendix B. Summary statistics and correlation table
References
Abstract
At the University of Toronto at Scarborough, we provide enhanced flexibility to our students using a blended-learning approach (i.e., the webOption) whereby students can attend lectures live, watch them online at their convenience, or both. The current research examines the use of pause and seeks features afforded by the webOption interface and how these features are related to students’ learning approaches and their performance in calculus courses. These courses emphasize the teaching of mathematical proofs; cognitive skills that are enhanced with practice (Schneider & Shiffrin, 1977). Access to online lectures allows students to re-experience the professor as they teach these skills. Given this, it was predicted that use of the webOption might be especially potent in these learning contexts. The results we report here do not confirm that prediction. Students do use and appreciate the features of the webOption, however, those students who augmented their class attendance with online viewing, and those who used the lecture-control features the most, were actually the students who performed most poorly. We interpreted the results to be due to different learning strategies and the manner in which these strategies interact with course content. Our results suggest that using the pause feature is related to a surface strategy of learning, which is in turn related to poorer performance in the course.
Article Outline
1. Introduction
2. Experiment 1
2.1. Methods
2.1.1. Enrolment and participants
2.1.2. Materials
2.1.3. Procedure and measures
2.2. Results and discussion
3. Experiment 2
3.1. Methods
3.1.1. Enrolment and participants
3.1.2. Materials
3.1.3. Procedure and measures
3.2. Results
4. Discussion and conclusions
Appendix A
References
Abstract
A frequent task in educational settings is to assign students to groups based on stated preferences for some projects or topics. This paper introduces a web-based tool supporting both the work flow of collecting student data and the group formation. The latter is based on finding optimal solutions to suitable mathematical assignment problems, allowing for a number of constraints regarding size and structure of the groups. Evaluation results show advantages compared to manual procedures in terms of time savings for lecturers, and higher fairness and correctness as perceived by students.
Article Outline
1. Introduction
2. Literature review
2.1. Background on mathematical models
2.2. Background on implementation issues
3. The mathematical model
3.1. The basic model
3.2. Adding weights and multipliers
3.3. Accounting for categories
3.4. Allowing empty topics
3.5. Mixing groups and individual students
3.6. Using soft bounds
3.7. The final model
4. Implementation
4.1. Work flow
4.2. System architecture
5. System evaluation
5.1. User acceptance
5.2. Manual versus computer results—technical perspective
5.3. Manual versus computer results—user perspective
6. Conclusion
References
Abstract
Self-explanation prompts are considered to be an important form of scaffolding in the comprehension of complex multimedia materials. However, there is little theoretical understanding to date of self-explaining prompt formats tailored to different expertise levels of learners to help them fully exploit the advantages of dynamic multi-representational materials. To address this issue, this study designed two types of self-explaining prompts: the reasoning-based prompts asked the learners to reason the action run of the animation; the predicting-based prompts asked the learners to predict the upcoming action of the animation, and then asked for reasoning if they made a wrong prediction. Furthermore, multiple indicators including learning outcome, cognitive load demand, learning time, and learning efficiency were used to interpret the prompts’ effects on different expertise levels of learners. A total of 244 undergraduate students were randomly assigned to one of the three conditions: a control and two different self-explaining prompt conditions. The results indicate that the learning effects of self-explaining prompts depend on levels of learner expertise. Based on the results, this study makes recommendations for adaptive self-explaining prompt design.
Article Outline
1. Introduction
1.1. Self-explanation strategies employed by different prior-knowledge levels of learners
1.2. Self-explanation prompts and cognitive load induced
2. Research hypotheses and question
3. Method
3.1. Participants
3.2. Experimental design
3.3. Materials
3.3.1. The learning content
3.3.2. The learning environments
3.4. Measures
3.4.1. Prerequisite knowledge test
3.4.2. Cognitive load measure
3.4.3. Learning outcome assessment
3.5. Procedure
3.6. Phase 1: reading prerequisite material
3.7. Phase 2: assessing prerequisite knowledge
3.8. Phase 3: learning with the dynamic, multi-representational environment
3.9. Phase 4: assessing learning outcome
3.10. Data analyses
4. Results
4.1. Learning outcome
4.2. Cognitive load invested for learning
4.3. Time spent on learning
4.4. Learning efficiency
5. Discussion and conclusions
References
Abstract
In this article, we report the observed differential uptake and use of computer programs and activities of seven boys and girls of high, medium and low attainment in a classroom in the UK where over 40 children aged 10 and 11 have a networked PC on their desk all day and every day. We observed the detail of what happened in the small space between the pupil and the screen over the period of 1 year in the social and instructional context of the classroom. We found interesting individual differences superseding the expected variation based on gender and attainment. We suggest some possible ‘within child’ and external factors which may contribute to these differences and consider some of the implications for teaching and learning through ICT and the need for further research to investigate the nature of these differences.
Article Outline
1. Introduction
2. Sources of individual differences
3. Our research
4. The methodology
5. Data analysis
6. Inferring learning styles
7. Non-verbal reasoning and learning gain
8. Research findings
9. Individual differences in ICT use and learning gain
10. ‘Within child’ individual differences
11. Context for learning
12. Implications for teaching and learning
13. Conclusion
References
Parallax cues in the design of graphics used in technical education to illustrate complex spatial problems Original Research Article
Pages 493-503
Santiago Martín, Ramón Rubio
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AbstractAbstract | Figures/TablesFigures/Tables | ReferencesReferences
Abstract
The explanation of certain 3D concepts is based on 2D drawings. These drawings should contain certain depth cues, such as perspective and overlapping. Until recently, parallax has not been used as a depth cue. Nevertheless, new technologies allow it to be incorporated. This forms the background to our study of the design of interactive educational resources and stereoscopic graphics. The results obtained demonstrate that (1) the use of parallax cues improves the interpretation of the figures and (2) that the assistance they afford is most appreciated by the students with less highly developed spatial perception.
Article Outline
1. Introduction
2. Use of parallax as a depth cue in teaching
2.1. Design of interactive non stereoscopic educational resources
2.2. Design of non interactive stereoscopic educational resources
2.3. Design of interactive stereoscopic educational resources
3. Creation of a library of contents for teaching the dihedric system. Experiment
3.1. Participants and procedure
3.2. Prior knowledge
3.3. Parallax test results
3.4. Student evaluation
4. Conclusions
Acknowledgements
References
Abstract
Gender differences between participation in face-to-face and web-based classroom discussions were examined, by comparing the men–women actual participation ratio to the men–women attendance (or login) ratio. It was found that men over-proportionally spoke at the face-to-face classroom whereas women over-proportionally posted messages in the web-based conference. Two alternative explanations are discussed. It is suggested that either women prefer written communication more than men do, or that women prefer written communication over spoken communication. Nonetheless, despite some advantages of virtual discussions, especially for women, the online environment is apparently not attractive enough for either gender.
Article Outline
1. Introduction
2. Measuring participation
3. Method
3.1. Background and population
3.2. Procedure
3.2.1. Classroom observation
3.2.2. WBIE analysis
4. Results
4.1. Gender distribution base rate
4.2. Active participation
5. Discussion
Acknowledgements
References
Abstract
This paper attempts to identify the patterns of email use by schoolteachers. The findings are based on a survey of 2998 Singapore teachers whose teaching experiences ranged from 24 to 48 months. The result shows that teachers use email mainly to communicate with colleagues, and the degree of email use varies according to the school level that the teachers are working in. While the teachers teaching at higher school levels (Grades 11–12) email their colleagues more frequently than their counterparts teaching at lower school levels especially primary school teachers, the latter tend to email parents more frequently than other teachers. Implications of the findings are discussed in relevance to pre-service teacher education, teacher professional development and ICT adoption in organisations.
Article Outline
1. Email in schools
2. Research questions and method
3. Findings and discussion
3.1. Email exchange among colleagues
3.2. Email exchange with students
3.3. Email exchange with parents
3.4. Differences at different school levels
3.5. Relationship between self-reported competence and email use
4. Implications and conclusions
4.1. Communicators’ preferences for proximity
4.2. Organisational environment
4.3. Email literacy for both pre and in-service teachers
5. Suggestions for future studies
Acknowledgements
References
Abstract
A classification system that was developed for the use of agent-based models was applied to strategies used by school-aged students to interrogate an agent-based model and a system dynamics model. These were compared, and relationships between learning outcomes and the strategies used were also analysed. It was found that the classification system could also be applied to the use of the system dynamics model, with the addition of criterion. This means that a classification system exists for both styles of models. The fact that the strategies could be identified, despite differences in the actual model, and the model type, compared to the original study, means that there are implications for training teachers or systems to also identify the strategies. Initial findings of this study identified links between prior knowledge and the strategy chosen, as well as links with learning outcomes.
Article Outline
1. Introduction
1.1. Learning with pre-built models
1.2. System dynamics modelling
1.3. Agent-based modelling
1.4. Patterns of use
2. Methods
2.1. Modelling the system
2.1.1. Use of the models
2.2. Instruments used to assess knowledge and understanding
2.2.1. Environmental knowledge test
2.2.2. System dynamics knowledge test
2.2.3. Final assessment task
2.3. Limitations
2.4. Sample and procedures
2.5. Analysis
3. Results
3.1. Application of the strategies of use
3.2. The relationship between the strategies and general measures of use
3.3. Strategies and learning outcomes
4. Discussion
4.1. Classification of strategies used
4.2. Strategies and general use
4.3. Strategies and learning outcomes
4.3.1. Overall strategy
4.3.2. Strategy used to change the variables
5. Conclusion
Acknowledgements
References
Abstract
The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are adapted to both the cognitive and structuring resources available in the classroom setting. Four teachers participated in the first study, undertaken as part of the InterActive Education project in Bristol; all of them used multimedia simulations in their lessons. The second study presented was part of the wider SET-IT project in Cambridge; 11 teachers in eight schools were observed using multimedia simulations, data logging tools and interactive whiteboards. Teachers were interviewed in all cases to elicit their pedagogical thinking about their classroom use of ICT.
The findings suggest that teachers are moving away from only using ‘real’ experiments in their practice. They are exploring the use of technologies to encourage students to engage in “What If” explorations where the outcomes of ‘virtual’ experiments can be immediately accessed, for example through using a simulation. However, this type of activity can serve just as a mechanism for revealing – and indeed reinforcing – students’ informal conceptions if cognitive conflict is not generated or remains unresolved. The teachers in our studies used simulations, data logging, projected animations and other dynamic digital resources as tools to encourage and support prediction and to demonstrate scientific concepts and physical processes – thereby ‘bridging the gap’ between scientific and informal knowledge. They also integrated technology carefully with other practical activities so as to support stepwise knowledge building, consolidation and application.
Research of this kind has design implications for both curriculum-related activities and emerging computer-based learning technologies, in terms of helping us to understand how teachers capitalise upon the technology available in supporting students to construct links between scientific theory and empirical evidence.
Article Outline
1. Introduction
2. Pedagogic strategies for exploring the benefits of multimedia simulation to support science learning: findings from the interactive education project
2.1. Methods
2.2. Findings
2.3. Conclusions and recommendations
3. Situated expertise in technology-integrated science teaching: mediating learning and adapting to constraints
3.1. Method
3.2. Findings
3.3. Conclusions
4. Overall conclusions
Acknowledgements
References
Abstract
This paper focuses on pedagogical plans intended as objects to support human communication. Its purpose is to describe a structural model for pedagogical plans which can assist both authors and users. The model helps authors to engage in the design of a plan as a communication project and helps users in the process of understanding, customizing, enacting and evaluating an existing plan.
A distinctive feature of the model is the adoption of a hierarchical representation where each plan can be represented as a hierarchical network of constituent elementary plans that focus in on more specific parts of the learning process, thus going from more general to more concrete, detailed levels. This makes it possible to approach plan authoring as a top-down process, something that presents considerable advantages. It is a valuable aid for mastering the complexity of design and at the same time represents a maieutic factor that encourages authors to establish levels of conceptualization and abstraction which would otherwise remain unexpressed. The user too comprehends the plan in terms of a top-down process, where the specific steps of a learning activity are seen as originating from more general and abstract conceptualizations. In this way communication and understanding are enhanced and facilitated.
The paper provides an easy-to-understand example of a hierarchical plan and describes a prototype tool that has been developed for managing hierarchical plans. Finally some preliminary results are presented from initial application of the model and the associated tool in the context of an international research project on educational innovation in mathematics.
Article Outline
1. Introduction
2. Modelling communication-oriented pedagogical plans: basic requirements
2.1. Expressive power
2.2. Facilitating power
2.3. Flexibility
3. The ReMath pedagogical plan model
3.1. Elementary plans
3.2. Hierarchical pedagogical plans
3.3. Order of enactment
4. Pedagogical Plan Manager (PPM): a tool for managing hierarchical plans
5. Preliminary results from an initial application
5.1. Impact on communication
5.2. Impact on authoring
5.3. The value of hierarchical representation
5.4. Different authoring approaches supported by the model
5.5. Building hierarchical plans: author response to the work overload
5.6. The same plan structure cannot fit the needs of different groups
6. Discussion
6.1. Hierarchical organization in pedagogical planning
6.2. Reducing the effort of designing hierarchical plans
6.3. The need for multiple views of the same plan
6.4. Linear enactment vs. networks of enactment
7. Conclusions
References
Abstract
Technology-based instruction represents a new recent pedagogical paradigm that is rooted in the realization that new generations are much more comfortable with, and excited about, new technologies. The rapid technological advancement over the past decade has fueled an enormous demand for the integration of modern networking, informational and computational tools with classical pedagogical instruments. Consequently, teaching with technology typically involves utilizing a variety of IT and multimedia resources for online learning, course management, electronic course materials, and novel tools of communication, engagement, experimental, critical thinking, and assessment.
The NSF-funded Statistics Online Computational Resource (SOCR) provides a number of interactive tools for enhancing instruction in various undergraduate and graduate courses in probability and statistics. These resources include online instructional materials, statistical calculators, interactive graphical user interfaces, computational and simulation applets, tools for data analysis and visualization. The tools provided as part of SOCR include conceptual simulations and statistical computing interfaces, which are designed to bridge between the introductory and the more advanced computational and applied probability and statistics courses. In this manuscript, we describe our designs for utilizing SOCR technology in instruction in a recent study. In addition, present the results of the effectiveness of using SOCR tools at two different course intensity levels on three outcome measures: exam scores, student satisfaction and choice of technology to complete assignments. Learning styles assessment was completed at baseline. We have used three very different designs for three different undergraduate classes. Each course included a treatment group, using the SOCR resources, and a control group, using classical instruction techniques. Our findings include marginal effects of the SOCR treatment per individual classes; however, pooling the results across all courses and sections, SOCR effects on the treatment groups were exceptionally robust and significant. Coupling these findings with a clear decrease in the variance of the quantitative examination measures in the treatment groups indicates that employing technology, like SOCR, in a sound pedagogical and scientific manner enhances overall the students’ understanding and suggests better long-term knowledge retention.
Article Outline
1. Introduction
1.1. General
1.2. Study objectives
1.3. Technology-based instruction in probability and statistics courses
1.4. The statistics online computational resource (SOCR)
1.5. SOCR tools web page statistics
1.6. Undergraduate probability and statistics courses at UCLA
1.7. Felder–Silverman–Solomon learning questionnaire
2. Designs, methods, and results
2.1. Statistical methods for the life and health sciences (UCLA stat 13(1) and stat 13(2), Dinov)
2.1.1. Course description
2.1.2. Student demographics (treatment vs. control group)
2.1.3. Experimental design
2.1.4. Virtual Office Hour (VOH) forum page statistics
2.1.5. Quantitative measures
2.2. Introduction to probability (UCLA 100A(3) and 100A(4), Sanchez)
2.2.1. Course description
2.2.2. Student demographics (treatment vs. control group)
2.2.3. Experimental design
2.2.4. Student learning outcome
2.2.5. Use of technology outcome
2.2.6. Student satisfaction outcomes
2.3. Probability and statistics (UCLA 100A(1), Christou)
2.3.1. Course description
2.3.2. Student demographics (treatment vs. control group)
2.3.3. Experimental design
2.3.4. Student learning outcome
3. Conclusion and discussion
Acknowledgements
References
Abstract
This paper argues that if new communications technologies and online spaces are to yield ‘new relationship[s] with learners’ (DfES, 2005, p. 11) then research that is tuned to recognize, capture and explain the pedagogical processes at the centre of such interactions is vital. This has implications for the design of pedagogical activities within Initial Teacher Education (ITE) intended to develop student teachers’ professional knowledge and understanding of e-learning strategies.
A case study is presented of an intervention, which attempted to synthesize a face-to-face and online school-based experience with University-based lectures, in order to develop student teachers’ capacity to theorize and reflect upon the development of their online pedagogical practice. Theory that focuses on the complex and symbiotic nature of professional knowledge and learning was developed to analyse data in the form of interviews with student teachers and archived extracts from their online interactions with the children. The aim was to evaluate the effectiveness of a pedagogical-research design based upon the authentic and situated use of e-learning strategies and technologies for developing student teachers’ professional knowledge and understanding of online pedagogy.
Ultimately the paper concludes that, from the perspective of a dynamic conceptualisation of e-learning as continuously emerging (Andrews & Haythornthwaite, 2007) then a pedagogical-research design that develops and captures student teachers’ capacity to reflect upon the development of their own online pedagogy and professional knowledge and understanding in relation to e-learning is vital.
Article Outline
1. The milieu: shifting perspectives
1.1. E-learning – defying definition
1.2. Unravelling professional knowledge about e-learning
2. Pedagogical-research design
3. Maria’s story
3.1. Laura’s story
4. Drawing conclusions
References
Abstract
Technology has become an integral part of the world in which we live. Today's undergraduate college students have extensive exposure to technology in all aspects of their lives, so educators would expect all students to be technologically proficient. However many people do not easily gain proficiency with computer technologies. The ability to master a skill can be examined as self-efficacy. Self-efficacy provides a mechanism to explain individual behavior and may be defined as a person's perceived capability to perform a behavior.
The purpose of this study was to examine the relationship between self- efficacy and technological proficiency. This was a descriptive survey using the General Self-Efficacy Scale and a technology proficiency tool developed by the researcher. A small sample of undergraduate college students was surveyed to determine if the use of a computer at home, age, and levels of self-efficacy influenced technological proficiency.
The results of this study indicate that the use of a computer at home is related to enhanced computer skills and respondents with a computer at home had increased self-efficacy. Additionally, students in the 18-25 age group reported higher levels of technological proficiency and self-efficacy.
Article Outline
1. Introduction
2. Statement of the problem
3. Significance of the problem
4. Purpose
5. Hypotheses
6. Assumptions
7. Limitations
8. Methodology
8.1. Procedures
8.2. Materials
8.3. Data collection
8.4. Research design
8.5. Demographics
8.6. Data analysis
8.7. Results – content validity and reliability
9. Hypotheses testing
10. Conclusions
11. Summary
References
Abstract
Technology-acceptance tests are traditionally conducted after users have obtained at least a certain amount of experience with a technology. Taking college students who had no real interaction with a prospective eportfolio system, this study investigated both their perceptions of the system and the perceptions’ association with attitude towards and intention of using the system. A pre-implementation value-assessment model was proposed, and the results indicate that for prospective users, attitudes appear to have the strongest significant direct effect on usage intentions. Perceived functional value serves as the preliminary conditions that mediate the effect of the perceived epistemic value on attitude. Perceived contextual value influences users’ attitude and intention via the mediation of perceived epistemic value and perceived functional value. This model provides a systemic understanding of prospective users’ perceptions of the system, and such an understanding can help change agents to examine their assumptions about prospective users’ perceptions concerning the value and acceptance of a new technology.
Article Outline
1. Introduction
1.1. Perceived value
1.2. Perceived epistemic value
1.3. Perceived functional value
1.4. Perceived contextual value
1.5. Attitudes and intentions
2. Methods
2.1. Participants
2.2. Instrument
2.2.1. Perceived epistemic value
2.2.2. Perceived functional value
2.2.3. Perceived contextual value
2.2.4. Attitude
2.2.5. Intention
2.3. Data analyses
2.3.1. Descriptive statistics
2.3.2. Model validation
2.3.3. Overall fit measurement
2.3.4. Results of the hypothesis testing
3. Discussion
4. Conclusions
References
Abstract
First year students at the University of the Witwatersrand in Johannesburg, South Africa, were surveyed about their perceptions of Computer Science before and towards the end of their first year courses. The aim of this research was to investigate how the students’ attitudes changed during these courses and to assess the impact of the innovative breadth-first curriculum that has been developed in the School of Computer Science which emphasises the fundamentals of the discipline and the mathematical nature of Computer Science. The results show that most perceptions did not change much or that there were changes in both directions. More students, and particularly female students, were positive about their own understanding of the nature of Computer Science after the course than before. However, when asking specifically about jobs and course content, there was not a substantially deeper understanding at the end of the course of what content they would expect to encounter in a Computer Science course or working as a Computer Scientist. Fewer students, particularly male students, thought that Computer Science and mathematics were closely related after the course than before and this was an unexpected result, which may be the result of discrete mathematics topics being taught in courses separate from those in which continuous mathematics topics are taught. Students became less positive about working with computers after the course, a result which supports prior research, but is an issue for concern as computers will play some role in their future careers. The students found the courses challenging and different from their expectations with few students finding the courses unenjoyable.
Article Outline
1. Introduction
2. Related research and background
2.1. Changes in attitudes
2.2. Content and understanding of Computer Science
2.3. Perceptions of computing careers
2.4. Gender differences in attitudes
2.5. Approaches to introductory Computer Science courses
2.6. Education in South Africa
2.7. Computer Science curriculum at Wits
3. Methodology
3.1. Sample and questionnaire
3.2. Analysis
4. Results
4.1. Content of Computer Science and students’ interests
4.1.1. Understanding of Computer Science
4.1.2. Relationship between Computer Science and mathematics
4.1.3. Content statements
4.2. Open-ended questions
4.2.1. Gender
4.3. Feedback on the course
5. Discussion
5.1. Understanding of Computer Science and computing careers
5.2. Relationship between Computer Science and mathematics
5.3. Working with computers
5.4. Perceptions of the course
5.5. Summary
5.6. Curriculum and pedagogy
5.7. Further research
6. Conclusion
Acknowledgements
References
Abstract
The use of simulations in general and of system dynamics simulation based interactive learning environments (SDILEs) in particular is well recognized as an effective way of improving users’ decision making and learning in complex, dynamic tasks. However, the effectiveness of SDILEs in classrooms has rarely been evaluated. This article describes the construction, integration, and evaluation of an interactive learning environment in two educational settings. Subsequently, it explores how undergraduate business students perceive SDILEs and SDILEs-based course approach. This research draws on data obtained from two courses in undergraduate business program, over a period of three years. Results of this study suggest that students enrolled in the SDILE-based courses do indeed perceive important learning benefits and educational value. Further more, introduction of SDILE-bases courses at higher level are more beneficial than at the lower level introductory courses. However, there is need of more resources to be developed and deployed to harness fully the benefits of experiential learning provided through SDILE-integrated course approach.
Article Outline
1. Introduction
2. Background literature
2.1. Background concepts
2.2. Learning with SDILEs
2.2.1. Learning and decision support through system dynamics simulation model
2.2.2. Learning and decision support through the user interface design
2.2.3. Learning and decision support through human support
2.3. FishBankILE: an SD ILE for teaching, learning, and research
2.3.1. The simulation model of FishBankILE
2.3.2. The information system of FishBankILE
2.3.3. The decision system of FishBankILE
2.3.4. The data collection capability of FishBankILE
3. Methods
3.1. Sample and setting descriptions
3.1.1. Undergraduate junior level
3.1.2. Undergraduate senior level
3.2. Measurements
4. Results
5. Discussion
5.1. Human facilitator support
5.2. SDILEs in support of experiential learning
5.3. Learning with SDILEs and the need of resources
5.4. Role of background education and work experience
6. Conclusions
6.1. Limitations of this study
6.2. Key findings
Acknowledgements
References
Abstract
This paper describes the Generic Automated Marking Environment (GAME) and provides a detailed analysis of its performance in assessing student programming projects and exercises. GAME has been designed to automatically assess programming assignments written in a variety of languages based on the “structure” of the source code and the correctness of the program’s output. Currently, the system is able to mark programs written in Java, C++ and the C language. To use the system, instructors are required to provide a simple “marking schema” for each given assessment item, which includes pertinent information such as the location of files and the model solution. In this research, GAME has been tested on a number of student programming exercises and assignments and its performance has been compared against that of a human marker. An in-depth statistical analysis of the comparison is presented, providing encouraging results and directions for employing GAME as a tool for teaching and learning.
Article Outline
1. Introduction
2. Detailed overview of GAME
2.1. Indentation
2.2. Commenting
2.3. Programming style
2.4. Marking schemas and strategies in GAME
2.5. Marking multiple programming languages
2.6. Multiple source files
2.7. The GAME GUI
3. Methods
3.1. Assessment item collection
3.2. Marking of assessment items
3.3. Statistical methodology
4. Results
5. Analysis and discussion
5.1. Java Test 1
5.2. Java Test 2
5.3. C++ Test 3
6. Conclusions and future work
Acknowledgements
References
Abstract
Archived data from four courses taught with computer-aided personalized system of instruction (CAPSI) – an online, self-paced, instructional program – were used to explore the relationship between objectively rescored final exam grades, peer reviewing, and progress rate – i.e., the rate at which students completed unit tests. There was a strong positive correlation (r = .68, p < .01) between rate of progress and the amount of peer reviewing students did. This was predictable because peer reviewers had to be further along in the course than the students whose unit tests they reviewed. Students who completed all the units tended to obtain higher final exam scores than those who did not. For students who completed all the units there was little difference between the final exam performance of those who had a high progress rate and those who had a low progress rate. Considering all students together there was a moderate correlation between progress rate and final exam performance (r = .36, p < .01). In addition, there was a moderate positive correlation (r = .33, p < .01) between the amount of peer reviewing students did and their performance on the final exam. This correlation was substantially reduced (r = .13, p < .20) when rate of progress was partialed out. Thus, overall, students who progressed more rapidly through the course did more peer reviewing and learned more as measured by final exam performance. Interestingly, there were students who showed good learning without much participation in course related behaviors such as completing unit tests and peer reviewing. It is concluded that the CAPSI instructional program provides a good learning environment for students who utilize its components but it also accommodates other learning styles. In addition, there may be a distinction between students who complete all assigned units and those who do not regardless of their tendencies to procrastinate.
Article Outline
1. Introduction
2. Method
2.1. Subjects and data
2.2. Method of analysis
3. Results
4. Discussion
5. Conclusions
References
Abstract
Online systems have come to be heavily used in education, particularly for online learning and collecting information not otherwise readily available. Most e-learning systems, including interactive learning systems, have been designed to “push” course materials to students but rarely to “collect” or “pull” ideas from them. The interactive mechanisms in proposed instructional design models, however, prevent many potential designers from improving course quality, even though some believe that the learning experience and the comments of students are important for enhancing course materials. As well, students could actually contribute to instructional design.
This paper presents a course material enhancement process that elicits ideas from students by encouraging students to modify course materials. This process had been tested on different higher education programs, both graduate and undergraduate. It aims to understand which programs’ students have a higher willingness to participate in this work and if they can benefit from this process. To facilitate this research, an asynchronous interaction system, teacher digital assistant (TDA), was designed for teachers to receive responses, recommendations, and modified materials from students at any time. The major advantage of this process is that it could embed students’ thoughts into the course material to improve the curriculum, which can benefit future students.
Article Outline
1. Introduction
2. Methodology
2.1. Proposed process
2.2. Participants
2.3. Instruments
3. The TDA system
3.1. System architecture
3.2. Functions of the TDA system
4. Evaluation of this study
5. Results
5.1. Interactive style between students and teachers
5.2. Suitability of the mechanism for improving instructional design
5.3. User friendliness of the system
5.4. Teaching material quality of this course
6. Discussion
6.1. Benefits to students
6.2. Benefits to teachers
6.3. Other things learned from this study
7. Conclusions
Acknowledgements
Appendix A. T questionnaire
Appendix B. U questionnaire
B.1. Unit one: response to course
B.2. Unit two: overall assessment of the teacher
B.3. Unit three: student self-evaluation
References
Abstract
In March 2005, the Department for Education and Skills published its e-strategy, Harnessing Technology (DfES, 2005, Harnessing technology: Transforming Learning and Children’s Services). Within this, two of its key objectives were: firstly to transform teaching and learning, and help to improve outcomes for children and young people, through shared ideas, more exciting lessons, and online help for professionals. Secondly, to engage ‘hard to reach’ learners, with special needs support, in more motivating ways of learning, and give them more choice about how and when they learn.
This paper reports findings from a research project, funded by Becta, which formed part of Becta’s broader role in shaping and delivering the government’s Harnessing Technology e-strategy. The project ran for 7 months, from September 2007 to March 2008. It aimed to find out how learners and their representatives have influenced schools’ decisions to introduce, support and grow opportunities for personalising learning through the use of technology.
The paper focuses specifically on the key facilitators and barriers, from both staff and learners’ perspectives, which influence the level of personalised learning activities using digital technology in schools.
Article Outline
1. Introduction
2. Background: personalised learning
3. Methodology
3.1. Sample
3.2. Methodological cautions
4. Findings
4.1. Learner decision making in the use of digital technologies
4.2. Examples of learner-led activities involving the use of technology
4.3. Examples of learner-influenced activities involving the use of technology
4.4. Force-field analysis
4.5. Access to digital technologies
4.6. The support provided in schools
5. Discussion and conclusion
Acknowledgements
References
Abstract
Traditional hypermedia applications present the same content and provide identical navigational support to all users. Adaptive Hypermedia Systems (AHS) make it possible to construct personalized presentations to each user, according to preferences and needs identified. We present in this paper an alternative approach to educational AHS where a virtual character personalizes the interaction with the user through the use of a particular recommender system. The character has natural language communication abilities; it can learn students’ profiles and use this knowledge to recommend appropriate contents and activities. Through its interaction with the user, the character is able to collect and organize information about students in order to identify appropriate suggestions of contents. The recommender system employs a knowledge representation scheme that is easy to understand and to modify, enabling teachers/tutors to explore the types of recommendations being made and to appreciate why they are made. An experiment with computer science students was carried out in order to validate the approach proposed. The results of the experiment showed that the presentation of personalized links through a virtual character had a positive impact in the users’ perception of the system as a learning tool. The combination of the virtual character with a recommender system proved to be a good alternative for the delivery of personalized contents without making constant changes in the main user interface. This approach provides mechanisms to guide users through paths of study followed by students with similar profiles, without violating the human–computer interaction principle of perceived stability.
Article Outline
1. Introduction
2. Delivering recommendations through a virtual character
3. The virtual character architecture
3.1. The profile management system
3.2. The natural language communication mechanism
3.3. The recommender system
3.3.1. The item descriptors
3.3.2. The learning process
3.3.3. The recommendation process
4. Experimental results
5. Conclusion
References
Abstract
Since learning English is very popular in non-English speaking countries, developing modern assisted-learning tools that support effective English learning is a critical issue in the English-language education field. Learning English involves memorization and practice of a large number of vocabulary words and numerous grammatical structures. Vocabulary learning is a principal issue for English learning because vocabulary comprises the basic building blocks of English sentences. Therefore, many studies have attempted to improve the efficiency and performance when learning English vocabulary. With the accelerated growth in wireless and mobile technologies, mobile learning using mobile devices such as PDAs, tablet PCs, and cell phones has gradually become considered effective because it inherits all the advantages of e-learning and overcomes limitations of learning time and space that limit web-based learning systems. Therefore, this study presents a personalized mobile English vocabulary learning system based on Item Response Theory and learning memory cycle, which recommends appropriate English vocabulary for learning according to individual learner vocabulary ability and memory cycle. The proposed system has been successfully implemented on personal digital assistant (PDA) for personalized English vocabulary learning. The experimental results indicated that the proposed system could obviously promote the learning performances and interests of learners due to effective and flexible learning mode for English vocabulary learning.
Article Outline
1. Introduction
2. System design
2.1. System architecture
2.1.1. The remote management server
2.1.2. The client mobile learning system
2.2. Components of the client mobile learning system
2.2.1. The vocabulary recommendation agent
2.2.2. The test agent
2.2.3. The learning performance assessment agent
2.3. Evaluating English vocabulary ability and recommending English vocabulary
2.3.1. Evaluating English vocabulary ability
2.3.2. Recommending English vocabulary and testing sheet
2.4. Measuring the difficulty parameter of English vocabulary words
2.4.1. Computing the length parameter of English vocabulary words
2.4.2. Computing the phonetic parameter of English vocabulary
2.4.3. Determining the weight of the grading level of English vocabulary words
2.4.4. An example for computing the length and phonetic parameters of English vocabulary
2.4.5. The distribution of the difficulties of English vocabulary words
2.5. Tuning memory cycle of the learned English vocabulary for individual learners
3. Experiments
3.1. The system implementation
3.1.1. The developmental environment of software and hardware
3.1.2. The designed system interface
3.2. Experimental design
3.3. System evaluation
3.3.1. Learning performance evaluation
3.3.2. Memory retention analysis of vocabulary review process
3.3.3. Questionnaire analysis
4. Conclusions
Acknowledgements
References
Abstract
This work presents innovative cybernetics (feedback) techniques based on Bayesian statistics for drawing questions from an Item Bank towards personalized multi-student improvement. A novel software tool, namely Module for Adaptive Assessment of Students (or, MAAS for short), implements the proposed (feedback) techniques. In conclusion, a pilot application to two Computer Science courses during a period of 4 years demonstrates the effectiveness of the proposed techniques. Statistical evidence strongly suggests that the proposed techniques can improve student performance. The benefits of automating a quicker delivery of University quality education to a large body of students can be substantial as discussed here.
Article Outline
1. Introduction
2. Preliminaries and terminology
3. Student assessment techniques
3.1. Types of student assessment
3.2. Exam-assessment
3.3. Self-assessment based on Bayesian cybernetics
4. The PARES software platform
4.1. PARES modules
4.2. Application details
4.3. Implementation details
5. Pilot application and results
5.1. Conditions
5.2. Academic year 2002/2003
5.3. Academic year 2003/2004
5.4. Academic year 2004/2005
5.5. Academic year 2005/2006
5.6. Tests of statistical significance and discussion
6. Conclusion and future work
Acknowledgements
Appendix A. Appendix
A.1. Initializing priors, likelihoods, and evidences
A.2. Initializing Unit Difficulty (UD) and Unit Item Delay (UID)
A.3. Initializing unit-contents
Appendix B. Appendix
B.1. Computation of a student competence state vector
B.2. Computation of a student focus-of-attention vector
References
Vitae
Abstract
The purpose of this study was to investigate undergraduate students’ performance while exposed to complementary computational modelling activities to improve physics learning, using the softwares Modellus. Interpretation of kinematics graphs was the physics topic chosen for investigation. The theoretical framework adopted was based on Halloun’s schematic modelling approach and on Ausubel’s meaningful learning theory. The results of this work show that there was a statistically significant improvement in the experimental group students’ performance when compared to the control group, submitted just to a conventional teaching method. Students’ perception with respect to the concepts and mathematical relations, as well as the motivation to learn, originated by the activities, have played a fundamental role in these findings.
Article Outline
1. Introduction
2. Modellus software and interpretation of kinematics graphs
3. Meaningful learning
4. Schematic modelling
5. Method
5.1. Subject and research hypothesis
5.2. Research design
5.3. Treatment
6. Procedures
7. Instruments
7.1. Elaboration, validation and applications of initial test
7.2. Elaboration, validation and application of final test
8. Results and discussion
8.1. Reliability analysis of initial and final tests
8.2. Comparison between experimental and control groups
9. Interview and opinions analyses
10. Conclusion
Acknowledgements
References
Abstract
The purpose of this study was to investigate the efficacy of audio–visual synchrony in podcasting and its possible pedagogical benefits. ‘Synchrony’ in this study refers to the simultaneous playback of audio and video data streams, so that the transitions between presentation slides occur at “lecturer chosen” points in the audio commentary. Manufacturers of lecture recording software (e.g. ProfCast) would have us believe that the synchrony of image and audio should improve the learning experience. We have yet to see in the literature any empirical evidence to support this hypothesis. In our study, 90 participants in two groups undertook two electronic lectures (e-lectures) on two separate topics, the subject matter of neither was familiar to them beforehand. Each group experienced one “synchronous” presentation (e-lecture) of one of the topics, and one “separate” presentation (i.e. PowerPoint and audio files separately presented) of the other topic. Each group therefore experienced both “synchronous” and “separate” delivery and they were then given an MCQ test that assessed five levels of Bloom’s taxonomy. Results show no differences in innate ability between the two groups but the evidence supported our primary hypothesis in that statistically significantly higher test scores were seen when participants viewed a synchronous e-lecture; these scores were accounted for by subjects’ performance at three of the five levels of Bloom’s taxonomy. Qualitative ‘attitude’ survey results also displayed participant preference towards the synchronous over the asynchronous mode of delivery, and in spite of general acceptance of the proposed benefits of electronic proceedings, a majority preference towards traditional rather than electronic lectures. Despite this conservatism, this paper explores in more detail the potential benefits of podcasting via synchronous PowerPoint and voice.
Article Outline
1. Introduction
2. Research design
2.1. The nature of the e-lectures and podcasts used in this study
2.2. MCQ design
2.3. Attitudinal survey design
2.4. Statistical analysis
3. Multiple choice question test results
3.1. Analysis of MCQs classified according to Bloom’s taxonomy
4. Qualitative attitude data survey analysis
5. Discussion
5.1. General conclusions
5.2. Synchronous vs. separate
5.3. Significance of the subject matter
5.4. Presentation formats in relation to Bloom’s taxonomy
5.5. Pedagogical ramifications of this work
5.6. Student opinions regarding e-learning and traditional approaches
5.7. Blended learning
Acknowledgements
References
Abstract
Instructors in higher education are disseminating instructional content via podcasting, as many rally behind the technology’s potential benefits. Others have expressed concern about the risks of deleterious effects that might accompany the adoption of podcasting, such as lower class attendance. Yet, relatively few studies have investigated students’ perceptions of podcasting for educational purposes, especially in relation to different podcasting forms: repetitive and supplemental. The present study explored students’ readiness and attitudes towards these two forms of podcasting to provide fundamental information for future researchers and educators. The results indicated that students may not be as ready or eager to use podcasting for repetitive or supplemental educational purposes as much as we think they are, but they could be persuaded.
Article Outline
1. Introduction
2. Possible benefits of educational podcasting
3. Possible limitations of educational podcasting
4. Purpose of this study
5. Methods
6. Data analysis
7. Results
7.1. Students’ readiness
7.1.1. Students’ access and proficiency/familiarity
7.1.2. Habits and experiences
7.2. Attitudes
7.3. Additional findings from repetitive podcasting format – results from interim semester data
8. Discussion
9. Conclusions
Appendix A
Appendix B
Appendix C
References
Abstract
The literature has frequently highlighted the usefulness of podcasting in higher education; however, there is an important gap between the theory on good practice in higher education and empirical studies about podcasting. With this in mind, we carried out an empirical study on an undergraduate degree course in Information Systems Management. The study consisted of the creation and broadcast of 13 podcasts, distributed over four months in which ninety distance students took part. The analysis follows the suggestions proposed in previous literature about the evaluation of technologies in a university learning environment. The findings, discussed within the framework of principles for good practice in higher education, suggest some interesting issues in distance courses, such as: (1) podcasting is a powerful tool as a complement to the traditional resources on a course, but not a substitute for them; (2) the characteristics of podcasting increase the impression of permanent contact between students and teachers, increasing students’ motivation; (3) the use of podcasting allows for a diverse range of student skills and learning methods. Other secondary findings are discussed and some suggestions for future research are proposed at the end of this paper.
Article Outline
1. Introduction
2. Good practice in undergraduate education
2.1. Podcasting
3. Methodology
3.1. Context
3.2. Podcasts of the course
3.3. Measurements
4. Results and discussion
5. Conclusions
References
Abstract
Computer-supported collaborative learning (CSCL) has been the subject of a wide range of studies over the last twenty years. Previous research suggests that CSCL exchanges can facilitate group-based learning and knowledge construction among learners who are in different geographical locations (Littleton, K. & Whitelock, D. (2004). Guiding the creation of knowledge and understanding in a virtual learning environment. Cyberpsychology & Behaviour, 7(2), 173). A less known fact, however, is that successful CSCL exchanges depend on the social interaction that takes place among participants. This social interaction is crucial, since it affects both cognitive and socio-emotional processes that take place during learning (Kreijns, K., Kirschner, P., Jochems, W. & Van Buuren, H. (2004). Determining sociability, social space, and social presence in (a) synchronous collaborative groups. Cyberpsychology & Behaviour, 7 (2), 156). Nevertheless, its presence in these exchanges should not be taken for granted, since there are certain barriers which may impede interaction; for example, students may not know each other previously (high social distance) and requests and offers which appear recurrently in collaborative learning messages can threaten the participants’ negative face (Brown and Levinson 1978, 1987). In order to explore how participants overcome these barriers, we have analysed the linguistic features of politeness strategies used in the introductory e-mails exchanged between eleven students and their partners, who are students of English and Spanish, respectively. Our findings show that partners in collaborative e-mail exchanges do not use negative politeness strategies as often as we might expect in encounters where the social distance between participants is high, but they rely heavily on positive politeness strategies, especially those relating to ‘claiming common ground’, ‘assuming or asserting reciprocity’ and ‘conveying cooperation’. The presence of these strategies would indicate that fostering closeness, solidarity and cohesion becomes the priority to be achieved between the partners, instead of the expected negative politeness mechanisms whose aim is to demonstrate high social distance and, therefore, formality and impersonality.
Article Outline
1. Introduction
2. Theoretical background
2.1. Collaborative learning
3. The role of e-mail in language learning
4. Setting up the exchange
5. Methodology
6. Results and discussion
7. Conclusions
Appendix A. Collaborative Learning: General Guidelines for the First Semester
Appendix B. Appendix
References
Vitae
Abstract
This paper analyses the process of multimedia integration in English language classrooms equipped with interactive whiteboard (IWB) technology, and offers insights into the theoretical underpinnings of multimedia use in language learning from the perspective of cognitive learning theory. The data discussed here are drawn from a study carried out as part of a PhD research programme at Lancaster University (UK). The study was conducted within an interpretative research paradigm, and data were collected and analysed according to a qualitative approach. In the first part, the paper discusses some perceived pedagogical benefits of adopting a multimedia-oriented approach in the IWB-based classroom. Secondly, it discusses a variety of potential problems related to the use of multimedia resources in the language classroom in question. Finally, the paper draws upon the literature on multimedia learning to address the potential pedagogical implications of these research findings.
Article Outline
1. Introduction
2. Theories of multimedia learning
3. Research context and research methodology
4. Data analysis
4.1. Pedagogical benefits
4.1.1. Engagement and enhanced motivation
4.1.2. Facilitation of learning
4.1.3. Catering for various learning styles
4.1.4. Seamless access to multimedia resources
4.2. Pedagogical challenges
4.2.1. Students feeling overwhelmed
4.2.2. Students feeling “Spoonfed” by the teacher
4.2.3. Teacher’s use of hyperlinks
5. Pedagogical implications
6. Summary and conclusion
References
Vitae
Abstract
This paper presents the results of an investigation into the various ways in which pre-service and in-service teachers experience learning to program in an object-oriented language. Both groups of teachers were enrolled in university courses. In most cases, the pre-service teachers were learning to program for the first time, while the in-service teachers had previously programmed using a procedural programming language. Phenomenography was used to identify categories of description of learning to program. From these categories an outcome space was created that shows the relationship between different experiences of learning to program. The outcome space can be represented as circles inscribed within one another, where the innermost circle represents a lower level of cognitive accomplishment and the outer circles subsume the inner circles. The five levels of the outcome space are: meeting the requirements, learning the syntax/learning by comparison, understanding and assimilating, problem solving and programming in the large. Implications of the findings for teaching are discussed.
Article Outline
1. Introduction
2. Methodology
2.1. Phenomenography
2.2. Participants
2.3. Data collection
3. Results
3.1. Category 1: Meeting the requirements
3.2. Dimension of variation: Learning approaches
3.3. Category 2: Learning the syntax/learning by comparison
3.4. Dimension of variation: Learning approaches
3.5. Category 3: Understanding and assimilating
3.6. Dimension of variation: Learning approach
3.7. Category 4: Problem solving
3.8. Dimension of variation: Learning approach
3.9. Category 5: Programming in the large
3.10. Dimension of variation: Learning approach
4. Discussion
5. Implications for teaching
5.1. Category 1- meeting the requirements
5.2. Category 2- learning the syntax/learning by comparison
5.3. Category 3-understanding and assimilating
5.4. Category 4-problem solving
5.5. Category 5-programming in the large
6. Conclusion
References
Abstract
This study investigated the perceptions of pre-service teachers concerning e-democracy. These perceptions were studied across individual variables such as: Internet use skills, frequency of Internet use, voting, and civic group membership. A total of 701 randomly selected pre-service teachers from a major research university in Turkey participated in the study completing a fourteen item questionnaire. The overall distribution of the data was examined through the descriptive statistics while the Mann–Whitney U, Kruskall–Wallis H, and Jonckheere–Terpstra tests were employed to determine the differences and trends. The results showed that most of the pre-service teachers believed in e-democracy, while they rarely participated in e-politics. Findings also indicated that Internet use skills, frequency of Internet use, voting, and civic group membership had significant effects on specific components of e-democracy. The impacts of the results were discussed in terms of teacher education. The results highlight the need for integration of e-democracy components into the pre-service teacher education curriculum.
Article Outline
1. Introduction
1.1. E-democracy and teacher education
1.1.1. Participation
1.1.2. E-citizenship
1.1.3. E-politics and e-government
1.1.4. Social networking and civic engagements
2. Methodology
2.1. Sample
2.2. Instrumentation
3. Findings
3.1. Perceptions on e-democracy
3.2. Participating in e-politics
4. Discussion and Implications
5. Conclusions
Acknowledgements
References
Abstract
Building computerized mechanisms that will accurately, immediately and continually recognize a learner’s affective state and activate an appropriate response based on integrated pedagogical models is becoming one of the main aims of artificial intelligence in education. The goal of this paper is to demonstrate how the various kinds of evidence could be combined so as to optimize inferences about affective states during an online self-assessment test. A formula-based method has been developed for the prediction of students’ mood, and it was tested using data emanated from experiments made with 153 high school students from three different regions of a European country. The same set of data is analyzed developing a neural network method. Furthermore, the formula-based method is used as an input parameter selection module for the neural network method. The results vindicate to a great degree the formula-based method’s assumptions about student’s mood and indicate that neural networks and conventional algorithmic methods should not be in competition but complement each other for the development of affect recognition systems. Moreover, it becomes apparent that neural networks can provide an alternative for and improvements over tutoring systems’ affect recognition methods.
Article Outline
1. Introduction
2. Formula-based method and experimental process
2.1. Experiment process
2.1.1. System architecture
2.1.2. Participants
2.1.3. Materials
2.1.4. Procedure and data collection methodology
3. Neural network-based method
3.1. A brief introduction to neural networks
3.2. Software
3.3. Proposed neural network
3.3.1. Stage 1
3.3.2. Stage 2
4. Results
5. Discussion
6. Conclusions
Acknowledgements
References
Abstract
Examination of the “digital divide” has increasingly gone beyond the study of differences in physical access to computers to focus on individuals’ use of technological tools for empowered and generative uses. In this research study, we investigated the relationship between access to tools and experience with creative production activities. Our participants included 160 8th grade learners from two public middle schools. The local communities represented by the two schools differed in parent education levels, proportion of recent immigrants, and average family income. Findings indicated substantial variability in students’ history of creative production experiences within both communities. Three sets of analyses were completed. First, the two school populations were compared with respect to average levels of student creative production experience, access to tools at home, use of learning resources, frequency of technology use, and access to computing outside of their home. Second, correlates of variability in individuals’ breadth of experience with creative production activities were explored across both schools through a regression analysis. The resulting model indicated that students’ experience was best predicted by the number of technology tools available at home, number of learning resources used, frequency of computer use at home, and non-home access network size. In a third analysis, profiles of experience were created based on both breadth and depth of experience; the resulting four groups of students were compared. More experienced students utilized a broader range of learning resources, had access to more tools at home, taught a wider range of people, and were more confident in their computing skills. The groups did not differ in their self-reports of interest in learning more about technology.
Article Outline
1. Introduction
1.1. Demographics, access and use
1.2. Mediators of individual differences in experience
1.3. Social networks and learning ecologies
2. Research questions and analytical approach
3. Methods
3.1. Procedures
3.2. Instruments
3.3. Measures
4. Results
4.1. School-based analysis
4.2. Variable-centered analysis
4.3. Profile-centered approach based on experience profiles
4.4. Distribution of experience profiles by school
5. General discussion
5.1. Home access matters
5.2. The myth of the digital native
5.3. Experience is associated with the use of distributed learning resources
5.4. Experience is associated with knowledge sharing and confidence
5.5. Limitations and directions for future research
6. Conclusions
Acknowledgements
References
Abstract
The Internet, an important modern means of obtaining information and establishing communication with others, has become an increasingly essential element of human life. Although Internet use makes life easier, it can become problematic in the event of non-functional use. Debate and research into whether Internet addiction is a cause or an effect are continuing. This study investigates problematic Internet use among young adult university students and examines correlation between problematic Internet use and loneliness and dating anxiety. University student Internet use patterns are also investigated. The study was conducted among 493 students from the Karadeniz Technical University Fatih Faculty of Education. The Online Cognition Scale, Dating Anxiety Scale, Loneliness Scale and Personal Information Questionnaire were employed in the collection of data. Pearson correlation analysis, the t-test, one-way analysis of variance and chi-square test were used for data analysis. The Pearson correlation analysis results reveal a significant positive correlation between problematic Internet use and loneliness (r = 0.194, p < 0.001), communication anxiety (r = 0.15, p < 0.001), unpopularity anxiety (r = 0.174, p < 0.001) and physiological symptoms (r = 0.125, p < 0.001) dating anxiety sub-scales. One-way analysis of variance was used to examine whether problematic Internet use varies according to length of Internet use, and a significantly high level of problematic Internet use was observed among those going online for more than 5 h a day compared to other users (F = 14.327, p < 0.001). Chi-square results reveal a significant association between length of Internet use and how students feel when they do not go online (chi-square = 116.543, p < 0.001). The t-test was used to determine whether there was a significant difference in levels of Internet use according to gender, and levels of problematic Internet use were significantly higher among male students than females (t = 4.046, p < 0.001).
Article Outline
1. Introduction
2. Methods
2.1. Sampling
2.2. Means of data collection
2.2.1. Online cognition scale
2.2.2. UCLA loneliness scale
2.2.3. Dating anxiety scale-adolescent form
2.3. Data collection and analysis
3. Results
3.1. Problematic Internet use levels according to Internet use duration
3.2. Correlation between young university student problematic Internet use and levels of loneliness and dating anxiety
3.3. Problematic Internet use levels by dating relationships established over the Internet
3.4. Problematic Internet use among university students by gender
3.5. The relation between individuals’ feelings between Internet use duration and not going online
4. Discussion and recommendations
References
Abstract
The present study focuses on a specific learner characteristic in the management of time – procrastination-, and its role in an online learning environment. More specifically, it was expected that procrastination would influence the successfulness of online learning and that this could be explained by the level of participation of learners in discussion forums. A study was conducted to test this hypothesis among a sample of learners taking a 10-week course on environmental and land use issues. As predicted, a negative relationship was found between procrastination and performance, and this relationship was mediated by the level of the learners’ participation in discussion forums. In other words, it appears that if high procrastinators are less successful online learners than low procrastinators, it is partly due to their lack of participation in discussion forums during the learning process. Additionally, some behavioral differences between high and low procrastinators were found in the times they decided to (re)start working at a distance, felt motivated to work on their course, and felt like dropping out of the course. To conclude, some practical implications for tutoring online activities and for stimulating participation in online learning environments have been proposed.
Article Outline
1. Introduction
2. Time management in (online) learning environments
2.1. Individual differences in time management
2.2. Self-regulation processes
2.3. Social regulation processes and participation
2.4. Hypothesis
3. Method
3.1. Participants
3.2. Procedure
3.3. Measures
3.3.1. Procrastination
3.3.2. Participation
3.3.3. Performance
3.4. Additional behavioral measures over time
4. Results
4.1. Mediation analysis
4.2. Additional behavioral measures
4.2.1. Desire to (re)start working remotely
4.2.2. Desire to drop out
4.2.3. Motivation to work remotely
4.3. Intercorrelations
5. Discussion and implications
6. Conclusion, limitations and perspectives
Acknowledgements
References
Abstract
The purpose of this study was to investigate the effects of two different methods on primary school teacher candidates’ academic achievements and attitudes toward computer-based education, and to define their views on these methods. Both the first experimental group, programmed instruction (PI), and the second experimental group, meaningful learning (ML), included 36 students separately. While a significant difference was found between the groups regarding academic achievements, no significant difference was found between the groups’ attitude scores. There was no significant difference between the academic achievements of the students according to their genders in both groups. In addition, while there was no significant difference between the pre-test and post-test attitudes of students in the PI group, a significant difference was determined in the ML group. Generally, in the PI group, students considered the method effective but boring. Besides, students in the ML group had positive views on the method.
Article Outline
1. Introduction
2. Programmed instruction (PI)
3. Meaningful learning (ML)
4. The problem under study
5. Method
5.1. Data collection tools
5.1.1. Structured query language academic achievement test (SQL-AAT)
5.1.2. The scale of attitude toward computer-based education (CBEAS)
5.1.3. Interview forms
5.2. Experimental processes
5.2.1. PI group
5.2.2. ML group
5.3. Collecting experimental data
5.4. Collecting interview data
6. Results
6.1. Between-group differences in SQL-AAT scores
6.2. Gender differences in SQL-AAT scores – PI group & ML group
6.3. Between-group differences in CBEAS scores
6.4. Differences between the pre- and post- attitude scores of students in PI and of the students in ML group
6.5. Interview results for the PI and ML groups
6.5.1. PI group findings
6.5.2. ML group findings
7. Conclusion and discussion
References
Abstract
Each year the ACM hosts a truly international programming contest – the International Collegiate Programming Contest (ICPC). Dating back to a contest held by Texas A&M University in 1970, this annual event, along with the associated regional contests, has grown to 5606 teams from 1733 universities in 84 countries (in the year 2006).
Despite the maturity of the event, and the number of competitors, there has never been a systematic examination of contest strategy. Herein several strategies are proposed and examined to determine whether a team can gain an advantage by choosing a good strategy; and, if so, then what that strategy should be.
We show that a team can gain an advantage by choosing a good strategy, but that there is no one best strategy. A team must choose between winning by number of solved problems and winning by points. Finding the optimal strategy to win by problems is shown to be NP-complete, while to win by points a team must solve problems in order from easiest to hardest.
Article Outline
1. Introduction
1.1. Computer science education research
1.2. Other notable contests
1.3. Competition taxonomy
1.3.1. Time
1.3.2. Audience
1.3.3. Location
1.3.4. Purpose
2. Strategy of the ICPC
2.1. The increasing complexity/diminished time problem
2.1.1. Proof
2.1.2. Consequences of the proof
3. Team strategy
3.1. Proposed teamwork methods
3.1.1. Pure teamwork
3.1.2. No-teamwork
3.1.3. Paired methods
3.2. Proposed problem order
3.2.1. Numeric order
3.2.2. Order of ease
3.2.3. Reverse order of ease
3.2.4. Burn the candle at both ends
3.2.5. Middle out
3.2.6. Others
4. Analysis
4.1. Problem complexity patterns
4.2. Simulation
4.3. Discussion
4.3.1. Consequences of the proof
4.4. The proposed winning strategy
5. Conclusions
References
Abstract
This study examined how web-based integration and procedure question prompts differentially affected students’ knowledge acquisition and ill-structured problem solving skills, particularly in representing problem(s), developing solutions, and monitoring and evaluating a plan of action within the social science context. Eighty-four undergraduate pre-service teachers were recruited and randomly assigned to one of the four conditions: (1) an IP condition that required students to complete integration prompts, (2) a PP condition that required students to complete procedure prompts, (3) an IPP condition that required students to complete both integration and procedure prompts, or (4) a control condition that did not provide access to any prompts. The findings show that students who received integration prompts outperformed those who did not receive any in knowledge acquisition and problem representation for solving an ill-structured problem. Integration prompts also helped the development and integration of cognitive schema, whereas procedure prompts helped direct students’ attention to specific features of the problem in order to arrive at the solution(s). In fact, the presence of an integration prompt alone is not sufficient to support successful ill-structured problem solving unless a procedure prompt is provided. Based on these findings, this study offers implications for designing Web-based learning environments, engineered to promote integrative knowledge and ill-structured problem solving skills.
Article Outline
1. Introduction
2. Promoting knowledge acquisition using knowledge integration prompts
3. Promoting ill-structured problem solving using procedure prompts
4. Impacts of different question prompts
4.1. Problem representation
4.2. Developing solutions
4.3. Monitoring and evaluation of a plan of action
5. Purpose of the study
6. Methods
6.1. Participants
6.2. Design
6.3. Quasi-experimental study
6.3.1. Sampling and conditions
6.3.2. Measurement and treatment materials
6.3.3. Procedures
6.3.4. Data analyses
6.4. The comparative multiple-case study
6.4.1. Instruments
6.4.2. Procedures
6.4.3. Data analyses
7. Results
7.1. Quantitative outcomes
7.2. Qualitative results
8. Discussion
9. Implications for the design of web-based learning environment
10. Recommendations for future research
Appendix A. Samples of students’ post-tests
Appendix B. The ill-structured problem solving scenario
References
Abstract
It has been advocated that pedagogical content knowledge as well as subject matter knowledge are important for improving classroom instructions. To develop pedagogical content knowledge, it is argued that understanding of students’ mental representations of concepts is deemed necessary. Yet assessing and comparing mental model of each individual is very tedious and time consuming. This study attempted to use gender and learning styles to associate mental models in learning sorting algorithm. The Gregorc Style Delineator (GSD) was used to measure learning styles of the participants. Mental models were assessed using the Pathfinder Scaling Algorithm (PSA). Results indicated that females showed greater similarity in mental models than males and concrete learners also exhibited closer resemblance to the expert mental model than abstract learners. These suggest that gender and learning styles can be meaningfully used to associate mental models in order to provide a group-based instead of individual-based diagnosis and thus promote conceptual change in learning.
Article Outline
1. Introduction
2. Learning styles
3. Mental models
4. The Gregorc Style Delineator
5. The Pathfinder Scaling Algorithm
6. Mental models and computer programming
7. Research questions
8. Method
8.1. Participants
8.2. Instrument
8.3. Procedure
8.4. Referent structure
9. Results
9.1. MANOVA of mental models
9.2. Misconceptions among the four learning style groups by gender
10. Discussion
11. Limitations and future work
12. Conclusions
References
Abstract
Adolescents with asthma or allergies do not consider their disease when making their career choice. Therefore the aim of this project was to sensitize secondary school students for occupational diseases before they start working.
Four virtual patients for secondary school students were created. They present their experiences as apprentices. Occupational diseases as well as prevention methods are discussed. Evaluation and longterm knowledge was assessed. Furthermore, a webpage (http://www.volle-puste.de/en/) was created, where free access to the virtual patients can be ordered by teachers.
Virtual patients are suitable for age 13-16. On a scale from 1 (very good) to 6 (insufficient) students rated the use of the virtual patients with an overall mean of 2.7 (Standard deviation: 1.15). Long-term gain in knowledge was shown.
Using virtual patients in adolescents is useful to enhance knowledge about occupational risks. Whether this contributes to an informed job choice has to be shown in further studies.
Article Outline
1. Introduction
2. Materials and methods
2.1. The CASUS System®
2.2. Content
2.3. Target group
3. Evaluation
3.1. Three step evaluation process
3.2. Evaluation of long-term increase in knowledge
3.3. Statistical analysis
4. Results
4.1. Descriptive data of the participants
4.2. Evaluation results
4.3. Evaluation of long-term learning effects
5. Discussion
5.1. Evaluation results
5.2. Long-term learning effect
5.3. Technical problems
5.4. Future perspectives
6. Conclusions
Funding
Conflict of interest statement
Acknowledgements
References
Abstract
To increase communication and collaboration opportunities, members of a community must be aware of the social networks that exist within that community. This paper describes a social network monitoring system – the KIWI system – that enables users to register their interactions and visualize their social networks. The system was implemented in a distributed research community and the results have shown that KIWI facilitates collecting information about social interactions. Furthermore, the visualization of the social networks, given as feedback, appeared to have a positive impact on the group, augmenting their social network awareness.
Article Outline
1. Introduction
2. Overview of KIWI system
2.1. Data gathering tool
2.2. Visualization tool
3. Method
3.1. Participants
3.2. Procedure
4. Results
4.1. KIWI system usage
4.2. Social network analysis
4.3. Accuracy of users perceptions on knowledge sharing
4.4. Users’ social network awareness
5. Conclusions
References
Abstract
The aim of this series of applications is to enhance students’ spatial perception capacity by means of exercises that require the student to concentrate on mentally recreating the figures represented.
Each application is designed with an increasing level of difficulty, designed to increase the students’ concentration and train their spatial perception. In order to foment a degree of competition among the users and motivate them to try to improve the result achieved in each exercise, a scoring system was implemented, showing the best score obtained both by the user and in the class as a whole.
Macromedia Flash tools were used to develop the applications, as these allow the generation of Web-viewable applications of a very small size. In this way, we were able to develop applications accessible to the students and that do not entail any very demanding minimum requirements.
Article Outline
1. Introduction
2. Objective
3. Flash-based web applications
3.1. View table
3.2. Views of a cube
3.3. Development of a tetrahedron
4. Implementation
5. Conclusions
References
Abstract
Experimental learning environments based on simulation usually require monitoring and adaptation to the actions the users carry out. Some systems provide this functionality, but they do so in a way which is static or cannot be applied to problem solving tasks. In response to this problem, we propose a method based on the use of intermediate languages to provide adaptation in design learning scenarios. Although we use some approaches which are familiar from other domains (e.g., programming tutors) they are novel as regards their application to a very different domain and as a result we have incorporated new strategies. The purpose of our proposal is to provide monitoring, guidance and adaptive features for PlanEdit, a tool for the learning of integral automation methods in buildings and housing by design. This tool is part of a collaborative environment, called DomoSim-TPC, which supports distance learning of domotical design. We have carried out an experiment to obtain some data which confirm that our position can be effective for group learning of domotical design, studying the relationship between the quantity of model work carried out and the errors made.
Article Outline
1. Introduction
2. Teaching design procedures in Domotics
3. PlanEdit
3.1. Student model
3.2. Tutoring module
3.2.1. Guiding
3.2.2. Adaptability
3.2.2.1. The characteristics of the problem
3.2.2.2. Design actions
3.2.2.3. Help level
4. Design and implementation aspects
5. An experiment with students
6. Conclusions
Acknowledgements
References
Abstract
E-learning technologies have developed greatly in recent years, with considerable success. However, there is increasing evidence that web-based learning is not reaching the social sectors which are more reluctant to contact with the new technologies, thus leading to inequalities in the access to education and knowledge in the Information Society. By hiding the intricacies of computers behind the familiarity of household equipment, Interactive Digital TV (IDTV) is considered to play a key role in addressing this problem, and the term t-learning has been recently coined to mean TV-based interactive learning.
Despite several approaches to t-learning have been proposed, works are missing that conceive it as a whole, delimit its scope in comparison with web-based learning and analyze the influence of the normalization of IDTV as a services platform. This paper addresses these issues, and introduces a framework for the development and deployment of t-learning services that promotes interoperability and reuse while taking into account the characteristic features of the IDTV medium.
Article Outline
1. Introduction
2. T-learning vs. e-learning
3. The MHP standard
3.1. A three-layered architecture
3.2. Relevant facts about MHP
4. The ATLAS framework
4.1. Structuring the courses
4.1.1. About the pedagogical units
4.1.2. About the Course Manager
4.2. Contextual binding
4.3. Powering reuse
4.4. Evaluating knowledge
4.5. Discovering services
5. The ATTOS development tool
5.1. The technological basis
5.2. Features
6. Comparison with related work
6.1. The comparative advantages of ATLAS
7. Conclusions
8. Future work
Acknowledgements
References
Vitae
Abstract
In this paper, the authors propose that psychological safety, a sense of interpersonal trust and being valued in a work team, is an important determinant of groupware technology adoption in an educational setting. They develop and test a model of antecedents and consequences of psychological safety. Data were collected from 361 university students, organized in 36 teams. Results of multi-level regression analysis reveal positive individual-level effects of perceived tutor support and perceived peer support on psychological safety. Furthermore, our findings show a positive unique group-level effect of perceived tutor support on psychological safety, where an individual’s level of self-consciousness strengthens this positive impact. In addition, findings of structural equation modeling demonstrate that both perceived usefulness and perceived ease of use partially mediate the positive effect of psychological safety on groupware usage. Psychological safety also shows a positive direct effect on groupware usage. Finally, a student’s offline communication frequency with his tutor and peers appears to strengthen the impact of psychological safety on perceived usefulness, perceived ease of use, and groupware usage.
Article Outline
1. Introduction
2. Literature review
3. Research model and hypotheses
3.1. Group-level effects
3.2. The moderating role of self-consciousness
3.3. Outcomes of psychological safety
3.4. The moderating role of offline communication frequency
3.5. Perceived usefulness and perceived ease of use
4. Methodology
4.1. Data collection and sample characteristics
4.2. Measurement
5. Data analysis and results
5.1. Validity and reliability
5.2. Justification for aggregation
5.3. Multi-level analysis results
5.4. Structural model of consequences
6. Discussion and conclusion
7. Implications for future research and limitations
References
Vitae
Abstract
With rapid emergence to the birth of the knowledge era, an active and interactive learning environment is fundamental to any teaching and learning process. Over time, negative implications of traditional learning environment are mounting, and measures must be taken to challenge it. With extensive research on available learning tools, it has become more feasible to provide our students with better learning opportunities. Such was the anticipation in the Malaysian educational context. Hence, this paper aims to address qualitative findings of a study on self-regulated learning strategies conveyed through the proposed interactive e-learning community (iELC). In duration of eight weeks, students (n = 50) from regular national secondary schools were subjected to online learning tasks aimed to advance strategies on self-regulated learning. To date, strategies of self-regulated learning have been perceived as key to learner to succeed academically and after the schooling years. By means of semi-structured interview, data were collected from small group and one-to-one perception. Results were directed at the overall development of self-regulated learning strategies and its diffusion in the iELC discussion platform. Conclusively, these findings add significantly to the understanding of self-regulated learning strategies in an online learning environment.
Article Outline
1. Introduction
2. Literature review
2.1. Growth of e-learning in the Malaysian educational context
2.2. Preference of Moodle in developing the iELC discussion platform
2.3. The interactive e-learning community (iELC) discussion platform
2.4. Implementing self-regulated learning strategies in the iELC discussion platform
3. Problem statement
4. Objective of the study
5. Methodology
5.1. Population and sampling
5.2. Research design
5.3. Demographic variables
5.4. Data collection
6. Findings and discussion
6.1. Students’ perception on participation in the iELC discussion platform
6.2. Students’ perception on the importance of practicing self-regulated learning strategies
6.3. Students’ perception on the development of self-regulated learning practice in the iELC discussion platform
7. Conclusions and recommendations
7.1. Conclusions
7.2. Recommendations
References
Abstract
The collection of student feedback is seen as a central strategy to monitor the quality and standards of teaching and learning in higher education institutions. The increasing use of technology to support face-to-face, blended and distance courses has led managers as well as practitioners to become increasingly concerned to identify appropriate ways of assuring the quality of this e-learning provision. This paper presents a study of the collection of student feedback in higher education e-learning courses and the use of this feedback for quality assurance and enhancement. We carried out a series of case studies of the procedures in place in four e-learning courses, and in each case study we collected the quality assurance documentation and interviewed stakeholders (administrators, educational technologists, tutors and students). The comparative examination of these two sets of data showed that the main strategies for collecting student feedback – module evaluations and student representation – were both strongly affected by the distinctive features of the mode of delivery in e-learning courses, and as a consequence they were not able to adequately support quality enhancement. The remote location of the students impacted on both student representation and on the response rates for module evaluations. The enhancement function of the module evaluations were adversely affected by lack of appropriate course management arising from the disaggregation of course processes and the resulting ambiguity in the allocation of responsibilities.
Article Outline
1. Introduction
2. Quality assurance in higher education
3. E-learning features impacting on quality assurance
4. Case studies
5. Results and discussion
5.1. Module evaluations
5.2. Student representation
5.3. Implications for practice
6. Conclusions
References
Abstract
Everyday many students face bullying situations that they are ill equipped to manage. E-learning has recently emerged as a potentially effective tool in teaching children social skills, in addition to academic subject matter. Quest for the Golden Rule is one of the first bullying prevention e-learning programs available, designed by the Practi-Quest Corporation, for children in grades 2 – 5. The purpose of the current study was to explore data collected as part of standard program quality assurance practices to evaluate the impact of the gaming modules on how much children learned through interacting with the modules. Sample sizes ranged from 226 to 438 depending on the module; with approximately equal numbers of boys and girls. Following their interactions with each module, children’s knowledge of bullying and their identification of strategies to prevent bullying improved significantly. The majority of children reported that they enjoyed the game and felt confident that they could help solve bullying problems. Quest for the Golden Rule is an engaging, effective, and efficient means of raising awareness, fostering positive attitudes, and promoting effective problem-solving for bullying prevention in schools.
Article Outline
1. Introduction
2. Why use educational gaming?
3. Learning and educational gaming
4. Bullying prevention through educational gaming
5. Program description: QUEST for the Golden Rule
5.1. Bark Academy
5.2. Mission to Mars
5.3. Ghoul School
6. Current study
7. Method
7.1. Participants
7.2. Measures
7.2.1. The Bark Academy
7.2.2. The Mission to Mars
7.2.3. The Ghoul School
7.3. Procedure
8. Results
8.1. Data Screening
8.2. Were there gender or grade differences in children’s initial levels of knowledge and attitudes?
8.2.1. Bark Academy
8.2.2. Mission to Mars
8.2.3. Ghoul School
8.3. Were there improvements in children’s knowledge following interaction with each of the modules, and was this related to gender or grade?
8.3.1. Bark Academy
8.3.2. Mission to Mars
8.3.3. Ghoul School
8.4. Did children enjoy using the interactive computer modules?
9. Discussion
9.1. Limitations
10. Conclusion
Acknowledgements
References
Abstract
The effect of reading an electronic storybook (e-book) on Israeli children’s language and literacy was examined in kindergarten children (N = 40; age 5:2–6:3) compared to first graders (N = 50; age 6:3–7:4). The children in each age group were randomly assigned to two groups: an intervention group which read the e-book five times and a control group which was afforded the regular school program. Pre- and post-tests included vocabulary and word reading measures. Post-tests included story comprehension and production. Children who read the e-book exhibited significant progress in word meaning and word reading compared to the control group. Kindergarten children progressed in word reading more significantly than first graders across treatment groups. This could be explained by the ceiling effect of the first graders’ word reading level which did not leave much room for progress in this skill compared to the kindergarten children. No interaction was found between age and treatment groups. Kindergarten children exhibited a good level of story comprehension, similar to first graders, although their story production was lower. Implications for future research and education are discussed.
Article Outline
1. Introduction
2. E-books as a support for oral language
2.1. Vocabulary
2.2. Story comprehension
3. E-books as a support for word reading
4. Focus of this study
4.1. Method
4.1.1. Participants
4.2. Considerate electronic book
4.2.1. Main functions of the e-book
5. Research tools
5.1. Children’s measures
5.1.1. Vocabulary
5.1.2. Word reading
5.1.3. Story comprehension
5.1.4. Story production
6. Results
7. Discussion
8. Conclusion
References
Abstract
Web-based learning environments are becoming increasingly popular in higher education. One of the most important web-learning resources is the virtual laboratory (VL), which gives students an easy way for training and learning through the Internet. Moreover, on-line collaborative communication represents a practical method to transmit the knowledge and experience from the teacher to students overcoming physical distance and isolation. Considering these facts, the authors of this document have developed a new dynamic collaborative e-learning system which combines the main advantages of virtual laboratories and collaborative learning practices. In this system, the virtual laboratories are based on Java applets which have embedded simulations developed in Easy Java Simulations (EJS), an open-source tool for teachers who do not need complex programming skills. The collaborative e-learning is based on a real-time synchronized communication among these Java applets. Therefore, this original approach provides a new tool which integrates virtual laboratories inside a synchronous collaborative e-learning framework. This paper describes the main features of this system and its successful application in a distance education environment among different universities from Spain.
Article Outline
1. Introduction
2. Background
3. Easy Java Simulations fundamentals
4. System overview
4.1. Components and floor control
4.2. Communication framework
4.3. Software architecture
4.3.1. Teacher architecture
4.3.2. Student architecture
4.4. Latecomers and recording results
4.5. Applet security issues
5. How to use the collaborative system: A virtual class generation
5.1. Teacher applet generation
5.2. Dynamic student applet generation
5.3. Synchronization results
6. Performance evaluation
6.1. Intranet evaluation
6.2. Internet evaluation
7. Educational evaluation
8. Conclusions
Acknowledgements
References
Abstract
Remote laboratories can provide distant learners with practical acquisitions which would otherwise remain precluded. Our proposal here is a remote laboratory on a behavioural test (open field test), with the aim of introducing learners to the observation and analysis of stereotyped behaviour in animals. A real-time video of a mouse in an experimental arena is streamed over the Internet from a server computer connected with the laboratory apparatus to a client computer managed by an instructor. Learners observe the video projected by the client computer and record on their PCs the positions of the mouse in the arena and the behavioural patterns produced. Input–output interactions with the test apparatus are made possible by a remote, concurrently operated digital interface. Learners’ recordings can be individually and collectively analysed, to assess behavioural trends and effects induced by client-commanded experimental treatments; the quality and the improvements in accuracy of the learners’ recordings can also be estimated. A first implementation of the remote laboratory, carried out on two groups of undergraduate students, gave positive indications on the feasibility and the efficiency of the project, and on its didactic efficacy.
Article Outline
1. Introduction
2. Description of the project
2.1. Summary of the project
2.2. Open field set-up
2.3. Real-time video streaming and interactivity
2.3.1. Hardware
2.3.2. Software
2.4. Procedures for learners: behavioural recordings
2.4.1. Training phase
2.4.2. Real-time recording phase
2.5. Behavioural data analysis
2.5.1. Analysis of individual recordings
2.5.2. Analysis of cumulative recordings
3. First implementation of the project
4. Discussion and conclusion
4.1. Primary and secondary objectives
4.2. Validation phases
4.3. Improvements and future developments
Acknowledgements
References
Abstract
To build a web-based virtual learning environment depends on information technologies, concerns technology supporting learning methods and theories. A web-based virtual online classroom is designed and developed based on learning theories and streaming media technologies. And it is composed of two parts: instructional communicating environment (ICE) and collaborative learning environment (CLE). ICE provides learners with learning materials, lecture videos, and interactive environment etc. CLE supports active learning by providing the environment with learning tools, learning materials and contextual discussion for learners. The environments are designed with event-based synchronous strategies and e-learning technologies standards.
Different users have different ideas about the use of learning tools in the virtual classroom. According to the questionnaire, teachers are accustomed to communicating and teaching face to face. They hope they could be able to control the teaching and learning process and observe learners behaviors like in the traditional classroom. Learners love to use such tools as chat-room, BBS, etc., to control their learning pace.
Article Outline
1. Introduction
2. Relative technologies and learning theories
2.1. Learning theories
2.2. Streaming media technologies
2.3. Learning technology standards
3. Design of WVOC
3.1. Characteristics of WVOC
3.2. Components of WVOC
3.3. Architecture of WVOC
3.4. Synchronous strategies between lecture video and learning materials
3.5. Standardized description of courseware
4. Applications of WVOC
4.1. Instructional communication environment
4.2. Collaborative learning environment
5. Evaluation of WVOC
6. Conclusion and future works
Acknowledgements
References
Vitae
Abstract
This paper provided a content analysis of studies in the field of cognition in e-learning that were published in five Social Sciences Citation Index (SSCI) journals (i.e. Computers and Education, British Journal of Educational Technology, Innovations in Education and Teaching International, Educational Technology Research & Development, and Journal of Computer Assisted Learning) from 2001 to 2005. Among the 1027 articles published in these journals from 2001 to 2005, 444 articles were identified as being related to the topic of cognition in e-learning. These articles were cross analyzed by published years, journal, research topic, and citation count. Furthermore, 16 highly-cited articles across different topics were chosen for further analysis according to their research settings, participants, research design types, and research methods. It was found from the analysis of the 444 articles that “Instructional Approaches,” “Learning Environment,” and “Metacognition” were the three most popular research topics, but the analysis of the citation counts suggested that the studies related to “Instructional Approaches,” “Information Processing” and “Motivation” might have a greater impact on subsequent research. Although the use of questionnaires might still be the main method of gathering research data in e-learning cognitive studies, a clear trend was observed that more and more studies were utilizing learners’ log files or online messages as data sources for analysis. The results of the analysis provided insights for educators and researchers into research trends and patterns of cognition in e-learning.
Article Outline
1. Introduction
2. Research purpose
3. Method
3.1. Research papers for analysis
3.2. Research topic analysis
4. Results and discussion
4.1. Percentage of articles related to cognition in e-learning
4.2. Research topic analysis
4.3. An analysis of highly cited articles
5. Implications and conclusions
6. Limitations of the research
Acknowledgements
References
Abstract
This paper addresses the use of scaffolding in learning contexts that incorporate technologically based novel problems. We suggest that in computer contexts extended conceptualisations of scaffolding are needed in order to gain greater insights into teaching and learning processes. Our work has revealed that traditional forms of scaffolding, based on the “expert’s” view of how the problem should be solved, need to be modified in order to accommodate the child’s perspective and that three different types of scaffolding which we refer to as cognitive, technical and affective can be conceptualized. This paper discusses the ways in which the performance of pairs of children is enhanced in such scaffolding contexts, to include more examples of metastrategic processes and strategies for problem-solving, than when the pairs are left to spontaneously solve the problems. This study provides additional support that cognitive, affective and technical scaffolding are beneficial for learning and that children are able to support each others learning via sharing strategies and articulating the reasons behind them to each other.
Article Outline
1. Introduction
2. Scaffolding in computer contexts
3. The studies
4. Get the Toys
5. Missing Measures
6. Projects
7. Discussion and conclusions
References
Abstract
Lifelike, interactive digital characters, serving as mentors and role-playing actors, have been shown to significantly improve learner motivation and retention. However, the cost of modeling such characters, authoring and editing their interactions, and delivering them over limited-bandwidth connections can be prohibitive. This paper describes a framework, authoring tools, and Web-based run-time environment that support the creation of training scenarios using digital virtual humans and other reusable 3D components. By conforming to the Humanoid Animation (H-Anim), Extensible 3D, and ADL Shareable Content Object Reference Model specifications, these 3D components are designed to promote reuse and interoperability at several levels. Recently, these software tools were used to develop prototype lessons in foreign language and cultural familiarization for use at the Defense Language Institute Foreign Language Center. These lessons include simulations in which the student, taking the role of a US soldier, interacts with the local population of a foreign culture in authentic situations, using both English and the local dialect. Digital virtual humans are used to represent not only the soldier, and the role-playing actors; but also a mentor who reviews language and cultural learning points, and provides remediation. Using these prototype lessons as examples, we review the potential advantages of the technology in other training applications.
Article Outline
1. Introduction
2. Roles and requirements for virtual human actors
2.1. Roles for virtual human actors
2.2. Requirements for virtual human actors
3. A component-based framework for reusable 3D components
3.1. Extensible Markup Language
3.2. Shareable Content Object Reference Model
3.3. Extensible 3D
4. Rapid development of reusable, realistic human interactions
4.1. Humanoid animation
4.2. Authoring content for virtual humans
5. Application: online mentors for foreign language training and cultural familiarization
6. Results, conclusions, and plans
6.1. Effectiveness of the authoring environment
6.2. Bandwidth considerations
6.3. On-going development
Acknowledgements
References
Vitae
Abstract
Digital Anthropological Resources for Teaching (DART) is a major project examining ways in which the use of online learning activities and repositories can enhance the teaching of anthropology and, by extension, other disciplines. This paper reports on one strand of DART activity, the development of customisable learning activities that can be repurposed for use in multiple contexts. Three examples of these activities are described and, based on their use and reuse, some key lessons for the learning technology community are identified. In particular, it is argued that repurposing is a route to successful reuse, and that engaging the teacher in a participative design process is an essential part of the repurposing process.
Article Outline
1. Overview of the DART project
1.1. Issues in teaching anthropology
2. Learning objects, learning activities, reuse and repurposing
2.1. Definitions of learning objects
2.2. Reuse and repurposing
2.2.1. The reuse problem
2.2.2. Reasons for the problem
2.2.3. Repurposing as an alternative
3. The DART development process
4. The DART learning activities
4.1. “What’s Going On”
4.2. “Criterion”
4.3. “Explorer”
5. Some lessons learnt in relation to reuse and repurposing
5.1. Repurposing and the reuse problem
5.2. Research-led teaching
5.3. Repositories
5.4. Learning design modification
6. Conclusion
References
Abstract
Promoting the inclusion of students with disabilities in e-learning systems has brought many challenges for researchers and educators. The use of synchronous communication tools such as interactive whiteboards has been regarded as an obstacle for inclusive education. In this paper, we present the proposal of an inclusive approach to provide blind students with the possibility to participate in live learning sessions with whiteboard software. The approach is based on the provision of accessible textual descriptions by a live mediator. With the accessible descriptions, students are able to navigate through the elements and explore the content of the class using screen readers. The method used for this study consisted of the implementation of a software prototype within a virtual learning environment and a case study with the participation of a blind student in a live distance class. The results from the case study have shown that this approach can be very effective, and may be a starting point to provide blind students with resources they had previously been deprived from. The proof of concept implemented has shown that many further possibilities may be explored to enhance the interaction of blind users with educational content in whiteboards, and further pedagogical approaches can be investigated from this proposal.
Article Outline
1. Introduction
2. E-learning and inclusive education
3. An inclusive approach for interactive whiteboard-based system in e-learning environments by means of mediation
4. Prototype implementation
4.1. The Tidia-Ae project and portal
4.2. The interactive whiteboard software
4.3. Accessible descriptions in the interactive whiteboard software
5. Related work
6. Case study scenario
6.1. Materials and methods
7. Results and discussion
7.1. Technological results
7.2. Results from the case study
7.3. Limitations
8. Conclusions and future work
Acknowledgements
References
Abstract
This paper investigates the use of ICT by teachers in selected secondary schools. It considers both the extent and type of use and the factors that may influence such use through the statistical analysis of data from a 30-section survey containing 185 items. First, exploratory maximum-likelihood factor analysis was used to identify five distinct categories, or types of use. Second, path analyses assisted in determining ten antecedent factors which significantly impacted on use from a total of 16 factors considered. These factors were confirmed using scale analyses. Finally, a multivariate analysis of variance (MANOVA) was used to determine whether demographic/context variables were related both to use and to those factors directly influencing usage. Findings suggest a variety of types of professional development, as well as a range of infrastructural options, are needed to meet not only the varying needs of individual teachers, but also the varying ways in which ICT can be used. The implication is that the key outcomes for any professional development must be to increase teacher confidence in their ability to facilitate student learning with computers, along with the provision of stronger pedagogical motivation for teachers to integrate ICT.
Article Outline
1. Introduction
2. Methods
2.1. Schools and participants
2.2. Survey instrument
2.3. Analyses
3. Research findings
3.1. Participant computer use
3.2. Explaining levels of use: the impact of antecedent factors
3.3. Explaining difference: the impact of demographic factors
3.4. School and subjects
4. Conclusions
4.1. Maximizing impact on student outcomes: where to next?
4.2. Limitations and recommendations for further study
References
Abstract
This study examines the nature of technological pedagogical content knowledge (TPACK) through the use of a factor analysis. Using a survey with 24 items designed to measure each of the areas described by the TPACK framework, and measuring the responses of 596 online teachers from across the United States, data suggest that while the framework is helpful from an organizational standpoint, it is difficult to separate out each of the domains, calling into question their existence in practice. Three major factors become evident, but rather than being comprised of pedagogy, content, and technology, the only clear domain that distinguishes itself is that of technology. This research examines the validity of the TPACK model and suggests that measuring each of these domains is complicated and convoluted, potentially due to the notion that they are not separate.
Article Outline
1. Introduction
2. Related literature
3. Methodology
3.1. Procedure
3.2. Respondents
3.3. Analytic strategy
4. Results
5. Discussion and implications
5.1. Limitations
6. Conclusion
Appendix. Supplementary data
References
Abstract
This paper argues for understanding ICT from the standpoint of philosophical world views. We present a framework, based on Pepper’s root-metaphors (Formism, Contextualism, Mechanism, Organicism, and Animism/Mysticism) and we illustrate the use of the framework by looking at a common example of ICT: e-mail. It is argued that such a framework is potentially helpful to ICT teachers, especially when they work with pre-service education students who are struggling with how to integrate ICT critically into their future classrooms.
Article Outline
1. Introduction
2. Sketch of the territory
3. Root-metaphors as bases for understanding (Level V)
3.1. Formism
3.1.1. Formism on e-mail
3.2. Contextualism
3.2.1. Contextualism on e-mail
3.3. Mechanism
3.3.1. Mechanism on e-mail
3.4. Organicism
3.4.1. Organicism on e-mail
3.5. Animism and mysticism
3.5.1. Animism and Mysticism on e-mail
4. Educational considerations
5. Conclusions
References
Vitae
Abstract
This study reports an adaptive digital learning project, scientific concept construction and reconstruction (SCCR), that was developed based on the theories of Dual Situated Learning Model (DSLM) and scientific reasoning. In addition, the authors investigated the effects of an SCCR related to a “combustion” topic for sixth grade students conceptual change and scientific reasoning. An experimental research design including the Combustion Achievement Test (CAT), Scientific Reasoning Test (SRT) and Combustion Dependent Reasoning Test (CDRT) was applied for both experimental and conventional group students before, directly after, and after the sixth week of the research as pre-, post- and retention-test. Results indicated that the experimental group students significantly outperformed the conventional group students on both post- and retention- of CAT and CDRT scores. In addition, experimental group students performed better than conventional group students on the post-SRT scores. The success rate of conceptual change ranged from 70% to 100% for experimental group students for most web-based dual situated learning events. The nature of the scientific reasoning used by experimental group students mainly either made progression (PG) or maintain-correct (MTC) across most events from before to after web-based dual situated learning events. All of these results support the claim that students’ conceptual change their scientific reasoning ability can be promoted through an SCCR digital learning program.
Article Outline
1. Introduction
2. Development of SCCR digital learning project
2.1. SCCR digital learning system software and operating requirement
2.2. Functions of the SCCR digital learning system
2.2.1. Teacher authoring module
2.2.2. Teacher management module
2.3. Characteristics of the SCCR
2.3.1. Facilitate students’ conceptual change and scientific reasoning
2.3.2. Dynamic generation of adaptive web-learning content
2.3.3. Student–student knowledge construction within a small group
2.4. The design of SCCR content: unit of combustion
3. Purpose
4. Subjects and procedures
5. Instrument
5.1. Combustion Achievement Test (CAT)
5.2. Scientific Reasoning Test (SRT)
5.3. Combustion Dependent Reasoning Test (CDRT)
5.4. Web-based learning process results analyses
6. Results
6.1. Combustion Achievement Test (CAT)
6.2. Scientific Reasoning Test (SRT)
6.3. Combustion Dependent Reasoning Test (CDRT)
6.4. Web-based learning results
6.4.1. Level of scientific reasoning
6.4.2. Degree of conceptual change
7. Discussion and conclusions
Acknowledgements
Appendix A. Scientific Reasoning Test (SRT) example question (Lawson, 2000)
Appendix B. Combustion Dependent Reasoning Test (CDRT) example question
References
Abstract
This study examined faculty characteristics and behaviors in 46 MBA courses conducted over a two-year period. We found that both formal instructor activities, referred to in the online learning literature as teaching presence, and informal instructor activities, known as immediacy behaviors, were positive predictors of student perceived learning and satisfaction with the educational delivery medium. We also found that instructor login intensity, the average amount of time spent per login session, was a negative predictor of perceived learning. Collectively, these findings suggest the need for instructors to structure and organize their courses beforehand so they can focus on efficient engagement with their students while the class is in session. Although teaching presence and instructor immediacy were significant predictors of delivery medium satisfaction, they explained only 6% of the variance. This finding should help instructors avoid taking unnecessary responsibility for students’ attitudes toward online learning. The paper concludes with a discussion of implications for training of online instructors and the appropriate use of multilevel analytical tools in online learning and education research.
Article Outline
1. Introduction
2. Literature on online instructors
2.1. Teaching presence
2.1.1. Course design and organization
2.1.2. Facilitating discourse
2.1.3. Direct instruction
2.2. Instructor immediacy behaviors
3. Method
3.1. Sample and data collection
3.2. Measures
3.2.1. Dependent variables
3.2.2. Predictor variables
3.2.3. Control variables
4. Results
5. Discussion
5.1. Noteworthy findings
5.2. Limitations
5.3. Implications
5.4. Future research and conclusion
References
Abstract
Learning Management Systems (LMS) are web-based systems that allow instructors and/or students to share materials, submit and return assignments, and communicate online. In this study, we explored the uses and perceived benefits of using a LMS to support traditional classroom teaching as reported by instructors and students at a large American Midwestern university. We examined two years of survey data focusing on specific uses of the LMS that emphasized either efficient communication or interactive teaching and learning practices. We matched aggregate user log data with corresponding survey items to see if system use was consistent with patterns seen in the survey results. Findings suggest that instructors and students value tools and activities for efficient communication more than interactive tools for innovating existing practices. However, survey item analysis reveals that instructors and students also highly value the teaching and learning tools within the LMS.
Article Outline
1. Introduction
1.1. Learning Management System-related research
2. Method
2.1. Setting
2.2. Data sources and participants
2.3. Design and procedure
3. Results
3.1. Does information technology improve teaching and learning?
3.2. Most valuable benefits of information technology
3.3. LMS event log data and corresponding survey results
3.4. Efficient communication and teaching and learning activities
3.5. Analyzing efficient communication and teaching and learning activities across years
4. Analysis and discussion
5. Future research
Acknowledgements
Appendix A. Continued results analyzing efficient communication and teaching and learning activities across years
References
Abstract
This paper describes how SWoRD (scaffolded writing and rewriting in the discipline), a web-based reciprocal peer review system, supports writing practice, particularly for large content courses in which writing is considered critical but not feasibly included. To help students gain content knowledge as well as writing and reviewing skills, SWoRD supports the whole cycle of writing, reviews, back-reviews, and rewriting by scaffolding the journal publication process as its authentic practice model. In addition, SWoRD includes algorithms that compute individual reviewer’s review accuracy, which is in turn used to support the various drawbacks of reciprocal peer reviews (e.g., variation in motivation or ability of reviewers). Finally, this paper describes an empirical evaluation showing that the SWoRD approach is effective in improving writing quality in content classes.
Article Outline
1. Introduction
2. Journal publication process as an authentic model
3. Reciprocal peer reviews and problems
4. SWoRD characteristics
4.1. Authentic writing and reviewing process
4.2. Anonymous writing and reviewing activities
4.3. Individual writing and rewriting
4.4. Multiple peer feedback and grading
4.5. Multidimensional writing evaluation: flow, logic and insight
4.6. Reviewer support
4.6.1. Accuracy feedback
4.6.2. Back-review
4.7. Publication
4.8. Instructors actions
5. Empirical evaluation
5.1. Methods
5.1.1. Participants
5.1.2. Design
5.1.3. Procedure
5.2. Results
6. Conclusions
7. Note
Acknowledgements
References
Vitae
Abstract
This study examined the effects of message constraints and labels on collaborative argumentation in asynchronous online discussions. Thirty-eight undergraduate students in an introductory educational technology course were assigned to one of three groups. In one group, students posted specific types of messages using a prescribed set of message categories such as argument, evidence, critique, and explanation. Using the same message categories, another group inserted message labels directly into the subject headings to identify each message by category and increase the visibility of the arguments and challenges presented in debates. A control group received none of the above instructions and constraints. Students in the constraints-with-labels group were significantly less likely to (a) challenge other students, and (b) respond to challenges from other students. The label used to identify critiques might have discouraged students from posting critiques and shifted attention to posting more arguments, following up explanations with more explanations, and evidence with more evidence.
Article Outline
1. Introduction
1.1. Instructional applications for message constraints and labels
1.2. Research applications for message constraints and labels
1.3. Limitations of previous research
1.4. Theoretical assumptions and rationale for the study
1.5. Purpose of study
2. Methods
2.1. Participants
2.2. Treatment groups
2.3. Statistical analysis
3. Results
3.1. Challenging other students
3.2. Responding back to challenges
3.3. Post hoc analysis of message frequencies and distribution
3.4. Post hoc analysis of specific message–response sequences
3.5. Exploratory analysis of group response patterns
4. Discussion
5. Implications for future research in CMC
6. Instructional implications
References
Abstract
This paper examines the different dimensions of scaffolding for online historical inquiry based on a case study of two secondary-two history classes from a neighborhood school in Singapore. The data collected for the study include video and screen captures, focus group interview, digital artifacts, and students’ survey. Using sample transcripts and observation extracts, the authors discuss how the different scaffolds facilitate students’ learning and how the students interact with the scaffolds to achieve a better performance. The fixed scaffolds in this study include written prompts and argumentation template; while the adaptive scaffolds include questioning, modeling and peer interaction. The findings indicate that these scaffolds have benefited the students in each step of the online historical inquiry. The analyses suggest that the different scaffolds working as a system may have helped improve lower secondary students’ online historical inquiry skills.
Article Outline
1. Introduction
2. Scaffolded instruction
2.1. Written prompts
2.2. Argumentation template
2.3. Questioning
2.4. Modeling
3. Research design, instrument and procedure
3.1. Instruments
3.2. Procedures
3.3. Analysis
3.4. Results
3.4.1. Written prompts and argumentation template
3.5. Questioning and modeling
3.6. Distributed scaffolding
4. Conclusion
References
Abstract
This paper reports the results of a study of the extent to which processes and procedures from the discipline of project management can scaffold online project-based learning in a graduate-level instructional technology course, by facilitating intra-team interaction, enhancing project outcomes and promoting a positive project team experience. With one course section using tools and templates from project management and one section using only free-form text forms and instructor guidelines as project scaffolding tools, team interactions were compared via qualitative and quantitative analyses of team threaded discussions over an 8-week project lifecycle. Project outcomes were assessed by comparing project product scores using the t-test for independent samples, while project experience was assessed via a post-project survey using the University of Wisconsin-Madison Student Assessment of Learning Gains (SALG) questionnaire. Results indicate that the project management methodology facilitates intra-team communication and positive collaborative behavior, but is not a critical factor for final product quality. The results provide a starting point for educators and researchers seeking to assess cross-disciplinary approaches to project-based learning.
Article Outline
1. Introduction
2. Project-based learning and project management
3. Context of the study: Project management and instructional design
4. Method
4.1. Design and procedures
4.2. Participants
4.3. Instruments and analysis
4.3.1. Team interactions
4.3.2. Product quality
4.3.3. Project team experience
5. Results
5.1. Team interactions
5.2. Product quality
5.3. Project team experience
6. Discussion
7. Conclusions
References
Abstract
This paper presents the results of an experiment conducted to assess the affects of teaching recursion in two disjoint, non-consecutive units of instruction. One group of students was taught basic and advanced recursion topics in four consecutive class periods, while a second group was taught recursion in two two-period blocks that were separated by several class periods. It was unknown whether the time period separating the presentation of basic and advanced material would benefit, or hinder, student comprehension. Statistical analysis of empirical data indicates that students learning basic and advanced recursion in a consecutive unit of instruction spend less time solving their problems than the students learning the topic in two separated units, while achieving comparable scores.
Article Outline
1. Introduction
2. Experimental procedure
3. Experimental results and analysis
4. Conclusions
Appendix A. Problems from homework #1
Appendix B. Problems from homework #2
References
Abstract
This paper evaluates the effectiveness of a student controlled computer program for high school mathematics based on instruction principles derived from Schoenfeld’s theory of problem solving. The computer program allows students to choose problems and to make use of hints during different episodes of solving problems. Crucial episodes are: analyzing the problem, selecting appropriate mathematical knowledge, making a plan, carrying it out, and checking the answer against the question asked.
The effectiveness of the computer program was evaluated by means of a pre-test–post-test quasi experimental design study. Four classes worked with the computer program in three periods of two consecutive weeks each, whereas five classes received only traditional mathematics education. These classes served as a control group. The results show evidence of intervention effectiveness. The students who worked with the computer program showed increased problem-solving ability compared to the students in traditional mathematics instruction. The use of hints could explain an essential part of the increase in students’ problem solving skills.
Article Outline
1. Introduction
2. Program development
2.1. Design of the computer-program
3. Methodology
3.1. Sample and population
3.2. The curriculum
3.3. Instruments and procedure
3.4. Analysis procedure
4. Results
4.1. Implementation of the computer program
4.1.1. User statistics
4.1.2. Implementation in the control group
4.1.3. Effect of the use of different hints in the program on post-test scores
4.2. Effects of the computer program on problem solving
5. Conclusions and discussion
References
Abstract
The implementation of new technology is becoming more important to schools and the success of such implementations is often due to the presence of ICT champions. This article examines ICT champions to determine whether the intention to champion ICT is determined by the ICT competence of school leaders. This article, based on responses from 64 school leaders in New Zealand, reports that professional development and ICT usage are antecedents of ICT competency and that school leaders are ICT competent and willing ICT champions. These findings are contrary to existing research which has found that school leaders have poor ICT competency.
Article Outline
1. Introduction
2. Conceptual framework
2.1. Innovation champions
2.2. ICT Competence and the championing role of school leaders
2.3. Measuring ICT competence
2.4. The Theory of Planned Behaviour and “Intention to champion”
3. Model development
4. Method
5. Data analysis and results
5.1. ICT competence and intention to champion ICT
5.2. Model testing using PLS
6. Discussion and implications
6.1. Limitations
7. Conclusion
Disclosure
References
Abstract
This article deals with how school subjects’ paradigms, i.e. the established content of the teaching and the way in which the teaching is traditionally organised, are influenced when digital media are becoming increasingly common in educational contexts. The study is based on interviews in so-called focus groups with teachers of different school subjects in a Swedish lower secondary school about issues concerning how much they use media and ICT in their teaching and how they think this affects the content of their subject, relations in the classroom, working methods and the role of the teacher. The theoretical point of departure is Basil Bernstein’s concepts of ‘recontextualisation’, ‘framing’, ‘classification’, and ‘the sacred and the profane’. The study shows that the teachers in the lower secondary school where the investigation was conducted use so-called new media to a relatively limited extent but that they are ready to develop their use if resources are made available. They also think that the content, working methods, relations and the role of the teacher are changing, usually for the better. Drawing on Durkheim’s concepts of ‘the sacred’ and ‘the profane’ it appears in this study that the sacred in schools is often associated with the physical and practical.
Article Outline
1. Introduction
2. Research orientation
3. Theoretical points of departure
4. Method
5. The study
5.1. Media, ICT and subject content
5.2. Media, ICT and working methods
5.3. Media, ICT, relations and roles
6. Discussion
7. Conclusion
Acknowledgements
References
Abstract
Throughout their lives, people are faced with various learning situations, for example when they learn how to use new software, services or information systems. However, research in the field of Interactive Learning Environments shows that learners needing assistance do not systematically seek or use help, even when it is available. The aim of the present study is to explore the role of some factors from research in Interactive Learning Environments in another situation: using a new technology not as a means of acquiring knowledge but to realize a specific task. Firstly, we present the three factors included in this study (1) the role of the content of assistance, namely operative vs. function-oriented help; (2) the role of the user’s prior knowledge; (3) the role of the trigger of assistance, i.e. help provided after the user’s request vs. help provided by the system. In this latter case, it is necessary to detect the user’s difficulties. On the basis of research on problem-solving, we list behavioral criteria expressing the user’s difficulties. Then, we present two experiments that use “real” technologies developed by a large company and tested by “real” users. The results showed that (1) even when participants had reached an impasse, most of them never sought assistance, (2) operative assistance that was automatically provided by the system was effective for novice users, and (3) function-oriented help that was automatically provided by the system was effective for expert users. Assistance can support deadlock awareness and can also focus on deadlock solving by guiding task. Assistance must be adapted to prior knowledge, progress and goals of learners to improve learning.
Article Outline
1. Introduction
1.1. Content of the assistance message
1.2. Prior knowledge and help seeking
1.3. Assistance trigger and awareness of assistance need
1.4. Deadlock detection and assistance design
1.5. Research objectives
2. Experiment 1
2.1. Method
2.1.1. Participants
2.1.2. Materials
2.1.3. Tasks
2.1.4. Prior knowledge evaluation device
2.1.5. Help need detection and help messages
2.1.6. Procedure and experimental design
2.1.7. Measures
2.2. Results
2.2.1. Help messages
2.3. Discussion
3. Experiment 2
3.1. Method
3.1.1. Participants
3.1.2. Materials
3.1.3. Tasks
3.1.4. Prior knowledge evaluation device and satisfaction questionnaire
3.1.5. Help need detection and help messages
3.1.6. Procedure and experimental design
3.1.7. Measures
3.2. Results
3.2.1. Help messages and task performance
3.2.2. Solution time and number of requests
3.2.3. Satisfaction questionnaire
3.3. Discussion
4. General discussion and perspectives: Theoretical and industrial challenges
4.1. What is the benefit of assistance given after help need detection?
4.2. To what extent does prior knowledge influence help need detection?
4.3. To what extent does help content effectiveness change as a function of expertise?
4.4. Implications for assistance design
References
Abstract
Learner-controlled instruction is often found to be less effective for learning than fixed or adaptive system-controlled instruction. One possible reason for that finding is that students – especially novices – might not able to accurately assess their own performance and select tasks that fit their learning needs. Therefore, this explorative study investigated the differences in self-assessment and task-selection processes between effective and ineffective learners (i.e., in terms of learning gains) studying in a learner-controlled instructional environment. Results indicated that although effective learners could more accurately assess their own performance than ineffective learners, they used the same task aspects to select learning tasks. For effective learners, who were also more accurate self-assessors, the self-assessment criteria predicted subsequent task selection. The results are discussed, particularly with regard to their potential to provide guidelines for the design of a self-assessment and task-selection training.
Article Outline
1. Introduction
2. Method
2.1. Participants
2.2. Materials and procedure
2.2.1. Pre-test
2.2.2. LCI phase
2.2.3. Post-test
2.3. Data analysis
2.3.1. Distinguishing between effective and ineffective participants
2.3.2. Self-assessment accuracy
2.3.3. Coding scheme
3. Results and discussion
3.1. Self-assessment
3.2. Task selection
3.3. Self-assessment as predictor of task selection
4. Conclusion
4.1. Limitations
4.2. Future research: self-assessment and task-selection training to improve LCI
Acknowledgements
Appendix A. Examples of tasks
A.1. Task complexity level 1
A.2. Task complexity level 2
A.3. Task complexity level 3
A.4. Task complexity level 4
A.5. Task complexity level 5
A.6. Transfer task
References
Abstract
Increased flexibility and modularisation in higher education complicates the process of learners finding their way through the offerings of higher education institutions. In lifelong learning, where learning opportunities are diverse and reach beyond institutional boundaries, it becomes even more complex to decide on a learning path. However, efficient and effective lifelong learning requires that learners can make well informed decisions. Drawing on principles of self-organisation and indirect social interaction, this article suggests solving the problem by analysing the paths followed by learners and feeding this information back as advice to learners facing navigational decisions. This article starts by introducing the principles of self-organisation and indirect social interaction. It describes how we expect the use of indirect social interaction using collaborative filtering to enhance effectiveness (completion rates and amount of progress) and efficiency (time taken to complete) in lifelong learning. The effects were tested in a controlled experiment, with the results showing effects on effectiveness though not on efficiency. The study shows that indirect feedback is a promising line of enquiry for navigational support in lifelong learning.
Article Outline
1. Introduction: the need for navigational support in education and lifelong learning
2. Self-organised indirect social navigation
3. Method
3.1. Participants
3.2. Materials
3.3. Procedure
3.4. Analyses
4. Results
4.1. Effectiveness
4.1.1. Amount of progress
4.1.2. Goal attainment
4.2. Efficiency
5. Conclusions and discussion
References
Abstract
This paper introduces Ontoolsearch, a new search system that can be employed by educators in order to find suitable tools for supporting collaborative learning settings. Current tool search facilities commonly allow simple keyword searches, limiting the accuracy of obtained results. In contrast, Ontoolsearch supports semantic querying of tool knowledge bases annotated with the Ontoolcole ontology, specifically designed to fit educators’ questions. Moreover, Ontoolsearch offers an innovative direct manipulation interface to educators, intended to facilitate query formulation as well as the analysis of obtained results. To evaluate this proposal, a group of educators was engaged in a formal comparison study of Ontoolsearch with a keyword search facility based on Lucene. Six search tasks were proposed, each responding to the learning tool needs of a real CSCL setting. Participants had to find tools for these search tasks using both systems alternatively. Evaluation results showed that retrieval performance was significantly better with Ontoolsearch, despite educators’ previous experience with keyword searches. Further, educators rated very positively the user interface of Ontoolsearch and considered this system very useful to find tools for their own learning situations.
Article Outline
1. Introduction
2. Ontoolcole: an ontology of tools for collaborative learning
3. Ontoolsearch: a system for searching tools for collaborative learning
3.1. Design criteria of Ontoolsearch
3.2. Logical architecture of Ontoolsearch
3.3. User interface of Ontoolsearch
3.4. Ontoolsearch prototype
3.5. Illustrative example of use
4. Evaluation
4.1. Experimental setup
4.2. Retrieval performance results
4.3. Findings on search mechanics
4.4. Findings on the user interface and other aspects of Ontoolsearch
5. Conclusions
Acknowledgements
References
Abstract
This study reports the impact of high sensitivity to early exchange in 11th-grade, CSCL triads solving well- and ill-structured problems in Newtonian Kinematics. A mixed-method analysis of the evolution of participation inequity (PI) in group discussions suggested that participation levels tended to get locked-in relatively early on in the discussion. Similarly, high (low) quality member contributions made earlier in a discussion did more good (harm) than those made later on. Both PI and differential impact of member contributions suggest a high sensitivity to early exchange; both significantly predicting the eventual group performance, as measured by solution quality. Consequently, eventual group performance could be predicted based on what happened in the first 30–40% of a discussion. In addition to drawing theoretical and methodological implications, implications for scaffolding CSCL groups are also discussed.
Article Outline
1. Introduction
2. Nature of interactions and participation in CSCL groups
2.1. Nature of interactions
2.2. Participation
3. Purpose
4. Method
4.1. Research context and data collection
4.2. Procedure
5. Results
5.1. Evolution of participation inequity (PI)
5.2. Evolution of differential impact of member contributions
5.3. Interpreting fitness curves
5.4. Testing the differential temporal impact hypothesis
6. Discussion
6.1. Implications for scaffolding
6.2. Implications for conceptualizing CSCL groups
7. Conclusion
Appendix. Group problem scenarios
Well-structured PROBLEM
Ill-structured PROBLEM
Eye witness’ account
Traffic police incident report
Medical examination report
General comments
Results of the car driver’s medical tests
Mechanic
References
Abstract
Most universities have invested in extensive infrastructure in the form on computer laboratories and computer kiosks. However, is this investment justified when it is suggested that students work predominantly from home using their own computers? This paper provides an empirical study investigating how students at a regional university multi-campus university use computer laboratories. The findings suggest that universities need to reassess the traditional driving force and expectation for extensive on-campus computing facilities as there is a huge underutilisation of these facilities. Instead it is recommended that alternative computing facilities in the form of student-centred facilities such as wireless hotspots could be provided.
Article Outline
1. Introduction
2. The setting
2.1. Computer laboratories
3. The data
4. Computer lab use
4.1. Semester analysis
4.2. Day of the week analysis
4.3. Diurnal patterns
5. Implications on the understanding of student learning and IT behaviour
References
Abstract
CASCADE-SEA stands for computer supported curriculum analysis, design and evaluation for science education in Africa. It is the name of a computer program designed to help secondary level science teachers in southern Africa create exemplary paper-based lesson materials. Research conducted alongside the design and development of the CASCADE-SEA system explored how to shape performance support for teachers who are engaged in the complex task of developing exemplary lesson materials. After brief examination of the study’s inception, the theoretical underpinnings are offered followed by a description of the research design. Thereafter, the software is briefly described before the findings are addressed. Design principles for constructing performance support of this nature are offered in the conclusion.
Article Outline
1. Introduction
2. Theoretical foundations
3. Design of the study
3.1. Research approach
3.2. Data collection
4. About the software
5. Findings
5.1. Validity
5.2. Practicality
5.3. Performance support
5.3.1. Advice
5.3.2. Tools
5.3.3. Learning opportunities
5.3.4. Communication aids
6. Discussion and conclusions
References
Abstract
Learning a second language is very difficult, especially, for the disabled; the disability may be a barrier to learn and to utilize information written in text form. We present the SignMT, Thai sign to Thai machine translation system, which is able to translate from Thai sign language into Thai text. In the translation process, SignMT takes into account the differences between Thai and Thai sign language in terms of both syntax and semantic to ensure the accuracy of translation. SignMT was designed to be not only an automatic interpreter but also a language learning tool. It provides meaning of each word in both text and image forms which is easy to understand by the deaf. The grammar information and the order of the sentence are presented in order to help the deaf in learning Thai, their second language. With SignMT, deaf students are less dependent on a teacher, have more freedom to experiment with their own language, and improve their knowledge and learning skill.
In our experiment, SignMT was implemented to translate sentences/phrases which were collected from different sources including textbooks, cartoons, bedtime story, and newspapers. SignMT was tested and evaluated in terms of the translation accuracy and user satisfaction. The evaluation results show that the translation accuracy is acceptable, and it satisfies the users’ needs.
Article Outline
1. Why’s TSL–Thai MT needed?
2. MT and CALL
2.1. Computer in language teaching and learning
2.2. Computer-assisted language learning
2.3. The advantages and disadvantages of computer in language learning
2.4. MT and CALL
3. Some linguistic issues of TSL
3.1. Semantics issue
3.2. Syntactic issue
4. SignMT-system architecture
4.1. Word transformation
4.2. Word constraint
4.3. Word addition
4.4. Word ordering
5. Translation samples
6. SignMT: an MT-CALL
7. Evaluation
8. Conclusion
References
Abstract
The results of empirical experiments evaluating the effectiveness and efficiency of the learning–forgetting–relearning process in a dynamic project management simulation environment are reported. Sixty-six graduate engineering students performed repetitive simulation-runs with a break period of several weeks between the runs. The students used a teaching tool called the project management trainer (PMT) that simulates a generic dynamic, stochastic project management environment. In this research, we focused on the effect of history recording mechanism on the learning forgetting process. Manual or automatic history recording mechanisms were used by the experimental group, while the control group did not use any history recording mechanism. The findings indicate that for the initial learning phase, the manual mechanism is better than the automatic mechanism. However, for the relearning phase, the break period length influenced the performance after the break. When the break period is short, the manual history keeping mechanism is better, but for a long period break, there is no significant difference. A comparison between the experimental group and the control group revealed that using any history recording mechanism reduced forgetting. Based on the findings, some practical implications of using simulators to improve the learning–forgetting process are discussed.
Article Outline
1. Introduction
2. Method
2.1. Experimental design and phases
2.2. Measurements
2.3. Setup
2.4. Participants
2.5. Procedure
2.6. Data analysis
3. Results
3.1. Phase 1 – learning phase
3.1.1. Testing the impact of history keeping mode
3.1.2. Testing the impact of history keeping mode
3.2. Phase 2 – forgetting and relearning phase
3.2.1. Testing the impact of history keeping mode
3.2.2. Testing the impact of break period
3.2.3. Testing the impact of history keeping mode
3.2.4. Testing the impact of break period
3.3. Phase 3 – transfer to a different scenario phase
3.3.1. Testing the impact of history keeping mode
3.3.2. Testing the impact of break period
3.3.3. Testing the impact of history keeping mode
3.3.4. Testing the impact of break period
3.4. Summary
4. Discussion
4.1. General
4.2. Simulator-based learning: external validity issues
4.3. Practical implementation and future agenda
Acknowledgements
Appendix. The PMT description
References
Abstract
This empirical research surveys first year tertiary business students across different campuses regarding their perceived views concerning traditional, blended and flexible instructional approaches. A structural equation modeling approach shows traditional instructional modes deliver lower levels of student-perceived learning quality, learning experience and learning skills. A combination of on-line and face-to-face learning approaches, embedded across each course, yields far higher levels of total learning effects, and to explain differences in instructional approaches, a ‘Cone of Learning’ continuum is presented and discussed. Theoretical and practical research implications, and the measurement, theoretical and management aspects of future research options are presented. Tertiary institutions can adopt the approaches herein to assist in the development and build of smart targeted learning solutions – ones more in-line with the perceived needs of their respective student year levels and groups.
Article Outline
1. Introduction
2. Learning modes
2.1. Learning model
2.2. Construct development
2.3. Instructional modes model hypotheses
3. Research study
4. Structural equation modeling
4.1. Constructs development
4.2. Instructional modes model developments
4.3. Instructional mode model comparisons
5. Discussion
6. Implications of research
6.1. Theoretical implications
6.2. Practical implications
7. Future research
7.1. Measurement aspects
7.2. Theoretical aspects
7.3. Management aspects
8. Conclusion
References
Abstract
In the present qualitative research study, 35 Mac users were interviewed in a university campus that exclusively supports PC machines. We particularly explored the Mac-users’ social influences, saving technological and other influences for future reports. Results showed Mac users to possess significant connections with other Mac users on the university campus. The Mac users in our study indicated that positive, past exposure, including Apple’s advertising of Macs, had sharp influences on their decisions to become and remain Mac users.
Article Outline
1. Method
2. Results
2.1. Connections with other Mac-users
2.1.1. Common connections
2.1.2. Shared technical advice
2.1.3. Perceived sense of community
2.2. Positive exposure to Apple products
2.2.1. External social support
2.2.2. Past exposure
2.2.3. Personal experiences
2.2.4. Family influences
3. Discussion
4. Limitations and future research
References
Abstract
The aim of this study is to empirically investigate the relationships between communication styles, social networks, and learning performance in a computer-supported collaborative learning (CSCL) community. Using social network analysis (SNA) and longitudinal survey data, we analyzed how 31 distributed learners developed collaborative learning social networks, when they had work together on the design of aerospace systems using online collaboration tools. The results showed that both individual and structural factors (i.e., communication styles and a pre-existing friendship network) significantly affected the way the learners developed collaborative learning social networks. More specifically, learners who possessed high willingness to communicate (WTC) or occupied initially peripheral network positions were more likely to explore new network linkages. We also found that the resultant social network properties significantly influenced learners’ performance to the extent that central actors in the emergent collaborative social network tended to get higher final grades. The study suggests that communication and social networks should be central elements in a distributed learning environment. We also propose that the addition of personality theory (operationalized here as communication styles) to structural analysis (SNA) contributes to an enhanced picture of how distributed learners build their social and intellectual capital in the context of CSCL.
Article Outline
1. Introduction
2. Literature review
2.1. Communication styles and willingness to communicate
2.2. Communication styles and collaborative learning social network
2.3. Pre-existing friendship network
2.4. Social network and learning performance
3. Methods
3.1. Study site and sample
3.2. Data collection
3.3. Measures
3.3.1. Communication styles
3.3.2. Pre-existing friendship network positions
3.3.3. Collaborative learning social network
3.3.4. Learning performance
4. Results
5. Discussion
6. Conclusion, limitations, and directions for future study
Acknowledgements
References
Abstract
The purpose of this research is to examine the relationship of internet addiction, social self-efficacy, and academic locus of control. Participants were 311 university students who completed a questionnaire package that included the Online Cognition Scale, the Academic Locus of Control Scale, and the Perceived Social Self-efficacy Scale. The hypothesis model was tested through structural equation modeling. According to results internal academic locus of control was predicted positively by social self-efficacy. Also internet addiction was explained negatively by social self-efficacy and internal academic locus of control and positively by external academic locus of control. Results were discussed in the light of literature.
Article Outline
1. Introduction
1.1. Social self-efficacy
1.2. Academic locus of control
1.3. The present study
2. Method
2.1. Participants
2.2. Measures
2.3. Procedure
2.4. Statistical analysis
3. Results
3.1. Descriptive data and inter-correlations
3.2. Structural equation modeling
4. Discussion
References
Abstract
The purpose of the study was to explore possible links between student socioeconomic status (SES), beliefs about information and communication technologies (ICTs), and out-of-school learning resources. Grades 5 and 6 students (N = 345) who were enrolled in one private and six public elementary schools in Greece, located in areas with different demographic characteristics, responded to a questionnaire addressing their ICT self-efficacy and value beliefs, out-of-school ICT access and activities, perceived parental support and regulation of home ICT activities, and access to sources of technological support beyond the family. Findings showed that students from all SES family backgrounds tended to have positive views about the value of ICTs, but students from low-SES families expressed lower confidence in their ICT skills. Parents from all SES backgrounds appeared to view equally favorably their children’s engagement with ICTs, and perceived parental support correlated highly with students’ ICT value beliefs. However, students from low-SES families appeared to have fewer opportunities to develop ICT competencies, which may explain why they expressed less positive self-efficacy beliefs. Findings stress the need for school ICT integration efforts to take into account student differences in prior experiences and to be coordinated with students’ home computer use.
Article Outline
1. Introduction
2. Literature review
3. Methods
3.1. Participants and context of the study
3.2. Materials
3.3. Procedure
4. Results
4.1. Students’ out-of school ICT access and activities and ICT beliefs
4.2. Parental support and monitoring of student ICT activities
5. Discussion
Appendix A
Appendix B
References
Abstract
Computer-based testing – is an effective teacher’s tool, intended to optimize course goals and assessment techniques in a comparatively short time. However, this is accomplished only if we deal with high-quality tests. It is strange, but despite the 100-year history of Testing Theory (see, Anastasi, A., Urbina, S. (1997). Psychological testing. Upper Saddle River, NJ: Prentice-Hall) there still exist some misconceptions. Modern wide-spread systems for computer based course management and testing reveal a set of problems corresponding to certain features of testing methods.
This article is devoted to some omissions typical to several course management systems (e.g., Moodle and Blackboard). These omissions and the ways of avoiding them are shown in a simple test intended to verify student knowledge. We suggest a special test description language dedicated to drawing your attention to the mathematical aspects of test quality. The language can also be realized in computer software. We provide an example of such software in this article.
Article Outline
1. Introduction
2. Example of “Interview-like” test
2.1. Test contents
2.2. Selecting a technique for a question
2.3. Test score formation
3. Computer-based system for “Interview-like tests”
3.1. Test description language
3.2. Interview-like test in TDL notation
4. Basic elements of the “Chopin” system and its use in practice
5. Basic techniques, used in Moodle and Blackboard
6. Conclusion
References
Abstract
Teachers’ knowledge of computer-related ergonomics in education will have an effect on the learning process and the work practices of their students. However little is known about teacher education in this area. The study aimed to investigate the sources and nature of secondary school teachers’ education about computer-related ergonomics. It also investigated the use of computers by secondary school children. The study included all secondary schools in the Republic of Ireland. The findings suggest that computers are widely available and are used frequently by students and teachers. However, there is evidence that teachers are not receiving information on computer-related ergonomics. Teachers were generally dissatisfied with this and would welcome information on the subject. The study discusses the implications of the findings and makes recommendations to meet the needs of the teachers.
Article Outline
1. Introduction
1.1. Background to the study
2. Method
2.1. Study design
2.2. Materials
2.3. Procedure
3. Results
3.1. Response rate
3.2. Principal’s questionnaire
3.2.1. Demographics
3.2.2. Computer equipment
3.3. Teacher’s questionnaire
3.3.1. Demographics
3.3.2. Use of computer equipment
3.3.3. Teachers training in relation to computer use
3.3.4. Opinions on ergonomic issues
4. Discussion
4.1. Response rate
4.2. Principal’s questionnaire
4.2.1. Availability of computers and computer equipment
4.3. Teacher’s questionnaire
4.3.1. Availability of computers and computer equipment
4.3.2. Time spent on computers and work practices
4.3.3. Teachers training in the use of computers and on ergonomics issues
4.3.4. Teachers preferred method of training
Acknowledgements
References
Abstract
The objective of this paper is to which extend the didactic format of studio-based group-work is applicable for creating a common-ground for Interaction Design Education in European Perspective. The current debate on design education shows us a landscape of different initiatives. So far difficulties have arisen in the area of accreditation and validation of interaction design as an educational field. This in contrast to all the EU agreements and strategies. In this paper we will closely look at these difficulties from the perspective of the intensive EU-funded summer-course on Interaction Design with four participating institutes coming from four different EU countries. The course facilitated learning through the usage of the didactic format of studio-based group-work. This approach enabled blended learning and provided a commongroud for intercultural learning through design. A qualitative assessment conducted on the learning format by the 40 multi-cultural group of students and staff provided insightful guidelines into the appreciation and value of the format. The evaluation results showed that the studio-based group-work is an efficient method to overcome cultural differences in design methodology, teamwork and personal skills.
Article Outline
1. Introduction
1.1. Background
2. Materials and methods
2.1. The didactic approach
2.2. The technology enhanced learning platform
2.3. Course outline
2.4. Methodology: case studies on intensive program
2.4.1. Data collection
2.4.2. Data analysis methods
2.4.3. Student profile
3. Reflection
3.1. Didactic format
3.2. EU-Interaction design
3.3. Content structure
4. Concluding remarks
References
Abstract
This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive computer programs, and how these activities transferred to non-related standardized tests of spatial visualization and mental rotation. The study used a pretest, intervention, posttest research design with experimental and comparison groups. The experimental group participated in transformational geometry visualization exercises, once a week for six weeks, for approximately 20 minutes each session. Instruments were standardized measures of spatial visualization and mental rotation; intervention activity worksheets directed the participants through 2D and 3D transformational geometry tasks in computer environments. For Turkish and Taiwanese participants, the experimental group improved significantly more than the control group in spatial visualization, while the American participants showed no such significant improvement.
Article Outline
1. Introduction
2. Literature search
2.1. Spatial reasoning in mathematics
2.2. Spatial skills, psychological perspective
3. Research questions
4. Method
4.1. Experiment 1
4.2. Experiment 1 and experiment 2
4.3. Experiment 2
5. Results
5.1. Experiment 1
5.2. Experiment 2
6. Discussion
6.1. Educational implications
7. Conclusion
Acknowledgements
References
Abstract
A mobile and multimedia game designed for History education was analyzed in terms of how it is designed and how it was applied as a narrative learning environment. In History education, narrative can be argued to be very useful to overcome fragmentation of the knowledge of historical characters and events, by relating these with meaningful connections of temporality and sequence (storification). In the game studied, students explore the history of Amsterdam by walking in the city, experiencing characters, buildings, and events, while using UMTS/GPS phones for communication and exchange of information. The History game was played during one day by 216 students, spread over 10 secondary school classes, in groups of four or five students. All information exchanged during the games was collected, and the game play and introduction of the game was observed by team coaches and researchers. The design of the game as well as the actual gaming process was analyzed with respect to how it evoked three types of storification: receiving (spectator), constructing (director) and participating in (actor) the story. Results show that the game evoked a mixture of these three types of storification. Moreover, these types of storification processes differently affected students’ engagement. Participating in the story evoked high activity in the game but less awareness of the whole story, whereas constructing the story triggered awareness of the whole story. Compared to receiving the story, both these types positively affected the engagement of the students being active and motivated during the game.
Article Outline
1. Narrative and game-based learning
2. Case study: The mobile History game
2.1. The introduction to the game
2.2. Six areas with additional stories
2.3. Group and team structure
2.4. Three types of assignments in each of the six areas
2.5. Technical tools
2.6. The closing of the game
3. Methods
3.1. Data
3.2. Analysis
4. Results
4.1. Receiving a Story
4.1.1. Being introduced to the backstory
4.1.2. Receiving messages from and about medieval time
4.2. Constructing a story
4.2.1. Searching for information
4.2.2. Answering questions on distance
4.2.3. Guiding CT
4.2.4. Collecting material
4.3. Participating in a story
4.3.1. Walking through the city
4.3.2. Taking pictures and videos
4.3.3. Enacting sayings
5. Conclusion
Acknowledgements
References
Abstract
There has been a recent call for the use of more systematic thought experiments when investigating learning. This paper presents a storyboarding method for capturing and sharing initial ideas and their evolution in the design of a mathematics learning task. The storyboards produced can be considered as “virtual data” created by thought experiments that provided an audit trail of evolving design ideas and enabled peer feedback to be sought. The outcomes were a diagnostic computer-based task for investigating mathematical thinking and the development and analysis of the storyboarding method itself. It is argued that storyboarding offers an opportunity for systematising thought experiments and peer feedback towards more robust learning task designs and theoretical conjectures.
Article Outline
1. Introduction
2. Background
2.1. The role of the equals sign in learning arithmetic
2.2. A rough design idea for an arithmetical learning task
2.3. Initial software schematics
2.4. Origins of the method reported in this paper
2.5. Storyboarding in HCI and education literature
3. Method
3.1. Tool and procedures
4. Virtual data
4.1. Quantitative overview
4.2. Qualitative overview
4.2.1. From abstraction to concretisation
4.2.2. Back to abstraction
4.2.3. Participants and call outs
4.2.4. Importing real-world data
4.2.5. Towards implementation
4.2.6. Towards piloting
5. Discussion
5.1. The role and scope of storyboarding
5.2. Towards principles for storyboarding microworlds
6. Conclusion
References
Abstract
Within the framework of research that describes the processes of collaborative knowledge construction in computer-supported collaborative learning (CSCL) environments, the present work has three objectives: (i) the identification of the strategies of six small groups of university students for the elaboration of written products in a CSCL environment; (ii) seek relations between the identified writing strategies and the processes and phases of collaborative knowledge construction in the groups; and (iii) relate these strategies and phases with the learning results obtained by the groups. We carried out a multiple-case study, with the analysis of four different didactic sequences, in two different virtual learning and teaching settings. In each setting, three student groups were studied, where each had to collaboratively develop between four and eight written products. For all the studied groups, the analysis enabled the identification of five types of strategies in the preparation of the elaboration of written products, and four types of phases of collaborative knowledge construction, which are interrelated and also connected with the grades that the groups obtained in each case.
Article Outline
1. Introduction
1.1. Theoretical approach
1.2. Methodological approach
2. Methods
2.1. Participants and situations of observation
2.1.1. Setting 1
2.1.2. Setting 2
2.2. Data collection
2.3. Data analysis
3. Results
3.1. Identified strategies for collaborative elaboration of the written products
3.2. Phases of collaborative knowledge construction in the different groups, and the relation between the phases and the strategies of collaborative construction of written products
3.3. Learning results, phases of knowledge construction and the strategies for collaborative construction of the written products
4. Discussion and conclusions
References
Abstract
This paper presents an evaluation case study that describes the experiences of 15 students and 2 teachers using a video-based learning environment, DiViDU, to facilitate students’ daily reflection activities in a composition course and a ballet course. To support dance students’ reflection processes streaming video was applied as follows: video editing and viewing for facilitating students in describing their practice; writing online self-assessments about the experiences captured on video to support students in evaluating their practice; online peer-feedback activities concerning the recorded practice for facilitating students in learning from multiple perspectives. In the composition course eight students reflected on their choreographic work, which was performed by their peer students. In the ballet course seven students reflected on themselves practicing the ballet technique. Data about the streaming video facilitation were collected after the completion of the reflection assignments using semi-structured interviews. The results revealed that students in both courses considered steaming video as effective for carrying out self-evaluations. The usefulness of video and online peer-feedback for other reflection processes differed among the courses in students’ view. The teachers considered streaming video generally useful for all the reflection processes of their students; however they also indicated some shortcomings.
Article Outline
1. Introduction
1.1. Dance students’ reflection processes
1.2. Reflection processes supported by streaming video
2. Method
2.1. Design
2.2. Participants
2.2.1. Teachers
2.2.2. Students
2.3. Materials
2.3.1. DiViDU
2.3.2. Reflection assignments
2.4. Data collection and analysis
3. Results in the composition class
3.1. Describing experiences
3.2. Evaluating experiences
3.3. Learning from multiple perspectives
4. Results in the ballet class
4.1. Describing experiences
4.2. Evaluating experiences
4.3. Learning from multiple perspectives
5. Conclusion and discussion
References
Abstract
This article analyzes the digital native–digital immigrant dichotomy based on the results of a small-scale study conducted at the University of Toronto, Faculty of Dentistry, regarding students’ and faculty members’ perceptions toward the implementation of digital learning technologies in the curriculum. The first element chosen for measurement was user perception of the impact on learning of basic software such as email, web browsers, online e-texts as well as hardware devices such as personal computers, laptops and MP3 players. In addition, the study also evaluated Blackboard, the learning management system of choice introduced by the parent university in the academic year 2006–2007. The results of this study suggest that there exists a slight inter-generational difference at the Faculty in the perceived usefulness and importance of digital technologies for learning and teaching, but that this difference is minimal, with no universal applicability. The study concludes that the digital native–digital immigrant duality is a complex phenomenon which cannot always be described in these extreme terms.
Article Outline
1. Introduction
2. Theoretical context
3. Current discourse and research
4. Study background
5. Research methodology
5.1. Data collection
5.2. Data analysis
6. Results
6.1. Digital technologies usage proficiency
6.2. Blackboard experience
6.3. Age and technology use
7. Discussion
8. Limitations of the study
9. Conclusion
Appendix A. Supplementary material
References
Abstract
The widening participation agenda was instigated by a government seeking to develop skilled workers in the global economy, yet it has consistently refused to fund the burgeoning student population adequately. Managers and academics within the HE sector have to reconcile requirements for the implementation of policies with an increasing ‘audit’ culture and a mass education system. For these stakeholders, perceptions of the benefits of moving aspects of learning online can be attractive. But does this help the widening participation student, struggling to adjust to University life, juggling working to minimise debt and family commitments?
A model has been developed through cross case analysis of students’ learning experiences at a post-1992 University to illustrate how students are creating new and innovative ways to negotiate their engagement with Higher Education. The negotiation involves their individual expectations of:
• Their ability to control technology.
• Their forthcoming educational experience.
• Expectations of managing their ‘learning space.
The model provides a way of mapping aspects of course design to different portraits of students, enabling students to be mapped as high, medium and low risk in terms of retention. The use of this model to design and analyse courses, in order to identify such risks for students, will then be demonstrated.
Article Outline
1. Introduction
2. Policy context
3. Approaches to student engagement
4. Methodology
4.1. Biographic narrative interpretative method
5. Case context and sampling framework
5.1. The context for case study one: use of face-to-face, classroom and online teaching
5.2. The context for case study two: a blended learning approach
5.3. Overview of the student cases
6. A proposed model for analysis
7. Discussion
8. Conclusions: implications for practice
References
Abstract
The purpose of this study was to examine the relationships of the students’ perceived levels of collaborative learning, social presence and overall satisfaction in a blended learning environment. This research studied the relationship of these three variables and identified critical factors related to them. The participants were 48 graduate students who took a blended-format course in health education and worked on a collaborative group project related to the development of a comprehensive HIV-AIDS prevention plan. Data was collected from the Student Perception Questionnaire and face-to-face interviews. The analysis of quantitative data indicated that student perceptions of collaborative learning have statistically positive relationships with perceptions of social presence and satisfaction. This means that students who perceived high levels of collaborative learning tended to be more satisfied with their distance course than those who perceived low levels of collaborative learning. Similarly, students with high perceptions of collaborative learning perceived high levels of social presence as well. Surprisingly, the relationship between social presence and overall satisfaction was positive but not statistically significant. Interview data revealed that (a) course structure, (b) emotional support, and (c) communication medium were critical factors associated with student perceptions of collaborative learning, social presence, and satisfaction. Explanations about findings and implications for instructional design are discussed in the conclusion.
Article Outline
1. Introduction
2. Theoretical background
2.1. Interaction in distance learning
2.2. Collaborative learning
2.3. Social presence
2.4. Student satisfaction
2.5. Blended learning
3. Research questions and definition of terms
4. Method
4.1. Participants
4.2. Data sources and analysis
4.2.1. Collaborative learning, social presence, and satisfaction (CLSS) questionnaire
4.2.2. Face-to-face interview
4.3. Procedures
5. Results
5.1. Relationships
5.2. Critical factors
5.2.1. Course structure
5.2.2. Emotional bonding
5.2.3. Communication medium
6. Discussion and conclusion
Appendix A. The collaborative learning, social presence, and satisfaction (CLSS) questionnaire
References
Abstract
Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to integrate ICT into their teaching activities (e.g., Ertmer, 2005). The available research has thus far mainly focused on isolated teacher related variables to explain the weak level of ICT integration. Also, most of this research was set up in Western settings. The present study centers on the impact of Chinese student teachers’ gender, constructivist teaching beliefs, teaching self-efficacy, computer self-efficacy, and computer attitudes on their prospective ICT use. For this purpose, a survey was set up involving student teachers from four Normal Universities in China (N = 727). Results show that prospective ICT integration significantly correlates with all teacher related variables, except for gender. Building on the results of a path analysis model, prospective ICT integration could be directly predicted on the base of teacher thinking variables (constructivist teaching beliefs, teacher self-efficacy, computer self-efficacy and computer attitudes in education), and indirectly by the gender of the student teachers. Implications for teacher education and further research are discussed.
Article Outline
1. Introduction and problem statement
2. Theoretical background
2.1. Cultural issues of research on teacher thinking and ICT use
2.2. Gender issues of research on teacher thinking and ICT use
2.3. Teacher thinking processes
2.3.1. Teacher constructivist beliefs
2.3.2. Teacher self-efficacy
2.3.3. Teacher efficacy about computers
2.3.4. Computer attitudes
2.4. Towards an integrated theoretical perspective
3. Purpose of the study
4. Method
4.1. Sample characteristics
4.2. Instruments
4.2.1. Constructivist teaching beliefs
4.2.2. Teacher self-efficacy
4.2.3. Computer self-efficacy
4.2.4. Computer attitudes
4.2.5. Prospective computer use
4.3. Data analysis
5. Results
5.1. Descriptive results
5.2. Correlation analysis
5.3. Path modelling
6. Discussion
6.1. Gender differences of teacher thinking and ICT integration
6.2. Teacher thinking processes and prospective ICT integration
7. Implications, limitations, and conclusions
7.1. Implications for the innovation of teacher preparation
7.2. Limitations and directions for further research
7.3. Conclusion
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
References
Abstract
In this paper we offer a report on a university-level programming laboratory course that has been designed on top of a programming library. The course enforces soft skills, such as code inspection and team working, sharpens implementation skills and creates a bridge between introductory, language-specific instruction and senior-year full-blown programming projects that are usually large but not attending to soft skills. Quite as importantly, it has also delivered a working research tool.
Article Outline
1. Introduction
2. The drift between programming laboratories and apprenticeships
3. A successful programming teaching-and-learning context: a brief experience report
4. Peer-learning aspects of software comprehension
5. Evaluation and future directions
6. Conclusions and future directions
Acknowledgements
References
Abstract
The impacts that the lack of physical cues and non-verbal cues of emotional expression has on the student learning experience in text based online environments were targeted separately in this study. A questionnaire was constructed with separate items for non-verbal cues of emotional expression and cues to physical identity. The survey also included questions about students’ previous experience with technology and collaboration, and their motivations for undertaking the course. Views about their interactions with other students were also sought. The responses of 256 students who had undertaken a text based online course where collaboration was a mandatory requirement were collected and subsequently analysed using cluster analysis. Four distinct cohorts of students were identified. Using a conceptual approach borrowed from neuroscience, modularity, it has been possible to encapsulate the effects of three distinct aspects of collaborating in text based online contexts, lack of cues to physical identity, lack of cues to emotional expression and interaction experience. These aspects were analysed alongside the student profiles for each of the four cohorts. The findings indicate that the external factors that an individual student brings to a learning context can impact on the learning experience. Neuroscientifically based knowledge that is relevant for the findings of the survey are identified and considered in terms of the questions raised from an interdisciplinary perspective.
Article Outline
1. Introduction
2. The emotional experience of interacting with others
2.1. Research questions
3. Methodology
3.1. The participants
3.2. The survey
3.3. The learning context
4. The analysis
4.1. What is the impact of a medium lacking in non-verbal communication cues and bodily physiogamy on the learning experience?
4.2. What is the impact of a medium lacking non-verbal communication cues and bodily physiogamy on the experience of interacting with others?
4.3. In what ways does students’ previous experience impact on the socio-emotional experience of learning online?
4.4. In what ways do the reasons for choosing an online study option rather than a face-to-face opportunity impact on the socio-emotional experience of learning online
4.5. From a neuroscience perspective what might be the implications of the lack of non-verbal communication cues and bodily physiogamy on the experience of interacting with others?
5. Discussion
6. Conclusion
Acknowledgements
Appendix A
References
Abstract
The purpose of this paper is to investigate students’ attitudes towards the use of information and communication technologies (ICTs) in a reading skills course offered at Middle East Technical University, Ankara, Turkey. To this end, 30 first year students of the foreign language education (FLE) department followed a four-week component of an ICTs-integrated reading skills course. To examine the students’ attitudes towards the course and the new learning environment at the end of the teaching period, an attitude questionnaire was administered and interviews were conducted. The findings indicate that despite the difficulties they faced, the students were satisfied overall with the application of ICTs in their reading course and developed positive attitudes towards online courses.
Article Outline
1. Introduction
2. Background to the study
3. Methodology
3.1. Participants and the setting
3.2. The procedure
3.3. The instruments
3.3.1. Attitude questionnaire
3.3.2. Interview protocols
4. Results and discussion
4.1. Results of the attitude questionnaire
4.2. Results of the interviews
4.2.1. Satisfaction with the course
4.2.2. Improvement in reading skills
4.2.3. Student participation
4.2.4. Instructor’s feedback
5. Conclusion
References
Abstract
Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least ‘sometimes’ or ‘frequently’ (Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider important for their learning achievements and course satisfaction? This question was addressed by surveying 2196 students from 29 universities in Austria about their expectations of, and experiences in e-learning. Multiple regression analyses using Mplus 4.21 were carried out to investigate how different facets of students’ expectations and experiences are related to perceived learning achievements and course satisfaction.
With regard to their expectations, i.e., aspects of a course they consider important, students’ achievement goals were the best predictors for success and ranked higher than other course characteristics. With regard to their experiences, students’ assessments of the instructor’s expertise in e-learning, and her/his counseling and support were the best predictors for learning achievement and course satisfaction. Furthermore, self-regulated and collaborative learning were related to learning achievements. The results of the study suggest to influence students’ motivation and goals by adapting instruction accordingly and emphasize the importance of continuing education and training for the instructors.
Article Outline
1. Introduction
2. Theoretical background
3. A study on students’ expectations of, and experiences in e-learning
3.1. Method and sample
3.2. Students’ expectations and their contribution to course outcomes
3.3. Contribution of e-Learning Experiences to Course Outcomes
4. Discussion
4.1. Students’ expectations on e-learning courses and their contribution to learning achievements
4.2. Relation between students’ experiences and course outcomes
5. Conclusion
References
Abstract
This study investigates the interaction of a group of freshmen enrolled in a Pre Service Physics Teacher Training Course with a mechanics hypermedia program. Data were obtained to discuss hypertextual navigation guided by the following questions: (i) How can the students’ navigation in this hypermedia program be characterized? (ii) How does this relate to their prior knowledge in mechanics? The sequence analysis of the events collected from the log files was used to characterize students’ navigation and a mechanics test assessed students’ prior knowledge. The inspection of students’ navigation graphs made it possible to associate the structure of navigation to prior knowledge in mechanics. Three patterns of navigation are proposed associated to different levels of students’ prior knowledge and to different roles performed by the program. In the organized navigation, the student who best performed in the pre test seemed to be reviewing content he already knew, using the system as a database. In the conceptual navigation the students who presented difficulties in the pre test spent different times in the pages as they were addressing conceptual difficulties, using the system as a support for learning. The students who scored the lowest in the test performed a disoriented navigation, spending much less than the adequate time to interact meaningfully with the content. The role that previous knowledge in mechanics plays in these patterns of navigation was related to the function that Ausubel’s subsumers perform in learning. The results indicate that hypertextual navigation can provide information about students’ conditions to engage in meaningful learning, which could be used to help the teacher personalize instruction.
Article Outline
1. Introduction
2. Theoretical background
3. Method
3.1. Context of the study
3.2. Participants
3.3. Instruments
3.3.1. Hypermedia program
3.3.2. Mechanics test
3.3.3. Navigation data
3.4. Procedure
3.5. Data analysis
4. Results
4.1. Prior knowledge in mechanics
4.2. Characterizing navigation
4.3. Navigation patterns and prior knowledge
5. Conclusions
Acknowledgements
References
Abstract
Video games are often regarded as promising teaching and learning tools for the 21st century. One of the main arguments is that video games are appealing to contemporary students. However, there are indications that video game acceptance cannot be taken for granted. In this study, a path model to examine and predict student acceptance of video games is proposed, and empirically tested by involving 858 secondary school students. The results show that students’ preference for using video games in the classroom is affected directly by a number of factors: the perceptions of students regarding the usefulness, ease of use, learning opportunities, and personal experience with video games in general. Gender effects are found as well, but appear to be mediated by experience and ease of use.
Article Outline
1. Introduction
2. Literature review
2.1. Technology acceptance
2.2. Video game acceptance
2.3. Video game acceptance in education
3. Research model and hypotheses
3.1. Dependent variable: preference for video games (PVG)
3.2. Usefulness (U) and learning opportunities (LO)
3.3. Ease of use (EOU)
3.4. Experience
3.5. Gender
3.6. Research model
4. Method
4.1. Research design
4.2. Participants
4.3. Measures
5. Results
5.1. Descriptive statistics
5.2. Psychometric quality of the research instruments
5.3. Model fit
5.4. Hypotheses testing and path analysis
6. Discussion
7. Conclusions and limitations
Appendix A. Items by construct
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
References
Abstract
This study examined business students’ perceptions of four objectives (i.e., Enjoyment, Learning, Motivation, and Career Application) across five teaching technologies (i.e., Projector, PowerPoint, Video, the Internet, and Lecture), business professors’ effective application of technologies, and students’ academic performance. We collected data from 215 students at a regional state university in the USA. We developed Students’ Perceptions of Technology Scale, SPOTS, specifically for the present study, used the most rigorous criteria, and investigated reliability, convergent and discriminant validity, exploratory and confirmatory factor analysis, and measurement invariance of this scale. Mean scores revealed that Video conveyed the highest amount of Enjoyment. PowerPoint provided the highest amount of Learning and Motivation. The Internet provided the highest Career Application for future jobs. Younger students preferred Video, whereas older students favored Lecture. Regression results showed that the use of Video for Learning, Projector and Lecture for Enjoyment, PowerPoint for career and Motivation, and the Internet for Learning contributed to professors’ teaching effectiveness. Students’ high ratings for professors’ effective use of the Lecture method and low expectation for the use of a Projector predicted their self-reported GPA (academic performance). Professors may use a different mix of technologies in the classroom and use them creatively in order to promote the most Learning for students and satisfy students’ Learning needs and objectives.
Article Outline
1. Introduction
1.1. The present study
2. Theory and hypotheses
2.1. Teaching and technology
2.2. The use of technology
2.3. Teaching effectiveness
2.4. Student performance
2.4.1. PDC
2.4.2. Gender
3. Methods
3.1. Participants
3.2. Measures
4. Results
4.1. Measurement properties of SPOTS
4.1.1. Data analysis strategy
4.1.2. Exploratory factor analysis (EFA)
4.1.3. Confirmatory factor analysis (CFA)
4.1.4. Measurement invariance across gender
4.1.5. Convergent and discriminant validity of SPOTS
4.1.6. Demographic variables
4.1.7. Reliabilities of SPOTS
4.2. Common method variance
4.2.1. Harman’s single-factor test
4.2.2. Controlling for the effect of a single unmeasured latent method factor
4.3. Mean differences
4.4. Multiple regression analyses
4.5. Structural equation modeling
5. Discussion
5.1. Implications
5.1.1. Challenges for the use of educational technologies
5.1.2. Perceived Demand Characteristics (PDC)
5.1.3. Teaching effectiveness and learning performance
5.1.4. Limitations
6. Conclusion
Acknowledgements
References
Abstract
The use of computers to deliver course-related materials is rapidly expanding in most universities. Yet the effects of computer vs. printed delivery modes on students’ performance and motivation are not yet fully known. We compared the impacts of Web vs. paper to deliver practice quizzes that require information search in lecture notes. Hundred and twenty two undergraduate students used either a web site or printed documents to answer 18 mathematics questions during a tutored session. A revised Web site was designed based on ergonomic criteria, to test the hypothesis that improved usability would decrease time spent on the task, the number of pages consulted, and students’ perceived cognitive load. The group working with printed documents had the highest performance. Furthermore, students perceived the paper materials as less effortful to read, and expressed preference for printing lecture notes and questions. However, students appreciated having a Web site available. No differences were found between the two sites. We conclude that Web delivery imposed higher perceived cognitive load due to the need to read lengthy documents. We suggest possible ways to improve Web-based practice materials, such as simultaneous display of questions and lecture notes.
Article Outline
1. Introduction
1.1. Paper vs. Web-based testing
1.2. Face-to-face vs. Web-based course materials
1.3. Students’ perception of Web vs. paper-based materials
1.4. The role of ergonomic criteria
1.5. Research questions
2. Method
2.1. Participants
2.2. Materials
2.2.1. Pretests
2.2.2. Lecture notes and practice quiz
2.2.3. Student feedback questionnaire
2.2.4. Cognitive load scale
2.3. Procedure
3. Results
3.1. Pretest questionnaires
3.2. Students’ quiz performance
3.3. Navigation and cognitive load
3.4. Student feedback
4. Discussion
Acknowledgements
References
Abstract
Reflection is considered as a mental process of an individual’s internal problem-solving activity and rarely observed in face-to-face instruction. As a consequence, students have few opportunities to observe and learn from each other. This study aimed to arouse students’ reflection on both self-correction (one’s own problem-solving process in writing) and peer review (peers’ problem-solving process in writing) to improve their texts in an online system. A sample of 95 undergraduate students was recruited to write a reflective journal, which was analyzed by content analysis to compare their reflection on self-correction with peer review in writing. Results of this study revealed that reflecting on the differences between self-correction and peer review enabled students to monitor, evaluate, and adjust their writing processes in the pursuit of text improvement. In their reflective journals, students claimed that self-correction helped them detect grammatical errors (local revision) while peer review allowed them to view their own texts from others’ perspectives. Based on others’ perspectives, they could make further revisions on text development, organization, or style (global revision). Through reflection on self-correction and peer review, students were willing to provide further support to peers and learn from each other in the process of writing.
Article Outline
1. Introduction
2. Method
2.1. Participants
2.2. System development
2.3. Procedures of data collection
2.4. Procedures of data analysis
3. Results
3.1. Student A’s reflection-in-action
3.2. Students’ reflection-on-action
4. Discussion
Acknowledgements
References
Abstract
The main purpose of this paper is to identify factors and conditions that are important for successful Implementation of computers in Iranian schools during one decade from 1995 to 2005. The second focus of this paper is to examine how these factors relate to models of implementation in other countries such as developed countries.
This paper is written based on the results of three studies which had been done in 1995, 2000 and 2005. Participants were samples of different groups involved in the implementation process during these years. The data collected consisted of questionnaires, semi-structured interviews, policy documents. The results indicate that some factors were reported very important during one decade such as the role of situational factors such as traditional societies in transition. The most important factors of traditional societies in transition were included: socio-economic, socio-cultural factors and political stability.
Article Outline
1. Introduction
1.1. Background
1.2. Computer education in Iranian educational system
1.3. Rational for research
2. Method
2.1. Research context
2.2. Participants
2.3. Data collection instruments
2.3.1. Questionnaires
2.3.2. Interviews
2.3.3. Observation
2.4. Data collection process
2.4.1. Obtaining permission
2.4.2. Pilot study
2.5. Analysis of data
3. Results
3.1. Using computers in educational system
3.2. Factors influencing the success of implementation process in computer applications
3.2.1. Characteristics of the innovation: complexity
3.2.2. Computer resources
3.2.3. Trained staff availability and technical support
3.3. Factors of traditional societies in transition
3.3.1. Socio-economic factors
3.3.2. Political situation
3.3.3. Socio-cultural factors
3.3.4. Perceived value of specific curriculum change
3.3.5. The role of media in the implementation of computers
4. Discussion
5. Conclusions
References
Abstract
Goal
The use of an online game for learning in higher education aims to make complex theoretical knowledge more approachable. Permanent repetition will lead to a more in-depth learning.
Objective
To gain insight into whether and to what extent, online games have the potential to contribute to student learning in higher education.
Experimental setting
The online game was used for the first time during a lecture on Structural Concrete at Master’s level, involving 121 seventh semester students.
Methods
Pre-test/post-test experimental control group design with questionnaires and an independent online evaluation.
Results
The minimum learning result of playing the game was equal to that achieved with traditional methods. A factor called “joy” was introduced, according to [Nielsen, J. (2002): User empowerment and the fun factor. In Jakob Nielsen’s Alertbox, July 7, 2002. Available from http://www.useit.com/alertbox/20020707.html.], which was amazingly high.
Conclusion
The experimental findings support the efficacy of game playing. Students enjoyed this kind of e-learning.
Article Outline
1. Introduction
2. Background theory
2.1. Game based learning
2.2. What makes a computer application fun to operate?
2.2.1. Challenge
2.2.2. Curiosity
2.3. The concept of the online game: internal force master (IFM)
2.4. Content of the game
2.5. What is the internal force master (IFM)?
3. Research
3.1. Questions and hypotheses
3.2. Experimental design, setting and demographics
4. Findings
4.1. Statistical methods
5. Results
6. Discussion
6.1. Learning result
6.2. Motivation
6.3. Incidental learning
6.4. Usability
7. Conclusion
8. Conscious–unconscious
Acknowledgements
References
Abstract
Based on the findings from reviewing 32 textbooks in the past four years for Taiwan’s Ministry of Education, we have identified common problems in the reviewed textbooks and analyzed their inadequacies. Typical problems include the Wintel bias, too much coverage of software application tools and too little of computer science concepts, too many technical terms, meaningless analogies and examples, lack of supplementary materials, and inadequate treatment of programming-related content. The discussion about each problem is substantiated with examples, and suggestions are made on possible improvement. This analysis should help textbook writers avoid undesirable elements in their books and help high school computer teachers select higher quality books for their students.
Article Outline
1. Introduction
2. The high school computer curriculum and NICT’s textbook review process
3. Method
4. Findings and discussions
4.1. Content selection
4.1.1. The Wintel bias
4.1.2. Too much application and too little theory
4.1.3. Too many technical details
4.2. Content presentation
4.2.1. Excessive technical terms
4.2.2. Inadequate analogies
4.2.3. Dry examples
4.2.4. Fragmentary facts rather than systematic explanation of ideas
4.2.5. Comparisons without clearly stated bases
4.2.6. The all-operate-the-same-way confusion
4.3. Provision of supplementary materials
4.3.1. Questions and exercises
4.3.2. Teachers’ guides
4.4. Treatment of programming-related content
4.4.1. Visual BASIC as the introductory programming language
4.4.2. Teaching of problem-solving skills
5. Conclusions
References
Abstract
Research findings show the difficulties younger students have in working with graphs. Higher mental operations are necessary for a skilled interpretation of abstract representations. We suggest connecting a concrete representation of the modeled problem with the related graph. The idea is to illustrate essential mental operations externally. This is called supplantation. We provide this special kind of support in a multimedia learning environment using several computer-specific features. Based on an information-processing model we identify two different types of supplantation of mental operations on graphs: first, supplantation of how to relate a certain point of the graph to the underlying concrete object or situation. Second, supplantation of how a point of the graph and the underlying fact or situation co-vary. In an empirical study, combinations of these types were investigated. The results indicate that such a supplantation of mental operations on graphs can become a useful tool to support adequate understanding of graphs. However, supplantation should be adjusted to individual abilities.
Article Outline
1. Motivation
2. Theoretical background
2.1. Model of Information-processing
2.2. Supplantation
2.3. Multiple external representations in computer-based learning environments
3. Supplantation of mental operations on graphs
4. Study
4.1. Research questions
4.2. Hypotheses
4.3. Method
4.3.1. Subjects and procedure
4.3.2. Material
4.3.3. Data
4.4. Results
4.4.1. Hypothesis H1
4.4.2. Hypothesis H2
4.4.3. Follow-up test
4.5. Discussion
5. Conclusions
Acknowledgements
References
Abstract
Simulation-based educational products are excellent set of illustrative tools that proffer features like visualization of the dynamic behavior of a real system, etc. Such products have great efficacy in education and are known to be one of the first-rate student centered learning methodologies. These products allow students to practice skills such as critical thinking and decision-making. In this paper, a case is presented where a scenario-based e-learning product namely ‘supply chain simulator’ is developed at KFUPM for an introductory technology course. The product simulates a supply chain – a network of facilities and distribution systems that carries out the task of procurement and transformation of materials from manufacturer to customer. The product was put to test during four semesters and results of the survey conducted by the instructors and the students are presented. The results clearly suggest the benefits of using such a tool in enhancing student learning.
Article Outline
1. Introduction
2. Literature review
3. The SBELP: ‘supply chain simulator’
3.1. SBELP development and interface
3.2. Text guides
3.3. SBELP scenarios
3.4. 1st Scenario – “the traditional chain”
3.5. 2nd Scenario – “the value of information”
3.6. 3rd Scenario – “the true market”
4. Feedback from the instructors
5. Feedback from the students
6. Conclusion
Acknowledgements
References
Abstract
External representations can be powerful for supporting learners in both individual and collaborative learning scenarios. They encourage learners to focus on important instructional elements. In this study, we investigate two different forms of external representations: textually represented collaboration scripts and graphically represented content schemes. Fifty-three triads of university students are assigned to four experimental conditions involving the factors collaboration script and content scheme. Results show that learners particularly benefit from the content scheme. Its graphical elements help focus the learners’ collaboration and they therefore achieve better outcomes.
Article Outline
1. External representations in learning scenarios
2. Instructional support using external representations
2.1. Collaboration-specific support
2.2. Content-specific support
3. Learning scenario and subject area of the study
4. Research questions
5. Method
5.1. Participants and design
5.2. Realization of the treatment
5.3.1. Collaboration script
5.3.2. Content scheme
5.4. Dependent variables
5.4.1. Analysis of learners’ discourse
5.4.2. Analysis of collaboration outcomes
5.4.3. Analysis of the individual learning outcomes
5.4.4. Statistical analysis
6. Results
6.1. Research question 1
6.2. Research question 2
7. Discussion
8. Conclusions
Acknowledgements
References
Abstract
Distance learning is different from regular learning in the classroom. One of the main factors which influence the effectiveness of the learning process is the interaction that exists between the teacher and the student. Our research indicates that different interactions have different effects.
There are two methods used for implementing distance learning systems, i.e. synchronous and asynchronous. Our research is based on the model developed by Oliver and McLaughlin. According to this model, there exist five types of teacher–student interactions: social, procedural, expository, explanatory and cognitive. The present study refers to the cognitive interaction and differentiates between surface processes and deep processes.
The study presents different variables and their influences on the students’ achievements and their satisfaction from learning via a synchronous versus an asynchronous distance learning system. The interaction level between the students and the teacher and among the students was found to be a significant factor in determining the effectiveness of the teaching method. The observations and interviews which we held with the students helped clarify the information that was obtained using the quantitative research tools, and showed that the presence of a teacher–student interaction which accompanies the learning process is very important for all learners. However, students with high-level thinking can overcome the low-level of interactions in asynchronous learning.
Article Outline
1. Introduction
2. The cognitive dimension
3. How can deep learning processes be cultivated?
4. The structure of the research
5. Results
6. Discussion
References
Abstract
The trend of using e-learning as a learning and/or teaching tool is now rapidly expanding into education. Although e-learning environments are popular, there is minimal research on instructors’ and learners’ attitudes toward these kinds of learning environments. The purpose of this study is to explore instructors’ and learners’ attitudes toward e-learning usage. Accordingly, 30 instructors and 168 college students are asked to answer two different questionnaires for investigating their perceptions. After statistical analysis, the results demonstrate that instructors have very positive perceptions toward using e-learning as a teaching assisted tool. Furthermore, behavioral intention to use e-learning is influenced by perceived usefulness and self-efficacy. Regarding to learners’ attitudes, self-paced, teacher-led, and multimedia instruction are major factors to affect learners’ attitudes toward e-learning as an effective learning tool. Based on the findings, this research proposes guidelines for developing e-learning environments.
Abstract
Digital game-based learning (DGBL) has become a viable instructional option in recent years due to its support of learning motivation. Recent studies have mostly focused on identifying motivational factors in digital games (e.g., curiosity, rules, control) that support intrinsic motivation. These findings, however, are limited in two fronts. First, they did not depict the interactive nature of the motivational processing in DGBL. Second, they excluded the outcome processing (learners’ final effort versus performance evaluation) as a possible motivation component to sustain the iterative game playing cycle. To address these problems, situated in the integrative theory of Motivation, Volition, and Performance (MVP), this study examined the relationship between motivational processing and outcome processing in an online instructional game. The study surveyed 264 undergraduate students after playing the Trade Ruler online game. Based on the data collected by ARCS-based Instructional Materials Motivational Survey (IMMS), a regression analysis revealed a significant model between motivational processing (attention, relevance, and confidence) and the outcome processing (satisfaction). The finding preliminarily suggests that both motivational processing and outcome processing need to be considered when designing DGBL. Furthermore, the finding implies a potential relationship between intrinsic motives and extrinsic rewards in DGBL.
Article Outline
1. Introduction
2. Literature review
2.1. Lack of motivational design in DGBL
2.2. ARCS model of motivational design
2.3. The integrative theory of motivation, volition, and performance
2.4. Review of motivational studies in DGBL
2.5. Research question and significance of the study
3. Methodology
3.1. The trade ruler game
3.2. Measurement
3.3. Participants and data collection
3.4. Data analysis
4. Results
4.1. Participants
4.2. Data reduction
4.3. Scale reliability
4.4. Multiple regression analysis
5. Discussion
5.1. Limitations of the study
5.2. Conclusion and future research
Appendix. Supplementary information
References
Abstract
Special classes of asynchronous e-learning systems are the intelligent tutoring systems which represent an advanced learning and teaching environment adaptable to individual student’s characteristics. Authoring shells have an environment that enables development of the intelligent tutoring systems. In this paper we present, in entirety, for the first time, our approach to research, development and implementation related to intelligent tutoring systems and ITS authoring shells. Our research relies on the traditional intelligent tutoring system, the consideration that teaching is control of learning and principles of good human tutoring in order to develop the Tutor–Expert System model for building intelligent tutoring systems in freely chosen domain knowledge. In this way we can wrap up an ongoing process that has lasted for the previous fifteen years. Prototype tests with the implemented systems have been carried out with students from a primary education to an academic level. Results of those tests are advantageous, according to surveys, and the implemented and deployed software satisfies functionalities and actors’ demands.
Article Outline
1. Introduction
1.1. From intelligent tutoring systems to authoring shells
1.2. Overview of our previous work – our approach to ITS
2. Tutor–Expert System model
2.1. Formalism for knowledge presentation
2.2. Specification of actors and functionalities
2.2.1. Domain knowledge design
2.2.2. Subject matter or courseware design
2.2.3. Student learning and teaching
2.2.4. Knowledge testing and evaluating
2.2.4.1. The overlay method
2.2.4.2. The quiz method
2.3. Architectures of developed systems based on the TEx-Sys model
3. The TEx-Sys model applications and effectiveness evaluations
4. Conclusion
Acknowledgements
References
Vitae
Abstract
This article is the result of a study carried out in 2008 and 2009 by a team from the Autonomous University of Barcelona in order to evaluate the implementation of the Digital Whiteboard Program in public schools in the region of Aragón (Spain).
The following pages present some of the results obtained during the study. More specifically, this article considers results relating to the relationships between this expansive program of ICT use in public primary schools in the Autonomous Community of Aragón and its impact on the socioeducational inequalities that affect learning processes. To this end, we begin with a review of some studies carried out in this field at the international level, highlighting the most relevant evidence shown until today. Within the empirical framework, we utilise various information-gathering techniques – both quantitative and qualitative – such as questionnaires and discussion groups. The statistical analyses and findings are based on the views that different groups (head teachers, teachers, students and families) have on the questions posed. Thus, indirect but concrete evidence is provided by the various actors involved in the teaching–learning process, where a high level of agreement is often observed.
The results of this study show that there are significant differences in students’ academic results according to first order social variables (e.g., gender, birthplace), where students with the worst academic results and those coming from families with less favored socioeconomic and cultural backgrounds are the most favored by the program.
Article Outline
1. Introduction
2. Material and methods
3. Results and discussion
3.1. Performance according to the pupil’s gender
3.2. Results according to the student’s education level (academic record)
3.3. Performance according to pupils’ place of birth
3.4. Performance according to the parents’ level of education
4. Conclusions
References
Abstract
This paper presents learners’ task results gathered by means of an example task-oriented environment for knowledge testing and processed by EXCEL. The processing is domain- and task-independent and includes automatic calculation of several important task and session’s parameters, drawing specific graphics, generating tables, and analyzing the correlation coefficient. The intention is to design and implement a specialized tool called postprocessor for support of a common task base, learner’s model and decision making of the author and teacher by means of an environment for individually planned teaching courseware.
Article Outline
1. Introduction
2. The used methodology and TB
3. Test quality evaluation
4. Correlation analysis
5. Learner’s analysis
6. Comparison of two sessions
7. Conclusions and intentions
References
Abstract
Studies have indicated that when teachers believe technology uses are valuable, they are more likely to incorporate those uses into their practices. This hermeneutical phenomenology study investigated the value beliefs that underlie teachers’ uses of technology. To measure value beliefs, teachers’ uses (and reasons for those uses) of technology for teaching and learning were examined. Data were collected from eight award-winning teachers through an interview, observation, and electronic portfolio. Findings indicated that teachers used technology to address professional (e.g., creating customized classroom materials, improving classroom management by engaging students) and student needs (e.g., enhancing student comprehension, equipping students with technology skills), all of which related to the underlying value belief of promoting student learning. Based on these findings, professional development activities should emphasize the potential impact of specific technology uses on student learning.
Article Outline
1. Introduction
1.1. Current technology use
1.2. Teacher beliefs and practices
1.3. Defining best educational technology practices
1.4. Purpose
2. Method
2.1. Overview
2.2. Role of the researcher
2.3. Research design
2.4. Context and participants
2.5. Procedures and data collection
2.6. Data analysis
3. Results
3.1. Using technology to address professional needs
3.1.1. Facilitating classroom operations and organization
3.1.2. Creating customized classroom materials
3.1.3. Engaging in professional development
3.2. Using technology to address student needs
3.2.1. Engaging and motivating students
3.2.2. Improving student comprehension and promoting higher-level thinking
3.2.3. Facilitating technology skill development and transfer to future applications
4. Discussion
4.1. Value beliefs associated with professional needs
4.2. Value beliefs associated with student needs
4.3. Implications of value beliefs
4.4. Limitations and suggestions for future research
5. Conclusions
Appendix. Description of observed lessons
References
Abstract
This study was conducted to explore the relationships between teachers’ Internet self-efficacy, beliefs about web-based learning and attitudes toward web-based professional development. The sample of this study included 421 teachers, coming from 20 elementary schools in Taiwan. The three instruments used to assess teachers’ Internet self-efficacy (ISS), beliefs about web-based learning (BWL), and attitudes toward web-based professional development (AWPD) revealed high reliability. In this study, the results supported that teachers’ Internet self-efficacy and beliefs about web-based learning were important predictors of their attitudes toward web-based professional development. The belief for the positive consequences of web-based learning is very important for the favorable attitudes toward web-based professional development.
Article Outline
1. Introduction
2. Method
2.1. Sample
2.2. Instruments
2.3. Data analysis
3. Results
3.1. Factor analysis
3.2. Teachers’ scores on the scales
3.3. Correlation attitudes toward web-based professional development, Internet self-efficacy and beliefs about web-based learning
3.4. Stepwise multiple regression estimates for predicting teachers’ attitudes toward web-based professional development
4. Discussion and conclusion
Acknowledgements
References
Abstract
At most Universities throughout the world Computer Aided Design is taught using commercial programs more suitable for business and industry than for teaching. This led us to write our own design program (GIcad) starting from the best-known standards on the market, but always avoiding unnecessary commands in the first steps of the learning process. GIcad constitutes a tool with a multitude of help messages to facilitate student self-training, it is very intuitive and has an attractive and dynamic graphic interface with a design that does not put off the beginner with a lot of options and commands.
For three years – and with the collaboration of over 400 students in the first year of their course – we have been carrying out trials, experiments and tests of all kinds with GIcad and other commercial programs. The statistical analysis of the results obtained in the surveys show us that the personal preferences of the students and their learning times are very similar with both GIcad and commercial programs. But have we achieved our objective of dethroning the commercial programs? We can deduce that the students are aware of the importance of mastering the commercial programs they will encounter at work. Nevertheless, a large percentage of them prefer to consolidate the theoretical concepts and acquired practice with a program specifically written for that purpose and developed by our department. This program allows the students to indirectly learn the basis of CAD, so that the subsequent use of commercial tools poses no difficulty.
Article Outline
1. Background
2. CAD teaching
3. Choice of an application for teaching CAD
3.1. Economic cost
3.2. Availability of suitable IT equipment
3.3. Availability for private use
3.4. Easy to learn
3.5. Widespread use
4. Validity as a CAD program
4.1. First impressions
4.1.1. What is your opinion of GIcad?
4.1.2. Describe the best and worse aspects of GIcad
4.2. Face to face with another commercial program
4.2.1. First impressions
4.2.2. Speed in completing exercises
4.2.3. Intuitiveness
4.2.4. Starting with GIcad
4.2.5. Switching from GIcad to AutoCAD
4.2.6. Overall assessment
4.3. Use in teaching geometry
4.3.1. AutoCAD vs. geometry practice
4.3.2. Opinion about AIMEC-DT
4.3.3. Indirect GIcad learning
5. Conclusions
Acknowledgements
References
Abstract
Teaching programming concepts in a more object-oriented way is a growing trend in Computer Science education. This paper takes the idea of abstraction-first teaching a step further, by using Bloom’s Taxonomy to design a course to present factual content early, followed by higher-level cognitive skills. In the course described here, factual content was covered rapidly, then reinforced by assignments, laboratory sessions and tutorials, aimed at building higher cognitive skills. The resulting course was successful in relatively rapidly bringing a class doing a “bridging” diploma up to the level required for dealing with a second-year course. As compared with previous runs of the diploma where much more time was spent in preparation for advanced courses, the class using the new approach performed better, suggesting that the approach used is worthy of further study.
Article Outline
1. Introduction
2. Background to the higher diploma DDS course
3. Design philosophy of the higher diploma DDS course
3.1. Introduction
3.2. Abstraction first
3.3. Starting with factual skills
3.4. Is this backwards?
4. Practical experiences
4.1. Introduction
4.2. Student assessment
4.3. Java experiences
4.4. Student response to timing
5. Evaluation of the higher diploma DDS course
5.1. Outcomes
5.2. Significance of outcomes
5.3. Summary
6. Conclusions
Acknowledgements
Appendix A. Higher diploma 1998 versus 1999
References
Abstract
The explosive growth of the Internet has made the knowledge and skills for creating Web pages into general subjects that all students should learn. It is now common to teach the technical side of the production of Web pages and many teaching materials have been developed. However teaching the aesthetic side of Web page design has been neglected, and students not in art or design majors are normally confronted with difficulties when they do expressive design of Web pages.
This paper proposes a learning process using worksheets called the Image-Plot and the Standard Design Table. These were developed as teaching materials for courses on the production of Web pages in universities and colleges. The learning process focuses especially on how to enhance the visual expression of Web pages. Using these worksheets for courses on the production of Web page raised students’ consciousness of Web pages visual expression.
Article Outline
1. Introduction
2. Image-Plot
2.1. Objectives
2.2. Development process
2.3. Usage
3. Standard design table and standard design pattern
3.1. Objectives
3.2. Development process
4. Learning process and application in class
4.1. Total process
4.2. Planning
4.3. Making characteristics clear
4.4. Producing
4.5. Presentation
4.6. Evaluation
5. Reactions in class
6. Conclusion
References
Abstract
Recent educational research from a socio-cognitive perspective has validated students’ collaborative engagement with new technologies and heightened understanding of influential factors shaping the effectiveness of peer interactions, learning contexts and computer interfaces for enhancing learning. This paper focuses on an analysis of the complexity of knowledge in student-designed, electronically created texts for what they might reveal about learning with technology. It reports on a study with 17-year-old female students whose collaborative learning process in subject English was mediated by the creation of electronic concept maps and Web files to represent their developing understanding. To analyse these electronic texts, evaluative criteria templates were developed from the Structure of Observed Learning Outcomes (SOLO) taxonomy, integrating levels of understanding with the distinctive characteristics of multimodal text production. Findings indicated not just the incremental acquisition of conceptual understanding equated with cognitive change but that the level of understanding might also be positively influenced by the students’ length of exposure to computer-mediated learning practices. As well, the criteria templates have emerged as useful evaluative tools for classroom assessment or further research when analysis of the level of complexity of student-created, electronic artefacts is required.
Article Outline
1. Introduction
2. Technoliteracy: integrating information communication technology with literacy practices
3. Design as an agency for engaging students in knowledge construction
4. Knowledge construction: learning with technology
5. The study
5.1. Sample
5.2. The electronic learning environment
5.3. The task
5.4. Data analysis tools and methods
5.5. Procedure for coding and evaluating Web files
5.6. Procedure for coding and evaluating concept maps
6. Results
6.1. The analysis of electronic representations of understanding
7. Discussion
8. Conclusion
Appendix A. Evaluative criteria for Web screens
Appendix B. Scoring criteria evaluative template for concept maps
Appendix C. Frequencies of coded details: individual electronic concept map (Stage 3)
References
Abstract
There is a wealth of evidence that collaboration between learners can enhance the outcomes for all concerned. This supports the theorization of learning as a socio-cultural practice, framed by Vygotsky and developed by other researchers such as Rogoff, Lave and Wenger. However, there is also evidence that working collaboratively may not be a spontaneous response to working in a group, and that teaching learners how to collaborate, and in particular how to work together to negotiate meaning, is a necessary part of the process of learning collaboratively which can enhance outcomes further. A question for the computer supported collaborative learning community then arises as to whether learning to collaborate can be scaffolded through the use of digital tools, and what such tools might look like. This paper reports on the design of a digital system that aims to support the practice of face-to-face collaboration on open-ended tasks. Findings from trials of the system in classrooms in the UK and Chile show that the model is welcomed both by teachers and pupils, and met its objectives of ensuring greater interaction between class members who did not normally work together, and involvement of all individuals in discussion based activities.
Article Outline
1. Introduction
2. Designing for Collaborative Scaffolding
3. ColPad, an application of technology mediated Collaborative Scaffolding
4. Experience with CollPad
5. Discussion
6. Conclusion
Acknowledgements
References
Abstract
This review introduces the concepts of gender bias and technology in education. It discusses the interaction between the two in the educational setting and the effects this interaction may have on teachers, students and materials used in the classroom. It is argued that areas in the educational setting that have been focused on as materials and practices that are biased have also been translated into the use of educational technology that is biased. This review makes the point that biases that have been pointed out and studied within the educational system have not been solved by the use of technology (as some had hoped). In fact, the biases have simply been converted into a new form and may have actually served to undo some the bias-eliminating practices that had been starting to take place in classrooms. Implications and suggestions for change are discussed.
Article Outline
1. Introduction
2. Gender bias in education
3. Technology in education
4. Gender bias and technology
4.1. Research on teachers
4.2. Research on students
4.3. Research on materials
5. Discussion
5.1. Criticism of research
5.2. Agreement among research
5.3. Recommendations
6. Conclusion
References
Abstract
Since the advent of technologies available for teaching and learning, schools have been advocating considerable amount of their funds for the procurement of hi-tech technologies. Despite this huge investment, there is a little success achieved so far. It is obvious that technology integration is a complex and demanding issues and this puts more burdens on schools. On the other hand, technology planning, as a process and product, holds a number of promises to overcome those problems. Thus, the purpose of this present study was to illustrate how technology planning process was carried out in a private K-12 school in Turkey. Data were collected from 105 teachers, 25 administrative staff, and 376 students. Teachers and administrative staff were asked to fill out a questionnaire to gather data on their perceived computer literacy, issues related to ICT usage. Students were also asked about their perceptions on the current utilization of ICT at their school. Additionally, unstructured interviews were conducted with administrative staff and teachers to validate data obtained through questionnaires. Data were descriptively analyzed to provide necessary input for the technology planning process. Findings indicated that even teachers and administrator staff felt themselves competent in using ICT available at the school; they reported a lack of guidelines that would lead them to successful integration. On the other hand, students reported that ICT is not utilized sufficiently in their classes. Finally, the study illustrated how necessary data were collected and findings were transformed into suggestions to frame a technology plan for a school.
Article Outline
1. Introduction
2. Technology planning
3. Background of the study
3.1. The school
3.2. Hardware resources
3.3. Software resources
3.4. Human resources
4. Research questions
5. Method
5.1. Sample
5.2. Instruments
5.3. Data analysis
6. Results
6.1. Hardware and software resources
6.2. Equity of access to resources
6.3. Support services
6.4. Reward systems
6.5. Integration of instructional technologies into curriculum
6.6. In-service training
7. Suggestions
8. Conclusion and discussion
References
Abstract
This paper compares and contrasts two projects in order to better understand the complex issues surrounding the use of technology to support parental involvement with schools and their children’s learning. The Becta-funded ICT Test Bed evaluation (2002–2006) had the intention of saturating schools (in three areas of social deprivation) with a range of technologies, including 23 elementary schools. The ESRC/EPSRC/DTI-funded Homework project (2003–2006) used participatory design methods to develop and evaluate technology to link home and school in a elementary school in the South East. Both projects shared a common theoretical foundation, that of socio-cultural theory. The theory influenced the evaluation methodology employed in both projects and in the Homework project it additionally influenced the design of the technology intervention. Findings suggest that technologies with readily accessible and interactive resources that are flexible can help develop parental engagement. However, simpler and less resource hungry solutions such as the use of websites and email can provide opportunities for quick wins. In relation to transporting technology between home and school, there are issues for both staff and parents. Without purposeful use, these challenges act as a barrier once they outweigh the novelty effect. We conclude that parental needs are complex and that engagement needs to be sensitively scaffolded rather than focussing on the technology. Participatory design offers an effective means of addressing this and should be the starting point. The technology should facilitate independence and mediate access to a shared space for collaborative activity. The content and guidance needs to be purposeful and relevant, offering a means to integrate learning across the learner’s broader context, including school and home seamlessly.
Article Outline
1. Introduction
2. Parental engagement in learning and the role of technology
3. Theoretical grounding
4. Two models for home/family/parent engagement in UK elementary schools
4.1. The ICT Test Bed project
4.2. The Homework project
5. Lessons learned from the ICT Test Bed and Homework projects
5.1. How was parental engagement in learning supported?
5.2. Implementation issues
5.3. Management issues between in and out of school for laptops and other technologies
5.3.1. Collecting and returning the laptops
5.3.2. Technical issues
5.4. Evidence of impact: parental involvement, family learning, increased communication
5.4.1. Parental involvement
5.4.2. Family learning
5.4.3. Communication
6. Discussion
7. Concluding remarks: next steps
Acknowledgements
References
Abstract
Based on data collected from a middle school, this study investigates how the quantity and quality of technology use affect student learning outcomes. Specifically, this study examines how technologies are used by students, what technology uses are popular among students, and what technology uses are effective for increasing student academic achievement. Results suggest that the quantity of technology use alone is not critical to student learning. “How much” matters when “how” is identified. Moreover, when the quality of technology use is not ensured, more time on computers may cause more harm than benefit. With students’ change in GPA as an indicator, technology uses that had positive impact on students were those related to specific subject areas and focused on student construction. In addition, analysis of the frequency of technology uses found that, in general, technology uses that had positive impact were not popular; on the contrary, some of these technology uses were the least frequently used. Implications for practice and future research are discussed in this paper.
Article Outline
1. Introduction
2. Defining technology use
3. Methodology
3.1. Participants
3.2. Instruments and data collection
3.3. Surveys
3.4. Interview
3.5. Data analysis
4. Results and discussion
4.1. Quantity of technology use: does the amount of time spent using technology have any impact on student achievement?
4.2. How are technologies being used in schools in general?
4.3. What are the most frequent and least frequent technology uses?
4.4. Quality of technology use: what technology uses have positive educational impacts?
4.5. Quantity vs. quality of technology use: are technology uses that had positive impact most frequently used?
5. Conclusions
6. Implications
6.1. Implications for policy making
6.2. Implications for technology integration in schools
6.3. Suggestions for future research
References
Vitae
Abstract
This study examined the overarching issue of how temporal transitions, specifically duration of message flow, affects momentum or wellness of discussion in an asynchronous forum. Quantitative data representing time indicators in discussion activity included posting patterns related to duration (density, intensity, latency, and response count), Day-In topic, day of week, and time of day. Qualitative analysis identified notable spikes or irregularities (i.e., peaks and valleys) in the content level of postings. Results revealed that for open-ended topics (i.e., no specific end date imposed by the instructor), the momentum of forum discussion may be short-term, between 21 and 28 days into the topic. Peaks and valleys subsequent to 31 days were not significant to discussion vitality. Students posted mainly early to mid-week. Time of day had no direct influence on the vitality of the discussion. Strategies for applying temporal transitions in an online forum to motivate and sustain student participation are discussed.
Article Outline
1. Introduction
2. Review of literature
2.1. Temporal transitions in discussion forums
2.2. Density
2.3. Intensity
2.4. Latency
2.5. Response count
2.6. Overview of the study
2.7. Research questions
3. Research methods
3.1. Study design
3.2. Data analysis
3.2.1. Quantitative analysis
3.2.2. Data analysis for research questions
3.2.3. Qualitative analysis
4. Results
4.1. Quantitative results
4.2. Qualitative results
5. Discussion
6. Conclusions
References
Abstract
The introduction, in the United Kingdom, of the Special Education Needs and Disabilities Act (SENDA) published and approved in 2001, has removed the exemptions given to educational institutions by the Disabilities Discrimination Act (DDA) of 1995. This applies to learning web sites and materials that must now undergo “reasonable adjustments”, in order not to disadvantage students with learning disabilities as well as non-disabled students. This paper discusses how e-learning and the inherent use of online learning activities raises problems for students with dyslexia far beyond accessibility and web design. This paper aims at proposing that the so widely proclaimed advantages of e-learning to bridge distances, different learning paces and cognitive styles, is at the same time producing close to insurmountable barriers to students with cognitive disabilities in general, and dyslexia specifically. It presents the results of a research project aiming at uncovering evidence that students with dyslexia are in fact less likely to thrive in a synchronous e-learning environment. The paper reports on a set of experiments undertaken with students when engaged in online authentic synchronous learning activities. The paper focuses on text-based synchronous activities, since it is the widest and most commonly used synchronous technology, and provides clear evidence that it can marginalise, demotivate and disappoint students with dyslexia with difficulties in reading, spelling, word order and argumentation.
Article Outline
1. Introduction
2. The disability discrimination act (DDA)
3. E-learning, CMC and social negotiation of meanings
3.1. Learning in HE and social negotiation
3.2. E-learning and CMC
4. Definition of dyslexia
5. Research question and methodology
5.1. Research question and objectives
5.2. Research strategy and methodology
5.3. Theory building
5.4. Experimental design for theory testing
5.4.1. Experimental hypothesis
5.4.2. Experimental design
5.5. Data collection and analysis
6. Research findings
6.1. Reading
6.2. Spelling and sentence structures
6.3. Transposition
6.4. Memory
6.5. Organisation and time management
6.6. Lack of confidence
7. Conclusions and future work
References
Abstract
This article describes the findings from the assessment of a touch-screen, multi-media learning program on livestock health and production: The Daktari. The program was tested on a sample of 62 livestock keepers in the Nairobi slums of Kariobangi and Kibera. The study examined prior knowledge regarding three livestock diseases (liver fluke, mastitis and mange) and compared this to newly acquired knowledge after exposure to the software. The results demonstrated a significant difference between pre- and post-knowledge assessments confirming that use of the program led to learning. Learning occurred among a variety of demographic/social groups (i.e. age, gender and education) with a range of abilities. Indeed, by utilising an audio–visual interface developed with relevant content for the population in question, it was found that the program could support and enhance participant understanding of livestock disease causation, diagnosis, treatment and prevention.
Article Outline
1. Introduction
1.1. Development of the software
1.2. Functionality
1.3. Design and content issues
2. Methodology
2.1. The study set
2.2. Assessing knowledge uptake and learning
3. Research findings
3.1. Individual factors and learning
3.2. Learning outcomes by livestock disease
3.3. Prior knowledge and learning
4. Conclusions
References
Abstract
This study presents the findings from the first-year evaluation of the Round Rock Independent School District’s (ISD) Digital Learning Classroom project, an initiative focused on the improvement of English Language Learners’ (ELL) learning using interactive whiteboard (IWB) technology. An objective of the evaluation was to determine the extent IWB technology could foster performance parity in academic achievement between ELL and regular students, that is, reduce the student achievement gap between these two student groups in 3rd and 5th grade mathematics and reading. These grade levels and subjects were the primary focus of the project because students in grades 3 and 5 that do not pass the state’s standardized assessments in mathematics and reading cannot be promoted to the next grade level and therefore, these are “high stakes” tests for students. A second evaluation objective was to determine whether and the extent to which the Digital Learning Classroom could increase ELL students’ academic learning relative to that of ELL students in traditional classrooms (i.e., without IWBs). Using a quasi-experimental design, the results strongly indicate that IWBs can foster performance parity thereby closing the achievement gap between ELL and regular students while increasing ELL student achievement. Pedagogical implications for teachers of ELL students within the context of Digital Learning Classroom project implementation are presented, as well as recommendations for future study of the Digital Learning Classroom in ELL classroom settings.
Article Outline
1. Introduction
2. Theoretical framework
3. Project implementation
3.1. Research design
3.2. Methodology
4. Results
4.1. 3rd grade TAKS mathematics performance
4.2. 5th grade TAKS mathematics performance
4.3. 3rd grade TAKS reading performance
4.4. 5th grade TAKS reading performance
5. Discussion
5.1. Was performance parity achieved between ELL and regular students in traditional classrooms?
5.2. Was performance parity achieved between ELL students in Digital Learning Classrooms and regular students in traditional classrooms?
5.3. Did student achievement increase for ELL students in Digital Learning Classrooms compared to ELL students in traditional classrooms?
5.4. Pedagogical implications for teachers of ELL students within the context of Digital Learning Classroom project implementation
5.5. Recommendations for future research
6. Conclusions
Acknowledgements
References
Vitae
Abstract
The European Computer Driving Licence (ECDL) programme aims at testing practical skills and competences in using ICT tools. This paper presents the results of a monitoring exercise aimed at analyzing the impact of the ECDL programme in the Italian Universities. The ECDL programme, adopted in most Italian Universities since the year 2000, has involved several tens of thousands of students. Our investigation focused on the experiences of the Universities in the year 2003 and, in particular, on the organizational and teaching issues addressed for the implementation of the programme. The analysis has shown that the implementation relied on a large variety of choices about what concerns the teaching organization, the credits awarded to the students and the type of ECDL certification required. These choices varied as a function of the size of the Universities, whereas their geographical location did not seem to have any influence.
Article Outline
1. Introduction
2. The University System in Italy
3. The ECDL programme
4. Results of the monitoring exercise
4.1. Teaching organization
4.2. Credits
4.3. Quantitative results
5. Organizational and teaching profiles
5.1. Organization
5.2. Regulations
5.3. Teaching
6. Conclusions
Acknowledgements
References
Abstract
In this paper, we asked whether or not it matters if policy direction for embedding digital technology in education is aligned with the locus of control of curriculum reform and of teachers’ professional development. We created a simple control:choice framework with which to analyse and compare approaches to education technology policy and the interaction of technology with curriculum and professional development in Northern Ireland and in the south of Ireland. While we expected to find harmony between technology provision and educational change, we did not discover it. We concluded that different approaches are not necessarily at odds and their interplay is more complex.
Article Outline
1. Introduction
2. Method
2.1. Republic of Ireland – policy on ICT in education
2.2. Northern Ireland – policy on ICT in education
2.3. The Republic of Ireland curriculum
2.4. Revising the Northern Ireland curriculum
2.5. Professional development in the Republic of Ireland
2.6. Professional development in Northern Ireland
2.7. Current status of education technology in the Republic of Ireland
2.8. Current status of education technology in Northern Ireland
3. Comparative analysis
3.1. Alignment
3.2. Convergence
4. Conclusion
References
Abstract
This paper focuses on the broad outcomes of a research project which aimed to analyse and model student teachers’ learning in the online components of an initial teacher education course. It begins with discussion of the methodological approach adopted for the case study, which combined conventional data gathering techniques with those which are facilitated using the ‘panoptical’ tools of the VLE. The author has synthesized case study evidence, learning theory (Community of practice theory) and the advice of a key theoretician, to produce an original model of student teachers’ learning online within a professional online district (POD). The most distinctive feature of the POD model is the learning-curriculum dichotomy which recognises the potential of a VLE as a venue in which student teachers, working together in a community of practice, construct their own curriculum (both formal and informal/’hidden’. The paper also examines the key technological and pedagogical issues which affect students’ online learning.
Article Outline
1. Introduction
2. Methodology
3. VLEs in ITE
3.1. Reflective writing
3.2. Sharing resources
3.3. The ‘Hidden Curriculum’ of ePGCE – the non-compulsory online ‘Coffee Bars’
4. Theoretical approach
4.1. Domain
4.2. Community
4.3. Practice and brokering
5. Student teachers’ learning in a professional online district: The POD Model
5.1. A Learning – curriculum dichotomy
5.1.1. Technologically enabled rather than technologically constrained
5.1.2. Learning and Learner-centered rather than teaching and teacher-centered
5.1.2.1. Domain
5.1.2.2. Community
5.1.2.3. Practice
5.1.3. Permeable rather than isolated
5.1.4. ‘Alive’
6. Conclusion
Acknowledgements
References
Abstract
This paper introduces a novel model of laboratory education, namely the TriLab. The model is based on recent advances in ICT and implements a three access modes to the laboratory experience (virtual, hands-on and remote) in one software package. A review of the three modes is provided with highlights of advantages and disadvantages of each mode. It is shown that recent literature on laboratory education recommends hybrid structures. Some literature has reported on the use of two modes hybrid structures, however, it is seldom reported to have triple access mode laboratory. This paper probably the first to report empirical findings of using the three components together. The virtual component of the TriLab has been mainly used in a preparation session for undergraduate students, while the remote component has been mainly used for demonstrating theory applicability in postgraduate courses. The empirical findings shows clearly the positive impact of the hybrid approach on students learning and motivation, these are discussed in light of pedagogical and cognitive psychology theories.
Article Outline
1. Introduction
2. Virtual (simulated) laboratories
3. Remote (online) laboratories
4. Hands-on, simulated or remote?
5. The TriLab model; the triple access mode laboratory
6. The TriLab, an enabler of laboratory rigs reusability
7. Empirical investigations of pedagogical applications of the TriLab
8. Investigations with the undergraduate students
8.1. Selection of the control and experimental groups in the undergraduate course
8.2. Measurement’ instruments
8.2.1. Laboratory report
8.2.2. Pre- and post-lab tests
8.3. Data analysis
9. Investigations with the postgraduate students
9.1. The procedure of remote experimentation in the postgraduate classroom
9.2. RQ1: the impact of a blended lecture vs. a theory lecture
9.3. RQ2: the impact of remote experiments in the classroom on PID control theory understanding
9.4. RQ3: the impact of using different remote experimental rigs on students’ opinion
10. Discussion
11. Conclusions
Acknowledgements
References
Abstract
The success of a virtual learning environment (VLE) depends to a considerable extent on student acceptance and use of such an e-learning system. After critically assessing models of technology adoption, including the Technology Acceptance Model (TAM), TAM2, and the Unified Theory of Acceptance and Usage of Technology (UTAUT), we build a conceptual model to explain the differences between individual students in the level of acceptance and use of a VLE. This model extends TAM2 and includes subjective norm, personal innovativeness in the domain of information technology, and computer anxiety. Data were collected from 45 Chinese participants in an Executive MBA program. After performing satisfactory reliability and validity checks, the structural model was tested with the use of PLS. Results indicate that perceived usefulness has a direct effect on VLE use. Perceived ease of use and subjective norm have only indirect effects via perceived usefulness. Both personal innovativeness and computer anxiety have direct effects on perceived ease of use only. Implications are that program managers in education should not only concern themselves with basic system design but also explicitly address individual differences between VLE users.
Article Outline
1. Introduction
2. Literature review
2.1. Virtual learning environments
2.2. Technology acceptance
2.3. Personality traits
3. Research model and hypotheses
3.1. The traditional TAM hypotheses
3.2. The influence of subjective norms
3.3. The influence of computer anxiety
3.4. The influence of personal innovativeness in the domain of information technology
4. Methodology
4.1. Data collection and sample characteristics
4.2. Measures
5. Data analysis
5.1. Validity and reliability
5.2. Testing of hypotheses
6. Discussion and conclusion
7. Limitations and future research
Acknowledgements
References
Vitae
Abstract
Many lecture halls today have two or more screens to be used by instructors for lectures with computer-supported visual aids. Typically, this additional screen real estate is not used to display additional information; rather a single stream of information is projected on all screens. We describe a controlled laboratory study that empirically assesses the effect on students learning of using the increased classroom screen real estate to project an additional stream of information. We measured how well participants learned from a two-stream presentation compared to a one-stream presentation duplicated on both screens. Data indicate that using extra screen real estate can indeed improve learning. In particular, learning was most improved when pertinent prior information was shown alongside currently explained information. There is also evidence that visual comparisons were improved with parallel viewing using extra screen real estate. Subjective data gathered from participants showed a strong preference for learning with two streams of content over a regular one-stream presentation.
Article Outline
1. Introduction
2. Study objectives
3. Methodology
3.1. Independent variables
3.2. Experimental design and procedure
3.3. Participants
3.4. Materials
3.5. Study instruments and measures
3.5.1. Immediate retention quizzes
3.5.2. Question categories
3.5.3. Pre-test and deferred retention quizzes
3.5.4. Visual recall quiz
3.5.5. Questionnaire
4. Hypotheses
5. Results
5.1. Participants’ previous knowledge
5.2. Objective assessment of immediate retention
5.2.1. General scores
5.2.2. Order effect
5.2.3. Overall results
5.2.4. Results according to categories
5.3. Objective assessment of long period retention
5.3.1. Deferred retention quiz
5.3.2. Visual recall quiz
5.4. Subjective questionnaires
6. Discussion
6.1. Long-term persistency of information
6.2. Showing the previous slide
6.3. Comparing two items
6.4. Verbal-only information
6.5. Graphical vs. textual information
6.6. Visual recall
6.7. Limitations of the experimental design
7. Conclusions
References
Abstract
The researchers investigated the comparative effects of individually-constructed and collaboratively-constructed computer-based concept mapping on middle school science concept learning. One hundred and sixty one students completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, students were assigned to three groups: a self-selected study strategy group, an individual-concept mapping group, and a collaborative pairs – concept mapping group. Collaboratively and individually-constructing computer-based concept maps had equally positive effects on seventh grade middle school science concept learning as measured on a comprehension test. However, the students who collaboratively constructed concept maps created significantly higher quality concept maps than those who individually constructed concept maps indicating deeper conceptual understanding.
Article Outline
1. Theoretical perspective
1.1. Student-constructed computer-based concept mapping
1.2. The importance of collaborative concept learning
2. Research questions
3. Methods
3.1. Participants
3.2. Design
3.3. Computer-based concept mapping workshop training
3.4. Procedures
3.5. Materials and instruments
3.6. Data analyses
4. Results
4.1. Effects of individually or collaboratively constructing concept maps on comprehension
4.2. Effects of individually or collaboratively constructing concept maps on quality of concept maps
4.3. Students’ attitudes toward constructing concept maps
4.4. Students’ use of study time across groups
4.5. Control group
4.6. Individual group
4.7. Collaborative group
4.8. Elements in the classroom environment and learner behaviors across groups that contributed to the impact of the construction of computer-based concept maps
5. Discussion and conclusions
5.1. The positive effect of computer-based concept mapping on learning
5.2. The positive effect and impact of the use of collaboratively constructed concept mapping on learning
5.3. Implications for educational practice and future research
References
Abstract
By focusing on two dimensions of the digital divide—computer use and computer knowledge, this study explores four research questions: (1) What are the undergraduates doing with the computers they use at colleges? (2) How do undergraduates perform in regard to computer knowledge and skills? (3) With what is the digital divide among college students correlated? (4) What consequences does the digital divide have for student academic performance? In order to answer these research questions, a national survey was conducted. The survey investigated 3083 first-year college students of 12 4-year universities in Taiwan. A total of 2719 of them completed the questionnaires resulting in a response rate of 88.2%. In this study, the digital divide is measured in terms of computer use, which includes a variety of purposes for using computers and academic-related work as a proportion of total computer hours, and computer knowledge. Multiple regressions and a generalized ordered logit, i.e. a partial proportional odds model, are employed. The main findings include the following: (1) Undergraduates use computers not only for fulfilling their academic requirements and searching for information, but also for entertainment. On average, undergraduates spend about 19 h per week using computers, of which 5 h are academic-related. (2) Most undergraduates perform at the middle average level in terms of computer knowledge. (3) No significant differences among correlates in relating to demographic and socioeconomic family background were found in predicting the various purposes in using computers. (4) Students who are female, whose fathers and/or whose mothers are from minorities, whose fathers are blue-collar workers or unemployed, who study in the fields of the humanities and social sciences, and who enter private universities are at a disadvantage in terms of computer skills and knowledge. However, female students, students whose mothers were less educated and students who enroll in private universities are more focused computer users in terms of allocating time to academic-related work. (5) Computer knowledge and devotion to using computers for academic-related work have a moderate effect on college student learning, while the various other uses of computers do not. Of the different kinds of computer knowledge, it is the knowledge of software that helps students to learn the most.
Article Outline
1. Introduction
2. Literature review
2.1. Correlates of the digital divide – computer use and computer knowledge
2.2. Correlates of college student academic performance
3. Research design
3.1. Subjects
3.2. Variables and statistical methods
3.3. Statistical techniques
4. Data analysis
4.1. Computer usage
4.2. Correlates of digital divide
4.3. The impact of the digital divide on academic performance
5. Discussions and conclusions
References
Abstract
It is difficult to examine the effectiveness of technology-based courses (TBC) without understanding the design and application in classrooms. There is evidence of disconnects among the theory for designing, the theory used to apply TBCs in classrooms, and the theory used to research and evaluate TBCs [Hickey, D. T. (1997). Motivation and contemporary socio-constructivist instructional perspectives. Educational Psychologist, 32(3), 175–193]. Comments provided by administrators, teachers and students may lead researchers to determine whether or not the original TBC course goals have been attained. In this paper, we first discuss examples of theoretical disconnects found in other technology-based research [Aleven, V. E., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research, 73(3), 277–320; Hickey, D. T., & McCaslin, M. (2001). A comparative, sociocultural analysis of context and motivation. In S. Volet, & S. Järvelä (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 33–55). Elmsford, NY: Pergamon Press]. Then, we describe the course design of the mathematics TBC used in this study, the reasons the principal and the teacher’s believe the software will benefit their mathematics students, and the perceptions of mathematics students regarding the effectiveness of the technology in their classroom. In conclusion, we will discuss how this preliminary qualitative data shaped our future research questions.
Article Outline
1. Introduction
2. Population and methods
3. Course design
4. Common threads
5. Conclusions
6. Future research
References
Abstract
The use of computerized adaptive testing (CAT) has expanded rapidly over recent years mainly due to the advances in communication and information technology. Availability of advanced mobile technologies provides several benefits to e-learning by creating an additional channel of access with mobile devices such as PDAs and mobile phones. This paper describes the design issues that were considered for the development and the implementation of a CAT on mobile devices, the computerized adaptive test on mobile devices (CAT-MD). Throughout the development of the system, formative evaluation was an integral part of the design methodology. The recommendations, suggestions and the results of the formative evaluation were used to improve the system in order to make the assessment procedure more effective and efficient. These results of the formative evaluation are also presented here.
Article Outline
1. Introduction
2. Computerized adaptive test
3. Mobile learning
4. System architecture
4.1. Item pool
4.2. Item selection
4.3. Ability estimation
4.4. Stopping rule
5. System implementation
6. Formative evaluation
6.1. Expert review and one-to-one evaluation
6.2. Small group evaluation
7. Conclusion
Acknowledgements
References
Abstract
This study reports a qualitative investigation that examines the design and implementation of a holistic teacher training model in a cyber face-to-face language learning context. To this end, this study first proposes an e-training model called the Practice, Reflection and Collaboration (PRC) model, and discusses the rationale and theoretical framework underpinning each key component of the model. This is followed by the discussion of how the model was implemented in a 12-week e-teacher training program with the participation of trainee teachers and real distance students. This analysis focuses on how each component of the proposed model worked in our case, and what mechanisms were employed to nurture the trainees’ professional and personal development to become competent and confident e-teachers.
Article Outline
1. Introduction
2. The rationale and underpinning theories of the proposed PRC model
2.1. The practice component
2.2. The reflection component
2.3. The collaboration component
3. Methodology
3.1. The SLMS used in this study – 3C
3.2. Participants
3.2.1. Chinese language teachers
3.2.2. Distance Chinese language students
3.3. Data collection and analysis
4. Results and discussion
4.1. The practice component
4.2. The reflection component
4.3. The collaboration component
5. Conclusion
Acknowledgements
Appendix A. Self reflection report by Cristina.
Appendix B. Postings from the discussion forum in 3C on reflection of the learning experiences.
Appendix C. Examples of professional dialogues in the postings in the discussion forum.
Appendix D. Monitoring report by Annie.
References
Abstract
This paper describes a new social networking site, Cloudworks, which aims to provide a dynamic environment for finding, sharing and discussing learning and teaching ideas and designs. The paper begins by discussing the mismatch between the potential application of technologies in education and their actual use in practice. It considers some of the reasons for this and suggests ways in which this gap might be addressed. It goes on to outline the vision behind the development of Cloudworks, the phases of development and findings to date. It then contextualises this work theoretically drawing in particular on the notion of ‘social objects’ and a framework for sociality. The paper concludes with a discussion of the implications of this work and future research plans.
Article Outline
1. Introduction
2. New patterns of user behaviour – the Web 2.0 phenomenon
3. The Open University learning design initiative
4. Methodology
5. Cloudworks phase one: design
5.1. Design decision 1.1 cloud metaphor
5.2. Design decision 1.2 initial content population of the site
5.3. Design decision 1.3 include social features
5.4. Design decision 1.4 tagging within categories
5.5. Design decision 1.5 low barrier to entry
5.6. Design decision 1.6 no private content
5.7. Design decision 1.7 user Profiles
5.8. Design decision 1.8 Cloud types
6. Cloudworks phase one: evaluation
7. Cloudworks phase two: design
7.1. Design decision 2.1 amalgamate cloud types
7.2. Design decision 2.2. increase social features
7.3. Design decision 2.3 cloudscapes
7.4. Design decision 2.4 following functionality
7.5. Design decision 2.5 my Cloudstream
8. Cloudworks phase two: evaluation
9. Cloudworks phase three: design
9.1. Design decision 3.1 add RSS feeds
9.2. Design decision 3.2 integrate streams from Web 2.0 sites
9.3. Design decision 3.3 merge the tag categories
9.4. Design decision 3.4 make the home page more visual
10. Cloudworks future development
11. Theoretical perspectives
12. Conclusions
Acknowledgements
References
Abstract
The rapid development of computer and Internet technologies has made e-Learning become an important learning method. There has been a considerable increase in the needs for multimedia instructional material in e-Learning recently as such content has been shown to attract a learner’s attention and interests. The multimedia content alone, however, does not necessarily result in significant positive learning performance and satisfaction. Moreover, it is expensive to design and develop multimedia instructional material. There is a lack of extant research to address the critical issue of how to develop effective multimedia instructional content that leads to desirable learning performance and satisfaction. The objective of our paper is to propose and empirically test a model that examines the impact of the fitness of instructional content and media on a learner’s performance and satisfaction.
Our research finds that whether it is learning score as an objective measure or learning satisfaction as a subjective measure, the course unit with high uncertainty and equivocality in content needs high richness media representation. On the other hand, it is ineffective to use high richness media to promote learning performance.
Article Outline
1. Introduction
2. Theoretical background and research model
2.1. Media richness theory
2.2. Research model
3. Methodology
3.1. Instructional material design
3.2. Experiment design and participants
3.3. Measurements
3.4. Experiment procedure
4. Research results
4.1. The test for Hypotheses 1-1 and 2-1
4.2. The test for Hypotheses 1-2 and 2-2
5. Discussions, limitations, future work and conclusions
5.1. Discussion
5.2. Limitations and future work
5.3. Conclusion
Appendix. English translation of Li Bai’s Chinese poem “The River Mechant’s Wife” by Ezra Pound (1885–1972)
References
Abstract
Due to the lengthy learning process associated with complicated clinical techniques, undergraduate radiotherapy students can struggle to access sufficient time or patients to gain the level of expertise they require. By developing a hybrid virtual environment with real controls, it was hoped that group learning of these techniques could take place away from the clinical departments.
This paper presents initial evaluation of the use of a three-dimensional immersive visualisation environment (IVE) to simulate a working radiotherapy treatment machine. A virtual patient complete with a range of different treatment sites was used to enhance learning and teaching of beam alignment in 3D. Pre- and post-questionnaires were used to evaluate the perceptions of 42-year 1 pre-registration students with regards to the learning that had taken place.
93% of students perceived an improvement in their understanding and confidence in their technical skills as a result of using the IVE. The mean overall improvement was 21.2% (p < 0.00001), and this was positively correlated to perceived realism of the application. The application was reported to be both realistic and enjoyable. Feedback suggested it has a role to play in development of technical skills and also pre-clinical induction. More work with the application is ongoing to clarify that role and the potential benefits of this technology.
Article Outline
1. Introduction
1.1. Clinical training
1.2. Virtual reality in medical training
1.3. Immersive visual environments
2. Virtual treatment machine – requirements and development
2.1. Aim
2.2. Requirements
3. Application development
3.1. Virtual linear accelerator
3.2. Control system
3.3. Virtual patients
4. Methodology
4.1. Aims
4.2. Assessment tool
4.3. Analysis
4.4. Cohort
5. Results
5.1. Internal reliability
5.2. Impact on learning
5.3. Ease of use and realism
5.4. Correlation analysis
5.5. Student suggestions
6. Discussion
6.1. Impact on learning
6.2. Ease of use and realism
7. Suggested improvements
7.1. Motion tracking
7.2. Feedback and assessment
8. Conclusions and future work
Acknowledgements
References
Abstract
Two cycles of design-based research of a cognitive tool (CT) for teaching fractions have been completed. Following the success of a quasi-experimental study of the enhanced CT derived from the second cycle of design-based research, this article reports the findings of a pre-test–post-test control group empirical study using the enhanced CT in the classroom. The results indicate that there were no statistically significant differences in learning outcomes between the exploratory learning approach, using the CT, and the traditional direct teaching approach. The CT enabled students to generate a procedural knowledge of adding and subtracting fractions with like and unlike denominators through an exploratory learning process. Teachers asserted that the CT was effective for stimulating reciprocal tutoring among students, and students were enthusiastic about using the CT as an educational tool. Hence, the CT has potential for further development as a tool for promoting collaborative learning in the classroom.
Article Outline
1. Introduction
2. Background of the research
2.1. The cognitive tool
2.2. The empirical study
3. Evaluation methods
4. Results and discussions
4.1. Learning outcomes of students from pre-test–post-test instruments
4.2. Feedback of teachers from interviews
4.3. Feedback of students from questionnaire survey
4.4. Implications of the empirical study
5. Summary and conclusions
References
Abstract
Formative computer assisted assessment has become increasingly attractive in Higher Education where providing useful feedback to large numbers of students can be difficult. However, the nature of such assessments has often been limited to objective questions such as multiple-choice. This paper reports on the development and initial trialling of a more innovative, formative use of computer assisted assessment in a Higher Education context. The European funded PePCAA (Pedagogical Psychology Computer Assisted Assessment) project developed a series of scenario-based computer-delivered formative assessments of pedagogical psychology for teachers and trainee teachers, using a range of software features, including the addition of confidence measurement. The project had a two-fold aim: to provide a tool to improve understanding of pedagogical psychology and to explore the potential of more innovative techniques of computer assisted assessment to motivate students and to assess deeper learning. The combination of computer-delivered formative assessment with innovative question styles and confidence ratings is believed to be unique for pedagogical psychology. Scenarios were based on realistic classroom situations and focused on problem solving or on utilising best practice. The PePCAA Learning Assessment Circle (PLAC) provided a framework for indexing the kinds of processes required of users. In the UK, small scale trialling involved a total of 23 teacher trainees such that each assessment was attempted by about seven participants. Participants completed evaluation questionnaires after each assessment. Responses from learners indicated that the UK scenarios were generally very well received and had at least partly achieved the aim of stimulating deeper learning. Transfer of assessments between countries proved more difficult than expected. The next stage of development should be to conduct a larger pilot, thus allowing full investigation of the reliability and validity of the assessments. There is also scope for further development of the PePCAA approach and for its application in other subjects.
Article Outline
1. Introduction
1.1. The benefits of formative CAA
1.2. Use of feedback to promote learning
1.3. Scenario-based assessment
1.4. Question types used in CAA
1.5. Metacognition and confidence measurement
1.6. The PePCAA project
1.7. Scenario-assessments
1.7.1. Question types
1.7.2. Feedback
1.7.3. Confidence measurement
1.8. Scenario-assessments developed in the UK
1.9. The PePCAA learning assessment circle
2. Method
2.1. Trialling of scenario-assessments in the UK
2.1.1. Trial 1 – Scenario-assessments about primary pupils
2.1.2. Trial 2 – Scenario-assessments about secondary pupils
2.1.3. Feedback questionnaires
2.1.4. A note on samples used
2.2. Trialling of scenario-assessments in Sweden
3. Results
3.1. Results of trialling in the UK
3.2. Confidence measurement results
3.3. Post-trialling improvements
3.4. Limitations and further research
3.5. Results of trialling in Sweden
3.6. Transferability of scenario-assessments from one country to another
4. Discussion
Acknowledgements
References
Abstract
This paper argues that the internet is built around key technology design features of openness, robustness and decentralisation. These design features have transformed into social features, which are embodied within the cultural values of the internet. By examining applications that have become popular on the net, the importance of these values is demonstrated. If e-learning is considered as a sub-set of internet activity, then the types of approaches that will be popular and meaningful for students will be those that appeal to these three core values. An examination of online communities reveals that these are indeed in keeping with these, and provide a valuable learning experience. The community can be seen as a natural conclusion in e-learning driven by the expectations of a generation of learners who have been enculturated into the values of the internet.
Article Outline
1. Introduction
2. Successful developments
2.1. Naspter
2.2. Blogging
2.3. Open source
3. The educational motivation for communities
4. Learning communities as a natural end-point
5. Realizing e-learning communities
6. Conclusions
References
Abstract
In the search for factors affecting the use of ICT in educational settings, several authors have presented holistic conceptual frameworks. In this study, we argue that while these models are valuable sources for conducting qualitative research, they are less useful for quantitative research since few measurement scales have been created. We present an empirically tested conceptual framework to further examine the complex process of integrating ICT for instructional purposes. This model has been developed from a school improvement perspective and considers the e-capacity of a school as an overarching concept. E-capacity refers to the schools' ability to create and optimise sustainable school level and teacher level conditions to bring about effective ICT change. The conditions identified are based on a literature review in the change and school improvement literature and the ICT integration literature. All conditions have been translated into reliable measurement scales. Questionnaire data were collected from a representative teacher sample (N = 471) in 62 primary school in Belgium (Flanders). Exploratory and confirmatory factor analyses were conducted indicating good goodness of fit estimates and good internal consistency.
Article Outline
1. Introduction
2. The need for a new framework: e-capacity
3. Conditions in the e-capacity model
3.1. School improvement conditions
3.1.1. Leadership
3.1.2. Participation in decision making
3.1.3. Collegiality
3.2. ICT related school conditions
3.2.1. ICT support
3.2.2. ICT coordination
3.2.3. The schools' vision of ICT integration
3.2.4. ICT policy planning
3.2.5. ICT infrastructure
3.3. ICT related teacher conditions
3.3.1. ICT teachers' professional development
3.3.2. Teachers' ICT competence
3.4. Teachers' actual use of ICT
4. Method
4.1. Procedure and instruments
4.2. Statistical analysis
4.3. Participants
5. Results
5.1. Results of the CFA on the conditions for school improvement
5.2. Results of the scale construction of ICT related school conditions (EFA and CFA)
5.3. Results of the scale construction of ICT related teacher conditions (EFA and CFA)
5.4. Results of the CFA of ICT use
6. Conclusion and discussion
Appendix A –. Newly constructed scales (ICT related school conditions)
Scale ‘ICT school support and coordination’
Scale ‘Schools’ ICT vision and policy’
Scale ‘ICT infrastructure’
Appendix B –. Newly constructed scales (ICT related teacher conditions)
Scale ‘ICT teachers’ professional development’
Scale ‘Teachers’ ICT competencies'
Appendix C –. Revised scales of Tondeur et al. (2007)
Scale ‘ICT as an information tool’
Scale ‘ICT as a learning tool’
Scale ‘Basic ICT skills’
References
Abstract
The effects of an educational electronic book (e-book) on 149 five- to six-year-old kindergarteners’ emergent literacy levels were researched in two SES groups: low (LSES) (79 children) vs. middle (MSES) (70 children). In each SES group, children were randomly assigned to four groups. Three groups were assigned to work individually in one of three e-book activity modes: “Read story only”, “Read with dictionary”, or “Read and play” during three similar activity sessions and the fourth group served as a control which received the regular program of the kindergarten. Pre- and post-intervention emergent literacy measures included word meaning, word recognition, and phonological awareness. Results show that word meaning of children from both middle and low SES improved following the educational e-book activity, regardless of mode. Second, LSES children’s emergent literacy levels showed relatively greater improvement rates than did those of the MSES children. Third, children in the “Read with dictionary” and “Read and play” activity modes showed more improvement in their emergent literacy levels than did those in the “Read story only” mode. Implications for future research and for education are discussed.
Article Outline
1. Introduction
1.1. Literature review
1.2. The present study
2. Method
2.1. Participants
2.2. The electronic book
2.2.1. Main functions of the e-book
2.2.2. Description of the main modes
2.3. Measuring children’s emergent literacy level
2.3.1. Word meaning
2.3.2. Word recognition of words from the e-book
2.3.3. Phonological awareness
2.4. Procedure
2.4.1. The pre-intervention stage
2.4.2. The activity with the e-book
2.4.3. The post-intervention stage
3. Results
4. Discussion
References
Abstract
This paper reports a study assessing a new computer tool for cartoon storytelling, created by the authors for a target audience in the upper half of the English and Welsh Key Stage 2 (years 5 and 6, covering ages 9–11 years). The tool attempts to provide users with more opportunities for expressive visualisation than previous educational software; its design was motivated by earlier work connecting “moving image literacy” with print literacy, and it was used here in storywriting preparation work: users first visualised a known story, then wrote their versions of it based on the cartoons they had made. The stories produced are compared with stories written using two other preparation activities, one a pencil-and-paper cartooning exercise and the other a teacher’s normal planning session, which also resulted in a retelling of a known story.
The study finds that no one preparation process had a noticeably different effect on the final written stories; however, the cartoons produced with the software are found to be quite different to their paper counterparts, showing a greater variety of character action, pose and interaction, slightly more variety of camera shot distance, and more pictures. Children’s and teachers’ reactions to the software tool are also discussed.
Article Outline
1. Introduction
2. Software design
3. Process and experiment design
3.1. Ramayana sub-study
3.2. Visitor sub-study
3.3. Hawthorne and experimenter effects
3.4. Data analysis
4. Data analysis 1: first-story, second-story, and improvement comparisons
4.1. Choice of indicators and analytical tools
4.1.1. CHECK TEXT: statistical features of prose
4.1.2. Teacher coding: qualitative impressions
4.2. CHECK TEXT analysis findings
4.2.1. Ramayana sub-study
4.2.2. Visitor sub-study
4.2.3. CHECK TEXT analysis summary
4.3. Teacher-coded analysis findings
5. Data analysis 2: cartoon comparison
5.1. Coding scheme
5.1.1. Fine-grained: differences in specific type of expressiveness
5.1.2. Coarse-grained: ‘expressiveness per shot’
5.2. Fine-grained analyses
5.2.1. Camera language findings
5.2.2. Characterisation findings: facial expression
5.2.3. Characterisation findings: characters’ poses
5.3. Coarse-grained analyses
6. Qualitative observations and participant opinions
6.1. Responses to posable characters
6.2. Use of other software features
6.3. Engagement and motivation
7. Summary and conclusions
References
Abstract
The purpose of the research was to determine experimentally whether the addition of features to enhance learner motivation and collaboration, termed motivational scaffolding, to the “traditional” distance learning design improved engagement, and performance, particularly among procrastinators. Two versions of a web-based five-credit study skills course, both covering the same content and sharing all features save for the scaffolding, were compared: traditional-distance, and motivationally-scaffolded distance, during each of two terms. Motivational scaffolding consisted of using chat to run study skills support groups, where students were helped to stay on task, and instructor office hours. Students were classified as either high or low procrastinators, and randomly assigned to each version, and two instructors alternated between versions taught from one term to the other. Results showed that procrastinating students, for whom the lack of structure of distance learning may be problematic, performed better in the motivationally-scaffolded version than the traditional, while non-procrastinating students performed equally in both.
Article Outline
1. Introduction
2. Purpose of the study
3. Collaboration-based interventions
4. Methods
4.1. Participants
4.2. Instructional treatments
4.3. Course measures
4.4. Procrastination tendency
4.5. Procedure
4.6. Analysis
5. Results
5.1. Course performance
5.2. Grade point average
5.3. Student evaluation of course
6. Conclusions
References
Abstract
This study investigated the effectiveness of multiple scaffolding tools in helping students understand a complex problem. In order to support students with this task, a multimedia learning environment was developed based on the cognitive flexibility theory (CFT) and scaffolding through computer-based tools. Seventy-nine 10th-grade students in an urban high school participated in this study. A quasi-experimental method was used to compare the effectiveness of different scaffolding tools within this learning environment. Scaffolding used in conjunction with CFT principles did not affect students’ ability to consider multiple perspectives or their numbers of misconceptions. On the other hand, scaffolding tools had varying effects on students’ problem understanding, and a significant interaction was found between the different scaffolding tools used. This study raised questions about the effectiveness of combining multiple scaffolding tools within a multimedia environment.
Article Outline
1. Introduction
1.1. Cognitive flexibility theory learning environments
1.2. Scaffolding and CFT-based learning environments
1.3. Purpose and context of the present study
2. Method
2.1. Participants and setting
2.2. Treatment materials and treatment assignment
2.3. Measures
2.3.1. Multiple perspectives
2.3.2. Misconceptions
2.3.3. Problem understanding
2.3.4. Controls
2.4. Procedures
2.5. Data analysis
3. Results
3.1. Multiple perspectives
3.2. Number of misconceptions
3.3. Problem understanding
3.4. Summary of classroom observations
4. Discussion
4.1. Multiple perspectives
4.2. Misconceptions
4.3. Problem understanding
5. Conclusion
Acknowledgements
Appendix A. Rubrics
References
Abstract
This study investigates the hypothesis that students’ learning and problem-solving performance in ill-structured domains can be improved, if elaborative question prompts are used to activate students’ context-generating cognitive processes, during case study. Two groups of students used a web-based learning environment to criss-cross and study case-based material in the software project management domain. The experimental group was additionally prompted to consistently answer a set of questions based on a model of context-generating processes, meant to engage students in deeper processing of information presented in cases. Students were also classified as having either “complex” or “simple” EB profile (based on their epistemological beliefs record), thereby establishing a 2 × 2 factorial design. Results indicated that scaffolding treatment had a significant main effect on students’ performance, with the experimental group performing better in both domain knowledge acquisition and knowledge transfer post-test items. There is also tentative indication that EB profile and scaffolding treatment interact, with complex-EB learners benefiting most from the scaffolded condition. Overall, the study provides evidence that it is possible to improve individual learning in a technology environment for case-based learning, by implementing appropriate questioning strategies that trigger students to activate their context-generating cognitive processes, while studying the contextually rich material of cases.
Article Outline
1. Introduction
1.1. Question prompts as students’ cognitive scaffolds
1.2. Scaffolding students in case-based learning
1.3. Question prompts for supporting context-oriented analysis
1.4. Influence of students’ epistemological beliefs on learning
2. Overview of the study
2.1. Goal of the study
2.2. Domain of instruction
2.3. Research questions and hypotheses
3. Method
3.1. Participants
3.2. Design
3.3. Procedure
3.4. Pre-testing and EB instrument
3.5. Study conditions in control group
3.6. Study conditions in experimental group
3.7. Post-test instruments
4. Results
4.1. Pre-test
4.2. Post-test
5. Discussion
5.1. Hypotheses testing
5.2. Student attitudes
5.3. Study limitations
5.4. Implications for the design of TELEs
Acknowledgements
Appendix A. EB instrument sample (paired items on “structure” dimension)
Appendix B. Example of studied material
Appendix C. Post-test domain knowledge sample question (“conceptual”)
Appendix D. Excerpt from post-test scenario (“transfer” test)
References
Abstract
In this paper we describe a study of the effectiveness of mobile learning (m-learning) in the form of podcasting, for teaching undergraduate students in Higher Education. Podcasting involves downloading a series of audio or video broadcasts (files) onto a digital media player, via a computer, over a period of weeks. These can then be watched or listened to when, where and as often as students choose. The use of digital media players, popularised by Apple’s iPod™, is widespread amongst undergraduate students. A pilot survey of Business and Management students indicated that over 74% owned some form of digital media player, with a further 7% indicating that they intended to purchase one in the next six months.
Whilst podcasting is being utilized as a teaching tool by some educators in the secondary sector, its use in higher education, and its effectiveness as a learning tool for adults, remains to be established.
In our study, a separate group of just under 200 first-level students were given a series of revision podcasts after completing a course in Information and Communications Technology (and prior to their examination). As part of the subscription process, they had to complete an online questionnaire about their experience. The questionnaire utilized a five-point Likert scale comparing their attitudes to lectures, podcasts, notes, textbooks and multimedia e-learning systems.
Statistical analysis of the results of the study indicates that students believe that podcasts are more effective revision tools than their textbooks and they are more efficient than their own notes in helping them to learn. They also indicate that they are more receptive to the learning material in the form of a podcast than a traditional lecture or textbook. The study suggests that the use of podcasts as a revision tool has clear benefits as perceived by undergraduate students in terms of the time they take to revise and how much they feel they can learn. Coupled with the advantages of flexibility in when, where and how it is used, podcasting appears to have significant potential as an innovative learning tool for adult learners in Higher Education.
Article Outline
1. Introduction
2. Method
2.1. Participants
2.2. Materials and apparatus
2.3. Procedure
2.4. Data analysis tools
3. Results
4. Discussion
Acknowledgements
Appendix A
Podcasting revision lecture survey
References
Abstract
We investigated the effects of a highly rated commercial electronic book (e-book) for young children on kindergarteners’ emergent literacy skills within the context of paired peer versus individual use of the e-book. The sample of 110 kindergarteners had a mean age of 5.64 years and approximately equal numbers of boys and girls, randomly chosen from four kindergartens in a low SES Israeli township. All participants spoke Hebrew. None had been diagnosed with learning disabilities. Participants were randomly assigned to four groups: 30 tutors, 30 tutees, and 30 individual learners, all of whom used the e-book, and 20 children in a control group who were only exposed to their regular kindergarten program. Pre- and post-intervention emergent literacy measures included phonological awareness, reading of words from the e-book, word recognition, and story comprehension and production. The overall improvement in the measured emergent literacy skills from pre- to post-intervention of the children in the three experimental groups was higher than that of the children in the control group. In addition, there were significant learning context differences in several of the children’s measured emergent literacy skills, suggesting that those who work on an e-book activity in a paired peer learning context with same age peers (tutors and tutees) seem to gain an advantage in phonological awareness, emergent reading, and story comprehension over those who work with it individually. Implications for educators and e-book designers are discussed.
Article Outline
1. Introduction
2. Methods
2.1. Participants
2.2. The electronic book
2.3. Children’s emergent literacy level
2.3.1. Print concept
2.3.2. Word recognition
2.3.3. Story comprehension
2.3.4. Emergent story production
2.4. Procedure
2.4.1. The pre-intervention stage
2.4.2. The intervention stage
2.4.3. The post-intervention stage
3. Results
3.1. Effects of e-book activity on phonological awareness
3.2. The effect of the e-book activity on emergent reading
3.3. The effect of the e-book activity on children’s story comprehension and story production
4. Discussion
References
Abstract
The implementation of a computer game for learning about geography by primary school students is the focus of this article. Researchers designed and developed a three-dimensional educational computer game. Twenty four students in fourth and fifth grades in a private school in Ankara, Turkey learnt about world continents and countries through this game for three weeks. The effects of the game environment on students’ achievement and motivation and related implementation issues were examined through both quantitative and qualitative methods. An analysis of pre and post achievement tests showed that students made significant learning gains by participating in the game-based learning environment. When comparing their motivations while learning in the game-based learning environment and in their traditional school environment, it was found that students demonstrated statistically significant higher intrinsic motivations and statistically significant lower extrinsic motivations learning in the game-based environment. In addition, they had decreased focus on getting grades and they were more independent while participating in the game-based activities. These positive effects on learning and motivation, and the positive attitudes of students and teachers suggest that computer games can be used as an ICT tool in formal learning environments to support students in effective geography learning.
Article Outline
1. Introduction
2. Related literature
3. Method
3.1. Research context and participants
3.2. Design of the game-based learning environment
3.3. Procedures
3.4. Data sources
3.5. Data analysis
4. Quantitative results
5. Qualitative results
5.1. Game-based learning environment
5.2. General implementation issues
5.3. Responses to the four open-ended questions
5.4. Analysis of the interviews
6. Discussion and implications
7. Future work
8. Conclusion
Acknowledgements
References
Abstract
This paper aims to determine the effect of conceptual change texts accompanied with computer animations on 11th grade students’ understanding and alternative conceptions related to chemical bonding. One experimental group (EG; N = 28) and one comparison group (CG; N = 30) were used in the study. While the comparison group taught traditional instruction, the experimental group received conceptual change text accompanied with computer animations instruction. Chemical bonding achievement test was applied as pre-test, post-test and delayed test to collect data. The results of the study indicated that while there is no statistically significant difference between groups in pre-test, performance of EG students is greater than the CG ones in post-test and delayed test. And also, the EG students are better in remediating their alternative conceptions related to chemical bonding. Based on the study, it is concluded that conceptual change texts combined with computer animations can be effective instructional tools to improve students’ conceptual understanding of chemical concepts.
Article Outline
1. Introduction
1.1. Difficulties in teaching of chemistry
1.2. Previous studies on alternative conceptions of chemical bonding
1.3. Overcoming alternative conceptions and improving chemistry teaching
2. Purpose of the inquiry
3. Method
3.1. Research design
3.2. Sample
3.3. Instruments
3.3.1. Chemical bonding achievement test (CBAT)
3.3.2. Conceptual change texts (CCT)
3.3.3. Computer animations (CA)
3.4. Teaching intervention
3.5. Data analysis
4. Results and discussion
5. Conclusions and implications
Appendices: Conceptual change text 1 (CCT 1): the shapes of molecules
Do you have the same idea?
Conceptual change text 2 (CCT 2): hydrogen bond
May be..!! Do you have the same idea?
Do you agree with this idea?
References
Abstract
This study compared the impact of three different facilitation approaches on elementary teacher candidates’ interactions in an asynchronous discussion board as well as their satisfaction with an online educational technology course. These participants were enrolled in three different sections of the same online course. In the first section (Group 1), the instructor responded to each student’s initial message regarding the discussion question and then required students to respond to at least two of their classmates’ postings. In the second section (Group 2), the instructor responded to each student’s initial message to the discussion question, but did not require students to respond to other classmates’ postings. Instead, it was the student’s voluntary choice. In the third group (Group 3), the instructor did not respond to each student’s initial message on the discussion question, but required students to respond to at least two classmates’ postings. Data were analyzed both quantitatively and qualitatively, by using ANOVA, social networking analysis (SNA) and content analysis. The results indicated that in Group 2, voluntary interactions among students rarely occurred, resulting in the instructor primarily providing feedback to the students, with a low number of cues for social presence. In comparing Groups 1 and 3, when students were required to respond to one another, too much instructor intervention did not lead to more interactions among the students. Rather, when the instructor’s intervention was minimal, students tended to more freely express their thoughts and opinions, with a large number of cues for social presence. However, more interactions among students, occurring in a required setting, may not have correlated with student satisfaction with the online course ratings and the instructors’ ratings.
Article Outline
1. Introduction
2. Conceptual framework
2.1. Interactions in asynchronous online discussion boards
2.2. Communities and social presence in an online learning environment
2.3. Students satisfaction in an online learning environment
3. Research questions
4. Methods
4.1. Context and participants
4.2. Data collection and analysis
5. Results
5.1. Quantitative results
5.2. SNA
5.2.1. Density
5.2.2. Centrality
5.2.3. Share
5.2.4. Reciprocity
5.3. Content analysis results
5.4. Student satisfaction
6. Conclusion and implications
7. Limitations of the study and future research directions
Appendix A. Discussion questions for all of the eight sessions
References
Abstract
The current research investigated the effects of differing feedback protocols in a Web-based worked example learning environment to determine if changes would occur over time in goal orientation, self-regulation, self-efficacy or achievement. Participants from an undergraduate chemistry course were assigned to either a norm-referenced or self-referenced feedback group to receive feedback in relation to their performance on a weekly quiz administered via the Web. Results revealed that participants did not significantly change their goal orientation type or magnitude as a result of the differing feedback protocols, even with the addition of learning environment perception as a potential mediating variable. However, participants made significant decreases along the mastery approach and performance approach goal orientation sub-scales, regardless of the type of feedback received. While this was not anticipated, the results are consistent with other recent research within this context. An unanticipated trend also emerged, as those from the norm-referenced feedback group with a class-task perception of the learning environment were less likely to use worked examples but also demonstrated the greatest gains in self-efficacy. These were unanticipated outcomes and contrary to prior research. Recommendations for future research within this context such as authenticating participants’ perceptions of their assigned treatment condition, introducing additional feedback protocols such as a combined, choice, or control condition and building in a better gauge to track the time and context of changes within the constructs of interest are also discussed.
Article Outline
1. Introduction
1.1. Theoretical framework
1.2. Goal orientation
1.3. Worked examples as a self-regulated learning strategy
1.4. Self-efficacy
1.5. The current investigation
2. Methods
2.1. Participants
2.2. Procedure
2.3. Measures
2.3.1. Goal orientation
2.3.2. Perception of the learning environment
2.3.3. Self-efficacy
2.3.4. Worked example usage
2.3.5. Achievement
3. Results
3.1. Research question one: changes in self-efficacy and achievement
3.2. Research question two: changes in self-regulation strategy patterns
3.3. Research question three: changes in goal orientation
4. Discussion
4.1. Impact on learning theory
4.1.1. Limitations
References
Vitae
Abstract
Within the scope of this study, the effectiveness of two kinds of instructional support was evaluated with regard to the learner’s interests. Two versions of a simulation program about the respiratory chain were developed, differing only in the kind of tasks provided for instructional support: One version contained problem-solving tasks, the other one contained worked-out examples. The focus was on the learner’s interest in the subject and in computers. The first goal of the study was to find to what extent computer simulations incorporating the different kinds of instructional support have positive effects on situational subject-interest. The second goal was to evaluate the interactions between the learner’s interests and the instructional support with regard to the learning results (subdivided into factual knowledge and understanding). Simulations with worked-out examples were shown to have positive effects on the learner’s situational interest in the subject. This was not found to be the case in simulations with problem-solving tasks. Regardless of the kind of instructional support, learners with little interest in the subject were able to achieve significant gains in factual knowledge. However, improvement in understanding was dependent on the kind of instructional support.
Article Outline
1. Introduction
1.1. Instructional support tasks for computer-based simulations
1.2. Interest in learning processes
2. Research questions
3. Method
3.1. Participants
3.2. Experimental design
3.3. Data collection
3.3.1. Pre-test
3.3.2. Post-test
3.4. Test procedure
3.5. Learning environment
3.6. Data analysis
4. Results
4.1. Change of interest between pre- and post-test
4.2. The interaction between individual subject-interest and instructional support
4.3. Interactions between “individual interest in computers” and “instructional support”
5. Discussion and conclusions
5.1. The effect of instructional support on situational subject-interest
5.2. Interaction between individual subject-interest and instructional support and its effect on the learning result
5.3. Interaction between interest in computers and instructional support, and its effect on the learning result
6. Summary
References
Abstract
The purpose of this study was to integrate asynchronous learning technology with teaching strategies on observation and writing into a teacher education method course. The research questions were to explore the effects of the innovative teaching method and to compare it with the traditional teaching method. There were 134 preservice teachers involved in this study. This study used a mixed method design, incorporating both quantitative and qualitative techniques. The main data included questionnaires, observation reports, and on-line information. According to the findings, there were significant differences in the “teaching and learning interaction” and “application of technology and theories” (F = 9.728, P < 0.01, and F = 16.88, P < 0.001, respectively.), but there were no significant differences in the other aspects. The results also showed the experimental teaching method combined the effect of both traditional classroom and online teaching, and reinforced the integration of teaching theories and practices. The preservice teachers reflected that they had learned how to integrate technologies with teaching through the learning environment of the asynchronous learning network and teaching observation. The interactive teaching and learning of this study could supplement the any existing deficiencies in traditional teaching. Therefore, the experimental teaching method is not only a way to construct knowledge, theories and experiences of teaching, but also a good strategy to promote the utilization of instructional technology within teaching for preservice teachers. The limitations in the asynchronous learning technology and the difficulties associated with the preservice teachers’ learning processes were also discussed.
Article Outline
1. Introduction
2. Rationale
3. Research methodology
3.1. Participants
3.2. Research design
3.3. The procedures of implementation
3.4. Data collection
3.5. Data analysis
4. Results and discussion
5. The effect of integrating traditional classroom and online teaching
6. The integration of teaching theories and practices
7. The application of instructional technology and knowledge theory
8. Supplementing the deficiency of traditional teaching with interactive teaching
9. Limitations
10. Implications and conclusion
References
Abstract
This study examined the effects of a computer game on students' mathematics achievement and motivation, and the role of prior mathematics knowledge, computer skill, and English language skill on their achievement and motivation as they played the game. A total of 193 students and 10 teachers participated in this study. The teachers were randomly assigned to experimental and control groups. A mixed method of quantitative and interviews were used with Multivariate Analysis of Co-Variance to analyze the data.
The results indicated significant improvement of the achievement of the experimental versus control group. No significant improvement was found in the motivation of the groups. Students who played the games in their classrooms and school labs reported greater motivation compared to the ones who played the games only in the school labs. Prior knowledge, computer and English language skill did not play significant roles in achievement and motivation of the experimental group.
Article Outline
1. Introduction
2. Conceptual framework
3. Method
3.1. Participants
3.2. Treatments
3.3. Instruments
3.3.1. Demographics survey
3.3.2. Motivation surveys
3.3.3. Academic achievement tests
3.3.4. Interviews
3.4. Procedure
3.4.1. Data analysis
4. Results
4.1. Quantitative results
4.1.1. Mathematics achievement and motivation
4.1.2. Individual differences
4.2. Interview results
4.2.1. Interviews on mathematics achievement and motivation
4.2.2. Interviews on individual differences
5. Discussion and conclusions
Appendix A. Appendix
References
Abstract
The purpose of this research was to investigate the effect of practice teaching in Second Life on the change of preservice teachers’ teaching efficacy, and the difference of changes between individual teaching practice and collaborative teaching practice in their teaching efficacy. Participants were placed into the individual teaching practice or collaborative teaching practice group as a part of a teaching methods and educational technology course. Both groups completed practice teaching sessions twice in Second Life and an instrument adopted for measuring of pre-service teachers’ teaching efficacy beliefs was administered after each of three stages. The researcher collected data from both groups before the first practice teaching, after the first practice teaching session, and after the second session. Results from a Repeated Measure ANOVA indicated that the practice sessions influenced changes in participants’ personal teaching efficacy but not teaching outcome expectancy. In addition, the results indicated significant difference between groups on their personal teaching efficacy after the second practice session, but not on teaching outcome expectancy. The difference between the two groups is attributed to the different methods in preparing for the practice session, practicing the teaching, and the reflection methods posed to each group of participants. This research suggests that pre-service teachers can gain valuable teaching practice in Second Life, and furthermore that collaborative practice teaching is more effective way than individual approaches to practicing teaching.
Article Outline
1. Introduction
2. The development of teaching efficacy
3. Practice of teaching in virtual worlds
3.1. Teaching practice in second life
3.2. Collaboration during the practice of teaching
4. The measurement of pre-service teachers’ teaching efficacy
5. Method
5.1. Participants
5.2. Design of the practice in second life
5.2.1. Preparation phase
5.2.2. Practice phase
5.3. Instrument
5.4. Data analysis
6. Results
6.1. Changes of pre-service teachers’ teaching efficacy
6.2. Differences of effects between ITP and CTP
7. Discussion
7.1. Changes of pre-service teachers’ teaching efficacy
7.1.1. Changes of TOE
7.1.2. Changes of PTE
7.2. Differences of effects between ITP and CTP
7.2.1. Difference of the effect in TOE
7.2.2. Difference of the effect in PTE
8. Conclusions
Acknowledgements
References
Abstract
Web-based education as an alternative to face-to-face teaching is now being extended as an application to higher education. Much effort is undertaken to provide multimedia rich, attractive content to learners. While the use of multimedia technologies has a noticeable effect on students’ learning, so does the selected teaching methodology. Underpinned by the Constructivist approach, problem-based learning is one of the methods that could be applied in web-based learning environments. The current study investigates the effects of problem-based learning on students’ classroom community perceptions and their achievement. It focuses on the tertiary level course “Introduction to Computers” offered by the Department of Business Administration of the Distance Education Program at a higher education institution in Turkey. The results indicated that students who worked on problem-based projects felt much more ‘connected’ to other class members when compared to the control group. They achieved higher scores in the post-tests although their online midterm and final examination scores did not indicate any difference between the groups.
Article Outline
1. Introduction
2. An alternative approach to traditional teaching: problem-based learning
3. Classroom community
4. Self-regulated learning
5. Application of problem-based learning to web-based education
6. Methodology
6.1. Research problem
6.2. Method
6.3. Setting and sampling
6.3.1. Control group
6.3.2. Experimental group
6.4. The characteristics of the online learning environment
6.4.1. Online meeting
6.4.2. Discussion board
6.5. Data collection techniques
6.5.1. Pre- and post-tests
6.5.2. Achievement tests
6.5.3. Project report evaluations (assignments)
6.5.3.1. Word processor assignments
6.5.3.2. Spreadsheet assignment
6.5.3.3. Impress assignment
6.5.4. Student surveys
6.5.4.1. Internet self-efficacy scale
6.5.4.2. The self-efficacy scale for self-regulated learning
6.5.4.3. The classroom community scale
6.5.4.4. Online midterm and face-to-face final exam results
7. Results
7.1. The changes in the students’ pre- and post-test scores after participating in the online PBL intervention
7.2. The difference in the achievement and average assignment scores for experimental and control group students
7.3. The difference in the Internet self-efficacy scores for experimental and control group students
7.4. The difference in the self-efficacy for self-regulated learning scores for experimental and control group students
7.5. The difference in the classroom community scores for experimental and control group students
8. Findings
9. Conclusion
References
Abstract
Computer based simulations and games can be useful tools in teaching aspects of construction project management that are not easily transmitted through traditional lecture based approaches. However, it can be difficult to quantify their utility and it is essential to ensure that students are achieving the learning outcomes required rather than just learning to play a game. Maintaining engagement and encouraging reflection are critical elements in ensuring that effective learning is occurring.
Recent work using simulation games for teaching construction project planning and control is described with reference to a range of methods employed by the authors. The paper focuses on a teaching module at the University of Nottingham employing simulation games as the primary source of instruction in a self-directed learning exercise. This style of teaching is not suited to all students and current work to extend the learning experience to suit a wider audience is described.
Preliminary findings from the work are given along with discussion of plans for further development.
Article Outline
1. Introduction
2. Method
2.1. A teaching module focussing solely on the use of simulation games
2.2. Incorporating greater engagement and reflection to the teaching method
3. Materials
3.1. The muck game
3.2. The canal game
3.3. The muck and canal game umpire (MCG umpire) tool
3.4. Modifications to the games and umpire tool to increase engagement and reflection
4. Results and discussion
4.1. ACPM results to date
4.2. Preliminary results from ACPM module revisions
4.2.1. Group presentations
4.2.2. Pre and post teaching questionnaires
4.2.3. Focus group revision exercises
5. Conclusions
References
Abstract
The aims of this study are to find out (1) how student teachers’ attitudes toward Internet affect their attitudes toward democracy, (2) how student teachers’ attitudes toward democracy are in terms of their purpose of using Internet and (3) benefits provided by the Internet. The research is carried out in Ziya Gokalp Education Faculty at Dicle University during 2005–2006 academic year by the participation of 440 student teachers in total. “Likert Type Attitude Scale Toward the Use of Internet”, was used to determine the student teachers’ attitudes toward the Internet and “The Attitude Scale Toward Democracy” was used to find out the attitudes of the student teachers toward democracy. The data are analyzed by using variance analysis and correlation (Pearson) techniques. Scheffé test is used for significance test.
A positive significant correlation was determined between subscales (“using Internet in teaching”, “using Internet in research”, “liking to use Internet in teaching”, “using Internet in communication” and “using Internet in sharing information”) of attitude scale towards using Internet and subscales (“inclination to democracy”, “devotion to democracy” and “qualities of democracy”) of attitude scale towards democracy. However, a negative significant correlation is found between the attitudes of student teachers toward “using Internet in teaching”, “using Internet in research”, “liking to use Internet in teaching” and “negative view to democracy”.
According to student teachers’ purpose of using Internet, the difference between their attitudes towards “devotion to democracy” and “qualities of democracy” is significant. In addition, the difference between their attitudes toward “devotion to democracy” is significant in terms of the benefits provided by Internet.
Article Outline
1. Introduction
1.1. Aim
2. Method
2.1. Data collection
2.2. Data analysis
3. Findings
3.1. The relation between the attitudes toward the democracy and the Internet
3.2. The attitudes of the student teachers toward the democracy according to their purpose of using the Internet
3.3. The attitudes of the student teachers toward the democracy in terms of the benefits provided by Internet
4. Discussion
References
Abstract
Learning in complex and ill-structured knowledge domains requires accommodation of multiple perspectives embedded in authentic activities and the reconciliation of those perspectives with personal beliefs resulting in conceptual change. Cognitive flexibility hypertext systems support that process by enabling learners to explore authentic cases from multiple thematic perspective. Study 1 showed that knowledge exploration alone is insufficient to engage those conceptual change processes. So we reasoned that providing learners with environments that engage more constructive, personal knowledge representation activities would better support conceptual change. However, these environments rarely support learners in structuring, integrating, and representing their personal beliefs with other perspectives. That became the goal of our iterative research process.
We describe a design-based research study conducted over three years that chronicles the evolution of a hypertext information system into a collaborative knowledge construction environment. Situated in different subject areas and contexts, the project examined learner roles for interpreting and later representing and constructing their own complex, non-linear content structures. At the core of the project was an evolving hypertext authoring system, Crisscrossing, in which users in the latest version collaboratively construct non-linear hypertext structures as well as represent non-linear and sequential pathways through the content structures they construct.
During each research cycle, we conducted extensive usability testing and utilized qualitative and quantitative research methods to describe changes in learners’ roles and their effects on students’ conceptual change while interpreting cases and producing and annotating their own cases. Learners consistently produced patterns of artifacts within and outside the environments, experienced poor transfer to new cases, and manifested difficulty in accommodating and creating multiple perspectives and applying causal reasoning. Implications for system design are discussed.
Article Outline
1. Introduction
2. Cycle 1: Learning from hypertext
2.1. Context
2.2. Theoretical background
2.3. Methods
2.4. Results and discussion
3. Cycle 2: student authoring of hypertext
3.1. Theoretical orientation
3.2. Method
3.3. Results and discussion
3.4. Conclusion
4. Cycle 3: Collaborative co-construction environment
4.1. Context
4.2. Methods
4.3. Results and discussion
5. Cycle 4 and future
6. Conclusion
References
Abstract
Multimedia sound is both durable and resistant to interference and forgetting. Yet sound alone is insufficient to learn from multimedia, hence the need for purposeful advice on how to enhance learning from technology with sound. The advice ranges from descriptions of the playback system to balancing the input to structuring the function of a sound. This paper describes five functions and three structures for multimedia sound that when combined can help students to focus their attention on important visual events in a multimedia learning environment.
Article Outline
1. Introduction
2. The problem
3. The rationale for sound
4. Design guidelines and definitions of multimedia learning
4.1. Designing by intuition
4.2. Designing by technology selection
4.3. Designing for balanced input
4.4. Designing for cognitive load
4.5. Designing for audio-visual sensations
4.6. Designing by structured sound function
4.6.1. Attentional control
4.6.2. Revising the structured sound functions
4.6.2.1. Factor 1: More definitions of multimedia learning
4.6.2.2. Factor 2: The perceived growth in user-oriented design
4.6.2.3. Factor 3: The prevalence of free or low-cost, user-friendly software
4.6.2.4. Factor 4: Effectiveness of the SSF model with different groups of learners
5. Revised structured sound functions
5.1. Giving sound a function
5.1.1. Temporal sound
5.1.2. POV sound
5.1.3. Locale sound
5.1.4. Atmosphere sound
5.1.5. Character sound
5.2. Structuring with a visual event
5.2.1. Structuring for temporal sound
5.2.2. Structuring for POV sound
5.2.3. Structuring for locale sound
5.2.4. Structuring for atmosphere sound
5.2.5. Structuring for character sound
6. Conclusion
References
Abstract
An integrated learning object, a web-based inquiry environment “Young Scientist” for basic school level is introduced by applying the semiosphere conception for explaining learning processes. The study focused on the development of students’ (n = 30) awareness of the affordances of learning objects (LO) during the 3 inquiry tasks, and their ability of dynamically reconstructing meanings in the inquiry subtasks through exploiting these LO affordances in “Young Scientist”. The problem-solving data recorded by the inquiry system and the awareness questionnaire served as the data-collection methods.
It was demonstrated that learners obtain complete awareness of the LO affordances in an integrated learning environment only after several problem-solving tasks. It was assumed that the perceived task-related properties and functions of LOs depend on students’ interrelations with LOs in specific learning contexts. Learners’ overall awareness of certain LO affordances, available in the inquiry system “Young Scientist”, developed with three kinds of patterns, describing the hierarchical development of the semiosphere model for learners. The better understanding of the LO affordances, characteristic to the formation of the functioning semiosphere, was significantly related to the advanced knowledge construction during these inquiry subtasks that presumed translation of information from one semiotic system to another. The implications of the research are discussed in the frames of the development of new contextual gateways for learning with virtual objects. It is assumed that effective LO-based learning has to be organized through pedagogically constrained gateways by manifesting certain LO affordances in the context in order to build up the dynamic semiosphere model for learners.
Article Outline
1. Introduction
1.1. Pedagogical settings manifest different properties of learning objects
1.2. Learning environments contextualize LOs
1.3. LOs enable to build up the semiosphere model in virtual learning environments
1.4. Awareness of learning objects in an inquiry environment “Young Scientist”
1.5. Inquiry learning in complex simulation environment
2. Methods
2.1. Participants
2.2. The inquiry learning environment “Young Scientist”
2.3. Procedures
2.4. Analysis methods
3. Results
3.1. The development of awareness of LOs in an inquiry environment “Young Scientist”
3.2. The influence of students’ awareness of LO affordances on their knowledge construction and skill development during the inquiry tasks with “Young Scientist”
4. Discussion
5. Conclusions
Acknowledgements
References
Abstract
One of the most useful ways to enhance collaboration is to create scenarios where learners are able to interact more effectively. Nevertheless, the design of pedagogically sound and well-thought-out collaborative learning scenarios is a complex issue. This is due to the context of group learning where the synergy among learners’ interactions affects learning processes and, hence, the learning outcome. Although many advances have been made to support the designing of collaborative learning scenarios through technology, a more systematic approach is lacking. With the limitations of the current designing methods and tools, it is difficult to develop intelligent authoring systems that can guide users in order to produce more effective collaboration. One of the main difficulties with creating a more consistent (computer-understandable) approach to designing collaboration is the necessity of proposing better ways to formalize the group learning processes. In this paper, we present an innovative approach that uses ontologies and concepts from learning theories to create a framework that represents collaborative learning and its processes. Ontologies provide the necessary formalization to represent collaboration, while learning theories provide the concepts to justify and support the development of effective learning scenarios. Such an approach contributes to establish the foundations for the development of the next generation of intelligent authoring systems referred to as theory-aware systems. To verify the viability and usefulness of our proposed ontological framework in the context of systematic design, the development and use of an intelligent authoring tool for CSCL design is presented. This system is able to reason on ontologies to give suggestions that help users to create theory-compliant collaborative learning scenarios. We carried out several experiments with teachers in a geometry drawing course and the results indicate that the system helps teachers to create and interchange their scenarios more easily and facilitates the selection of important pedagogical strategies that influence positively the designing and effectiveness of group activities.
Article Outline
1. Introduction
2. Related work on CSCL design
3. Theoretical background about the CL ontology
3.1. Individual learning goal (I-goal): the definition of “Learning”
3.2. Interaction (influential I_L event)
3.3. Interaction pattern from learning theories
4. Overview of the CL ontology
5. Learner’s growth model (LGM)
6. A model to describe learner’s growth through interactions
6.1. Growth model improved by interaction patterns (GMIP)
6.2. Merging strategies using GMIP
7. Towards an theory-aware authoring tool for CSCL
7.1. MARI: a prototype of a theory-aware authoring tool
8. Experimental use of MARI
8.1. An interactive geometry system: iGeom
8.2. Course design
9. Conclusions
Acknowledgements
References
Abstract
Critical user interface design features of computer-assisted instruction programs in mathematics for students with learning disabilities and corresponding implementation guidelines were identified in this study. Based on the identified features and guidelines, a multimedia computer-assisted instruction program, ‘Math Explorer’, which delivers addition and subtraction word problem-solving instruction for students with learning disabilities at the early elementary level, was designed and developed. Lastly, usability testing was conducted to assess whether Math Explorer was well-designed in terms of the interface for students with learning disabilities. Given the results of the usability testing, this study corroborated the fact that the critical user interface design features and guidelines in mathematics computer-assisted instruction programs would be essential for facilitating the mathematical learning of students with learning disabilities. Implications for practice and future research were discussed.
Article Outline
1. Introduction
2. Identification of critical user interface design features of CAI programs in mathematics for students with LD
2.1. Instruction-driven interface
2.1.1. Controlling the amount of mathematics instruction
2.1.2. Using visual representations, animations and graphics
2.2. Manifest structure interface
2.2.1. Having simplicity and consistency
2.2.2. Selecting appropriate fonts and colors
2.2.3. Highlighting and color-coding texts
2.3. Adaptive interaction interface
2.3.1. Providing interactive and ability/effort feedback
2.3.2. Having adaptive multimedia
3. Implementation of critical user interface design features of CAI programs in mathematics for students with LD: Math Explorer development
3.1. Instruction-driven interface
3.1.1. Controlling the amount of mathematics instruction in Math Explorer
3.1.2. Using visual representations, animations and graphics in Math Explorer
3.2. Manifest structure interface
3.2.1. Having simplicity and consistency in Math Explorer
3.2.2. Selecting appropriate fonts and colors in Math Explorer
3.2.3. Highlighting and color-coding texts in Math Explorer
3.3. Adaptive interaction interface
3.3.1. Providing interactive and ability/effort feedback in Math Explorer
3.3.2. Having adaptive multimedia in Math Explorer
4. Evaluation of critical user interface design features of CAI Program in mathematics for students with LD: Math Explorer usability testing
4.1. Participants
4.2. Setting
4.3. Procedures
4.4. Usability testing questionnaire
4.4.1. Task questionnaire
4.4.2. Post-task questionnaire
5. Results
6. Discussion
6.1. Conclusions
6.2. Limitations of the study
6.3. Implications for practice
6.4. Implications for future research
Appendix A. Supplementary data
References
Abstract
Email is now commonplace in the university environment, but little research has addressed the impact of this technology on the work–life experiences of Teaching Assistants (TAs). These workers are of interest as they are typically responsible for most day-to-day, routine interaction with undergraduates, for ensuring students understand lectures and other course materials, and for assessing student work. In the summer of 2006, we undertook a web-based survey of Teaching Assistants at a major Canadian university. We wanted to examine the impact of and experience with information and communication technologies (ICTs) – in this case, the ubiquitous email. We found that these academic workers made extensive use of email, and that their experiences and attitudes were mixed. While relatively few expressed a desire to completely eliminate email use in their practice, problems such as feeling ‘overburdened’ by student email were common. Respondents who had set in-person office hours were twice as likely to assert that email increased their workload, that they felt overburdened by student email, and that they preferred not to communicate with students over email. There were also unexpected differences among TAs in the arts/social sciences compared to those in the math/science disciplines. Our data calls into question the largely optimistic orientation common in research reporting at the nexus point of education and ICTs, and suggests that an approach that is both critical and constructive is warranted when thinking about technology and academic work–life.
Article Outline
1. Introduction
2. Relevant literature
3. Data and Methods
4. Recruitment
5. Results
6. Discussion and conclusions
References
Abstract
This paper provides a survey of medical applications that make use of Web3D technologies, covering the period from 1995 to 2005. We assess the impact that Web3D has made on medical education and training during this time and highlight current and future trends. The applications identified are categorized into: general education tools; tools for diagnosis; procedures training; and collaborative training. A summary of work that has been carried out to validate these tools is also included in the survey.
Article Outline
1. Introduction
2. Medical visualization techniques
3. Survey of medical education and training tools using Web3D
3.1. General education tools
3.2. Diagnostic tools
3.3. Procedures training
3.4. Collaborative training
4. Web3D medical working group
5. Conclusions
References
Vitae
Abstract
The present study focuses on the design and development of an instructional approach to develop oral presentation skills. The theoretical base builds on the social cognitive perspective, and self-regulated learning. The aim of the study is to investigate whether the design of a multimedia-based instructional format - comprising of a standardised multimedia instruction, practical activities and feedback - will enhance oral presentation skills. In the study, the differential effect of three ‘modes of feedback’ on performance has been researched. The results reveal that oral presentation skills did improve significantly after the instruction. The multimedia nature of the design was favoured by all participants. In contrast, no significant impact of feedback was found. Nevertheless, feedback proved to be a useful process that was highly welcomed by participants.
Article Outline
1. Introduction
2. Theoretical framework
2.1. The social cognitive perspective on self-directed learning
2.2. Designing instruction on the base of the social cognitive perspective on self-directed learning
2.3. Attentional processes
2.4. Retention processes
2.5. Production processes
2.6. Motivational processes
2.7. The impact of personal characteristics
3. Research design
3.1. Research questions
3.2. Research participants
3.3. Research instruments
3.3.1. Assessment instrument for ‘oral presentation performance’
3.3.2. Questionnaire 1: Goal orientation measure: PALS
3.3.3. Personal performance estimation
3.3.4. Perception of ‘peer assessment’
3.3.5. Questionnaire 2: The learning process
3.4. Research procedure
4. Research results
4.1. Quality of the research instruments
4.2. What is the impact of a multimedia-based instructional intervention with embedded evaluation and feedback on the acquisition of oral presentation skills?
4.3. Is the impact from peer feedback as large as the impact of feedback from experts or the impact form self observation on the oral presentation performance?
4.4. What are the interaction effects of learner characteristics and instructional formats on oral presentation performance?
4.5. What are the students’ perceptions about the characteristics and nature of the multimedia learning environment?
5. Discussion and conclusions
References
Abstract
This study examined the impact of animation interactivity on novices’ learning of introductory statistics. The interactive animation program used in this study was created with Adobe Flash following Mayer’s multimedia design principles as well as Kristof and Satran’s interactivity theory. This study was guided by three main questions: 1) Is there any difference in achievement improvement among students who use different interactive levels of an animation program? 2) Is there any difference in confidence improvement among students who use different interactive levels of an animation program? 3) Is there any difference in program perception among students who use different interactive levels of an animation program?
This study was a one-way design where the independent variable was animation interactivity. In addition to a control group (Static Group) which was provided with only static materials, there were three groups with different levels of animation interactivity: 1) animation with simple interactivity (Simple Animation Group), 2) animation with input manipulation (Input Group), and 3) animation with practice and feedback (Practice Group). A sample of 123 college students participated in the study and was randomly assigned into four groups. The students used the animation program in the computer lab and then took online surveys and tests for evaluation. The subject matter of the animation program was on Principles of Hypothesis Testing (concepts of the type I error, type II error and p-value), a difficult topic for novice learners. The data collected in this study included 1) achievement and confidence pre-test scores, 2) achievement and confidence post-test scores, and 3) program perception scores. The Web log data was recorded as an additional qualitative source. The data were analyzed by using multivariate analysis (MANOVA) and univariate analysis (ANOVA). The findings were as follows: 1) Animation interactivity impacted students’ improvement on understanding (p = .006) and lower-level applying (p = .042), and 2) animation interactivity did not significantly impact student confidence and program perception. Students’ lack of cognitive skills and the time limit might decrease the effect of the interactive animation. This study hoped to broaden theories on interactive learning and serve as a reference for future statistics curriculum designers and textbook publishers.
Article Outline
1. Introduction
2. Literature review
3. Method
3.1. Design and development of an interactive multimedia program
3.1.1. Learning objectives
3.1.2. Program design and development
3.1.2.1. Static Instruction Mode
3.1.2.2. Simple Animation Mode
3.1.2.3. Change Inputs Mode
3.1.2.4. Practice Mode
3.2. Research questions and hypothesis
3.3. Participants
3.4. Treatment
3.4.1. Level 0: Static Group (control group)
3.4.2. Level 1: Simple Animation Group
3.4.3. Level 2: Input Group
3.4.4. Level 3: Practice Group
3.5. Experimental procedures
3.6. Instruments
3.7. Data analysis
3.7.1. Multivariate procedure
3.7.2. Univariate procedure
4. Results
5. Discussion
5.1. Question 1: animation interactivity and achievement improvement
5.2. Question 2: animation interactivity and confidence improvement
5.3. Question 3: animation interactivity and learner perception
6. Conclusion
7. Acknowledgements
References
Abstract
This article reports on a study into the impact of students’ use of the Internet and the computer at home on digital skills they need for school. The study was conducted in the lower grades of Dutch secondary education (students aged 13–15). More than 2500 students, distributed over 116 classes in 68 schools, participated in the study. Internet and computer skills were measured by means of an objective test. Multilevel analysis was used to examine the impact of home access and use on Internet and computer skills taking into account the effect of students’ backgrounds. Students in pre-university education, third-graders and non-minority students appeared to have better Internet skills and a more advantageous home computer use than students in pre-vocational education, first-graders and minority students, respectively. The Internet skills of girls were hardly less developed than those of boys. Home access to e-mail and the extent to which students use the home computer for surfing, e-mailing, chatting and text processing were found to be substantially related to Internet and computer skills (taking into account the effect of several background characteristics of the students).
Article Outline
1. Introduction
2. The measurement of digital skills
3. Methods
3.1. Instruments: the test ‘Internet skills for school’
3.2. Instruments: the questionnaire ‘Internet and computer use at home’
3.3. Subjects and data collection
3.4. Statistical analysis
3.5. Analysed models
4. Results
4.1. Statistical characteristics of the test ‘Internet skills for school’
4.2. Impact of students’ background on ownership and use of home computers
4.3. Impact of students’ background on Internet skills
4.4. Impact of ownership and use on Internet skill
5. Discussion
Appendix. Appendix
References
Abstract
In recent years, rapid progress in the use of the internet has resulted in huge losses in many organizations due to lax security. As a result, information security awareness is becoming an important issue to anyone using the Internet. To reduce losses, organizations have made information security awareness a top priority. The three main barriers to information security awareness are: (1) general security awareness, (2) employees’ computer skills, and (3) organizational budgets. Online learning appears a feasible alternative to providing information security awareness and countering these three barriers. Research has identified three levels of security awareness: perception, comprehension and projection. This paper reports on a laboratory experiment that investigates the impacts of hypermedia, multimedia and hypertext to increase information security awareness among the three awareness levels in an online training environment. The results indicate that: (1) learners who have the better understanding at the perception and comprehension levels can improve understanding at the projection level; (2) learners with text material perform better at the perception level; and (3) learners with multimedia material perform better at the comprehension level and projection level. The results could be used by educators and training designers to create meaningful information security awareness materials.
Article Outline
1. Introduction
2. Conceptual foundations
2.1. The growing importance of a SA program in an organization
2.2. Major challenges with the existing SA programs in enhancing SA levels of users
2.2.1. Level 1 SA: perception
2.2.2. Level 2 SA: comprehension
2.2.3. Level 3 SA: projection
2.3. E-learning systems as a feasible alternative to deliver SA programs
2.4. The influence of media richness on the effectiveness of online SA programs
2.4.1. Hypermedia
2.4.2. Multimedia
2.4.3. Hypertext
3. Methodology
3.1. Research model
3.2. Operational procedure
3.3. Subjects’ background
3.4. Course material
3.5. Post-test assessment
3.6. Experimental system
4. Data analysis
5. Discussions and implications
6. Conclusions
References
Abstract
This study examines an alternative function of information sharing – social construction of meaning. Drawing on social construction, social interaction, and task closure theories, we explored the influence of both the media environment in which students are situated and the medium that group members choose to communicate with one another on the intricate relationships among breadth of information sharing, depth of information sharing, and performance of computer-supported collaborative learning (CSCL). A total of 126 students participated in the experiment – including 63 students (15 groups of four students and one group of three students) in the control and experimental groups respectively. Our findings show that most of the proposed hypotheses are supported. Intersubjective interpretation underlies groups information sharing and plays a key role in student learning performance. Evidence shows that when facing a relatively complex task in multimedia environments, students who choose to utilize a medium lower in social presence (i.e., electronic information sharing) are more likely to achieve task closure than a medium higher in social presence (i.e., verbal information sharing). This in turn leads to higher learning performance. The implications for both theory and pedagogy are also discussed.
Article Outline
1. Introduction
2. Literature review
2.1. Performance of CSCL
2.2. Information sharing in a CSCL setting
2.3. Social interaction in the context of CSCL
3. Research model and hypotheses development
3.1. The effects of media environment
3.2. The impact of intersubjective interpretation on learning performance
3.3. The effects of the medium choice on learning performance
4. Methodology
4.1. Research design
4.1.1. Subjects
4.1.2. The course
4.2. Experimental manipulation and learning task
4.2.1. Learning task
4.2.2. Procedures
4.3. Controls
4.3.1. Facilitation
4.3.2. Gender composition
4.3.3. Group size
4.4. Assessing the effect of overload
4.5. Measures
4.5.1. Information sharing
5. Data analysis and results
5.1. Learning performance in CSCL
5.2. Media environment effects
6. Discussion
6.1. Limitations and future work
7. Conclusions and implications
Appendix A. A description of the task (adapted from Laudon and Laudon, 2000)
A.1. Topic: How does a firm improve its customers’ service by harnessing internet?
A.1.1. A description of the case
A.1.2. Questions to think about and discuss
Appendix B. Experimental procedures
Appendix C. Questions that students are required to answer before joining in the case study (or tasks in the pre-session)
Appendix D. Additional task information
D.1. Software background information
D.2. Contemporary approaches to information systems (IS)
D.3. Leveraging technology in the value chain
D.4. Environmental factors
Appendix E. Coding for depth and breadth of information sharing
E.1. Sample intersubjectivity coding sheet
Appendix F. Definitions provided to survey respondents
Appendix G. Sample discussion from group 8 (FTF three-person group)
References
Vitae
Abstract
This study examined how middle school students constructed their understanding of the mitosis and meiosis processes at a molecular level through multimedia learning materials presented in different interaction and sensory modality modes. A two (interaction modes: animation/simulation) by two (sensory modality modes: narration/on-screen text) factorial design was employed. The dependent variables included subjects’ pre-test, post-test, and retention-test scores, showing their understanding of mitosis and meiosis process at molecular level, as well as data of subjects’ eye-movement behavior. Results showed the group that received animation with narration allocated a greater amount of visual attention (number of fixations, total inspection time, and mean fixation duration) than the group that received animation with on-screen text, in both pictorial area and area of interest, which is consistent with students’ immediate and long-term retained learning of the processes of mitosis and meiosis. The group that received simulation with on-screen text allocated a greater amount of visual attention than the group that received simulation with narration, consistent with students’ immediate and retained learning. The group that received simulation with on-screen text also allocated a greater amount of visual attention than the group that received animation with on-screen text, consistent with students’ immediate and retained learning. This study adds empirical evidence of a direct correlation between the length of eye fixation behavior and the depth of learning. Moreover, it provides insight into the multimedia effect on students’ cognitive process through the use of eye fixation behavior evidence.
Article Outline
1. Introduction
2. Invisible concepts of mitosis and meiosis
3. Cognitive theory of multimedia learning
4. Eye-movements and cognitive process
5. Method
5.1. Design
5.2. Participants
5.3. Procedures
5.4. Mitosis and meiosis test
6. Results
6.1. Analysis of mitosis and meiosis test
6.2. Eye movement in the pictorial area
6.3. Eye movement in the area of interest
7. Conclusions and discussions
Acknowledgements
References
Abstract
To what extent a blended learning configuration of face-to-face lectures, online on-demand video recordings of the face-to-face lectures and the offering of online quizzes with appropriate feedback has an additional positive impact on the performance of these students compared to the traditional face-to-face course approach? In a between-subjects design in which students were randomly assigned to a group having access to the online lectures including multiple choice quizzes and appropriate feedback or to a group having access to the online lectures only, 474 students (161 men and 313 women) of a course on European Law agreed to participate in the experiment. By using regression analysis we found that the course grade of the students was predicted by their grade point average, their study discipline, their grade goal for the course, the expected difficulty-level of the course, the number of online lectures they viewed, the number of lectures the students attended in person and the interaction between the lectures they viewed online and attended in person. Students who attended few lectures had more benefit from viewing online lectures than students who attended many lectures. In contrast to our expectations, the regression analysis did not show a significant effect of automated feedback on student performance. Offering recordings of face-to-face lectures is an easy extension of a traditional course and is of practical importance, because it enables students who are often absent from the regular face-to-face lectures to be able to improve their course grade by viewing the lectures online.
Article Outline
1. Introduction
1.1. Research question and hypotheses
2. Methods
2.1. Design
2.2. Sample
2.3. Measures and instruments
2.3.1. Background variables
2.3.2. Prior achievement
2.3.3. Learning style
2.3.4. Learning attitude
2.3.5. Expectations
2.3.6. Time investment
2.3.7. Formative assessment and feedback
2.3.8. Performance
2.4. Procedure
3. Results
3.1. Scale consistency and descriptives
3.2. Missing values
3.3. The effect of viewing online lectures
3.4. The effect of formative assessment and feedback
4. Discussion
References
Abstract
For many years, researchers have searched for the factors affecting the use of computers in the classroom. In studying the antecedents of educational computer use, many studies adopt a rather limited view because only technology-related variables, such as attitudes to computers and computer experience were taken into account. The present study centres on teachers’ educational beliefs (constructivist beliefs, traditional beliefs) as antecedent of computer use, while controlling for the impact of technology-related variables (computer experience, general computer attitudes) and demographical variables (sex, age). In order to identify differences in determinants of computer use in the classroom, multilevel modelling was used (N = 525). For measuring primary teachers’ use of computers to support the leaching or learning process a modified version of the ‘Class Use of Computers’ scale of van Braak et al. [van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407–422] was used. The present article supports the hypothesis that teacher beliefs are significant determinants in explaining why teachers adopt computers in the classroom. Next to the impact of computer experience, general computer attitudes and gender, the results show a positive effect of constructivist beliefs on the classroom use of computers. Traditional beliefs have a negative impact on the classroom use of computers.
Article Outline
1. Introduction
2. Theoretical framework
2.1. The concept of teacher beliefs
2.2. The concept of teachers’ educational beliefs related to ICT
2.3. Research objectives
3. Methodology
3.1. Participants
3.2. Statistical analysis approach
3.3. Variables
3.3.1. Dependent variable
3.3.1.1. Classroom use of computers
3.3.2. Independent variables
3.3.2.1. Teacher beliefs: constructivism and traditionalism
3.3.2.2. Teacher demographics
3.3.2.3. Computer experience and supportive use of computers
3.3.2.4. Computer attitudes
4. Research results
4.1. Descriptive statistics and reliability of the research instruments
4.2. Multilevel model
4.2.1. Null model
4.2.2. Model 1
4.2.3. Model 2
4.2.4. Model 3
5. Discussion and conclusions
References
Abstract
This paper summarises the outcomes of research that recorded and interpreted change in pre-service teachers’ pedagogical beliefs when immersed in unique synchronous networked collaboration. The pre-service teachers were involved in the design and implementation of synchronous networked tasks, supported by the theoretical and pragmatic application of ‘informed’ Information and Communications Technology (ICT) integration. The pre-service teachers’ use of digital technology graduated from a didactic, broadcast delivery of information to more constructivist strategies that involved interaction, collaboration and ‘good’ learning. Moreover, the pre-service teachers gained competencies during a 12-week programme that led to the development of a suggested framework for ICT task development able to effectively promote and support improvements in learning.
Article Outline
1. Introduction
2. Methodology
3. Synchronous networking technology
4. Data collection
5. Findings
5.1. Generic competencies
5.2. Epistemic competencies
5.3. Declarative competencies
6. Conclusion
References
Abstract
Studying worked examples and engaging in self-explanation are well-supported strategies for developing self-regulated learning and improving student performance. Our efforts involve a design theory approach to creating a Web-based learning tool that uses the notion of a weekly quiz to draw students into an environment that supports the development of fundamental strategies for improving performance and well-structured problem solving. This manuscript describes a quasi-experimental study to isolate the specific impact of our tool on student learning and motivation. Results are inconclusive about an impact for students only provided with worked examples. The combination of a worked example with a self-explanation prompt produces improvement in performance, problem solving skill, and self-efficacy.
Article Outline
1. Introduction
2. Theoretical framework
2.1. Worked examples
2.2. Self explanation
2.3. Self-efficacy
2.4. Web-based repeatable testing
3. The study
4. Methods
5. Results
5.1. Student performance
5.2. Well-structured problem solving skill
5.3. Self-efficacy
6. Conclusions
7. Discussion
7.1. Implications for future research
References
Abstract
Recently, more and more researchers have been exploring uses of mobile technology that support new instructional strategies. Based on research findings related to peer and self assessment, this study developed a Mobile Assessment Participation System (MAPS) using Personal Digital Assistants (PDAs) as the platform. In addition, the study proposes an implementation model of the MAPS that should facilitate the effectiveness of self- and peer-assessment in classrooms. The researcher argues that teachers and students can benefit from MAPS in various regards including more flexible assessment arrangement, more efficient use of time, and more opportunities for student reflection on learning and assessment. Thirty-seven students taking teacher-education courses with the researcher participated in this study, and these students employed the MAPS to conduct two-round assessment activities that would help these students assess both their own and one another’s final projects. Both the students’ valid responses in a survey herein and scores obtained from the assessment activities confirmed the benefits of the MAPS and its implementation model. Yet, the students voiced such concerns as the objectivity of peer-assessment and the difficulty of providing constructive feedback, and the correlation analysis indicated a lack of consistency between teacher-grading and student-grading.
Article Outline
1. Introduction
1.1. Self- and peer-assessment
1.2. Technology-supported self- and peer-assessment
2. The MAPS and its implementation model
3. Methods
4. Results
4.1. Students’ opinions about the assessment activity
4.2. Scores of peer and self assessment
5. Discussion and conclusions
Acknowledgements
References
Abstract
The introduction of computer technology has touched off an actual revolution for teaching and learning activities. In the present study, we investigated the impact of the implementation and use of computers in the public school system, from the elementary grades to high school, in Niterói city, Rio de Janeiro (Brazil). This city, with a total population of approximately 500,000, was chosen for this study based on the claim it offers the best educational project in Brazil, and on the fact that it is ranked as the first city in terms of digital inclusion in the state of Rio de Janeiro, and the second one in all Brazil, according to IBGE – Brazilian Institute of Statistics and Geography (Census 2000). This is a rather significant standings and represents an important qualitative and quantitative feature in comparison to other Brazilian municipalities and even to the experience in other countries.
In our survey, we found that 82% of the municipal elementary schools (from the 1st to 4th grades, equivalent to the elementary school system in the US, and to the first phase of secondary education in France, and 32% of the state schools, including secondary school (high school system in the US, and the 2nd phase of secondary education in France) have computer laboratories. Difficulties were observed, such as the adequacy of teachers’ training and continuing education, computer laboratory schedule, number of computers available, and equipment maintenance.
In this context, this work is useful for the establishment of policies of implementation and use of this technology in Brazil, since as yet there is no established world policy, despite UNESCO initiatives.
Article Outline
1. Introduction
2. Methodology
3. Results
3.1. Implementation of computer laboratories
3.2. Computer safety and maintenance
3.3. Training and continued education for teachers
4. Discussion
Appendix 1. Questionnaire (Computers in education)
References
Abstract
The Internet is increasingly being used as a tool for communicating and learning in primary schools across many developed and developing countries. The place of social chat as part of online interactions has as yet not been fully recognised as an important component of learning.
In this paper, the interactions of students in a Sydney primary school are examined focusing on the role that social chat plays as part of the online learning process. Here it is found that social chat allows for the development of related skills and knowledge and is an important precursor to more formal learning opportunities and as such, should be considered as an important part of the learning process. Such a consideration has implications for the way the curriculum is designed, implemented and assessed.
Article Outline
1. Introduction
2. Literature on socially based computer mediated interactions
3. The study
3.1. The project
3.2. Theoretical framework
4. Students’ social chat
4.1. Openings/closings
4.2. Topic talk
5. Conclusion
References
Abstract
Since a large variety of digital games have been used in many fields for educational purposes, their real functions in learning have caught much attention as well. This study first defines learning characteristics of problem-solving digital games and their corresponding cognitive levels, then designs and develops a problem-solving game in accordance to the criteria. Tasks in the game context are inter-related to each other so that players need to critically and creatively think about problem solutions. Learners’ task analyses are performed to observe four elementary learners’ gaming paths, behaviors and cognitive activities, individually and collaboratively. System documentation, video recording, researcher observation, and interviews are conducted to analyze learners’ learning strategies and their cognitive performance during the gaming process.
The research results show that different collaboration models, strategies, as well as atmospheres can greatly influence the performances of its members. In collaboration, each individual can have better learning effectiveness. Participants in positive and favorable collaborative relationships, regardless of the members’ individual temperaments, can have much better cognitive performances. While group members are inter-dependent and have positive interactions, even slow-achievers have the possibility and opportunity to take the lead.
Article Outline
1. Introduction
2. Literature review
2.1. Digital problem-solving games
2.2. Cognitive activities
2.3. Collaborative learning
3. Research methods
3.1. Design of the DPLG “William Adventure” design
3.2. Research design
4. Research analysis and findings
4.1. Comparison of individual gaming paths
4.2. Comparison of collaborative gaming paths
5. Conclusion
Acknowledgements
References
Abstract
In this study, the effect of computer-assisted instruction on conceptual understanding of chemical bonding and attitude toward chemistry was investigated. The study employed a quasi-experimental design involving 11 grade students; 25 in an experimental and 25 in a control group. The Chemical Bonding Achievement Test (CBAT) consisting of 15 two-tier questions and the Chemistry Attitude Scale (CAS) consisting of 25 item were the principal data collection tools used. The CBAT and CAS instruments were administered in the form of a pre-test and post-test. Analyses of scores of the two groups in the post-test were compared and a statistically significant difference was found between groups in favor of experimental group. It also seems students from the experimental group were more successful than the control group students in remediation of alternative conceptions. The results of this study suggest that teaching–learning of topics in chemistry related to chemical bonding can be improved by the use of computer-assisted teaching materials.
Article Outline
1. Introduction
2. Technology and schooling: Turkish scene
3. CAI and chemistry teaching
4. Methods
4.1. The study context
4.2. Research design
4.3. Sample
4.4. Instruments
4.4.1. Chemistry Attitude Scale (CAS)
4.4.2. Chemical Bonding Achievement Test (CBAT)
4.5. Development of computer software (CAI material)
4.6. Procedure
5. Results and discussion
5.1. Chemistry Attitude Scale (CAS)
5.2. Chemical Bonding Achievement Test (CBAT)
6. Conclusions and implications
Acknowledgements
References
Abstract
In this paper we compared the efficacy of face-to-face and computer supported collaborative learning (CSCL) in increasing academic knowledge and professional competences. We also explored how students’ personality characteristics and learning strategies and teachers’ characteristics were associated with better learning outcomes in online or face-to-face contexts. One hundred and seventy students participated in 10 community psychology seminars, five online and five face-to-face. Academic and professional learning increased for participants in both settings. Tutors’ characteristics did not influence students’ learning. Students who performed better in online and in face-to-face contexts differed in some psychological variables and in their learning strategies. Overall results show that asynchronous collaborative learning online can increase professional competences normally learnt only in small face-to-face educational settings, and that CSCL can be used to provide innovative educational opportunities that fit particular needs of students with low anxiety, high problem solving efficacy, who have time management problems in their learning strategies.
Article Outline
1. Introduction
2. How effective is CSCL compared to face-to-face (F2F) education?
3. Can graduate training benefit from asynchronous CSCL?
4. Which teachers do better online and face-to-face?
5. Which students fare better in face-to-face or online?
6. Objectives of the present research
7. Participants
8. Design and procedures
9. Measures
10. Data analysis
11. Results
11.1. Professional knowledge and competence acquisition
11.2. Teachers characteristics’ influence on students’ learning
11.3. Psychological characteristics of students who perform better in online or face-to-face learning settings
11.3.1. Face-to-face students
11.3.2. Online students
12. Discussion
References
Vitae
Abstract
This study investigated whether the instruction of visual design principles had an influence on pre-service teachers’ perception and analysis (interpretation) of visual materials. In addition, the relationships between pre-service teachers’ visual intelligence and their perception and analysis (interpretation) of visual materials were also explored. Participants were 86 pre-service teachers who took a one-credit required educational technology course at a mid-western university in the United States. Some participants were absent in the weeks when data were collected, resulting in a total of 59 responses included in data analysis. Findings implied that the instruction of visual design principles could possibly improve pre-service teachers’ visual literacy. Suggestions for future research were discussed.
Article Outline
1. Introduction
1.1. The PAT Model
1.2. Perception, analysis, and interpretation
1.3. Visual intelligence
2. Methods
2.1. Participants
2.2. Research design
2.3. Materials
2.3.1. Powerpoint instructions
2.3.2. Visual intelligence self-report survey
2.3.3. Visual perception test I and II
2.4. Procedure
2.4.1. Phase one
2.4.2. Phase two
2.4.3. Phase three
2.5. Data analysis
3. Results
4. Discussions
5. Conclusion
References
Abstract
Employing a mixed-method explorative approach, this study examined the in situ use of and opinions about an educational computer game for learning English introduced in three schools offering different levels of freedom to choose school activities. The results indicated that the general behaviour of the children with the game was very different for each of the schools while there were no significant differences in subjective opinions or previous computer game experience as measured with a questionnaire. The gaming records and interviews informed that children do enjoy playing the game in comparison with other formal learning activities, but appreciate it less as a leisure-time activity. Furthermore it appears that children used to teacher-initiated activities tend to depend on their teacher’s directions for how and when to play. The study highlights the level of choice as one of the important aspects to consider when introducing a game in the classroom. The study also points out some suggestions for the design of educational games, such as providing communication possibilities between players and integrating fast-paced motor-skill based games with learning content in a meaningful way.
Article Outline
1. Introduction
1.1. Choice in formal and informal learning settings
1.2. Research aims
2. Material and method
2.1. Procedure
2.2. Research contexts and participants
2.3. The game
2.4. Data collection and analysis
3. Results
3.1. School A
3.1.1. Formal setting
3.1.2. Informal setting
3.1.3. Sustained interest
3.1.4. Questionnaire results
3.2. School B
3.2.1. Formal setting
3.2.2. Informal setting
3.2.3. Sustained interest
3.2.4. Questionnaire results
3.3. School C
3.3.1. Formal setting
3.3.2. Informal setting
3.3.3. Sustained interest
3.3.4. Questionnaire results
4. Discussion
4.1. Formal setting
4.2. Informal setting
4.3. Sustained interest
4.4. Opinions and experience
5. Implications
5.1. Educational games in the classroom
5.2. Educational games design
6. Conclusions
Acknowledgements
Appendix. Supplementary data
References
Abstract
Our research explores a virtual reality application based on Web camera (Webcam) input-interface. The interface can replace with the mouse to control direction intention of a user by the method of frame difference. We divide a frame into nine grids from Webcam and make use of the background registration to compute the moving object. In order to make this technology apply to 3D virtual reality system, we use the Virtools Dev to build virtual scenes and the Microsoft Visual C++ to build this interface. We also use the MySQL database management system to access users’ data and the displaying data. We implement a number of Building Blocks (BB) to support Virtools Dev for using the database management system and the Webcam input-interface in this composite system. The results of research are expected to the digital content industries such that users can easy to use the input-interface to control browsing the virtual reality. Our system can supply interactive digital content, photographs, and access the questions from the database management system. In addition, the system provides the browsing mold, the question mold, and the course content describing mold with the input-interface. In order to explore the intention of users for using the system, we design the questionnaire based on the technology acceptance model (TAM). In our empirical study, we find that perceived playfulness is positive association with attitude toward using. Interface style is positive association with perceived ease of use.
Article Outline
1. Introduction
2. Related works
2.1. Motion estimation
2.2. The application of Virtools
2.3. Technology acceptance model
2.4. Educational virtual reality
3. System model and implementation
3.1. System structure
3.2. Webcam fetching
3.3. The background difference method
3.4. Building behavioral objects for Webcam
3.5. Building behavioral objects for the database system
3.6. Building the scenes
3.7. Integrating the Webcam input-interface and the database management system into virtual reality system
4. Experiment results
4.1. Experimental design
4.2. Hypotheses
4.3. Experimental procedure
5. Conclusion
Acknowledgements
Perceived ease of use
Perceived usefulness
Perceived playfulness
Interface style
Attitude toward using
System usage
References
Abstract
This study examines the interactions between problem solving and conceptual change in an elementary science class where students build system dynamic models as a form of problem representations. Through mostly qualitative findings, we illustrate the interplay of three emerging intervening conditions (epistemological belief, structural knowledge and domain knowledge), the choice of learning strategy and the learning outcomes through a theoretical model.
Article Outline
1. Introduction
2. Problem solving in the context of the re-framed conceptual change approach
3. System modelling tool for the construction of problem representations
4. Methods
4.1. Grounded theory approach
4.2. Others sources of data for triangulation
4.3. Procedure
5. Results
5.1. The roles of epistemological belief, structural knowledge and domain knowledge
5.2. Restructuring conceptual framework
5.2.1. Case one: Peter’s story
5.2.2. Case two: Jenny’s story
5.2.3. Case three: Sarah’s story
5.2.4. Case four: Jason’s story
6. Discussion & implications
Acknowledgements
References
Abstract
This study explores how pre-service student teachers acquired knowledge of good teaching practices through the interactive use of a video database and an online discussion forum, where the student teachers shared their teaching videos and received comments or suggestions from members of a learning community. A small group of student teachers was involved in this collaborative learning community during their teaching practicum in their third and fourth years of study. Content analysis of the sharing in the discussion forum and individual student teacher reflections provides insight into the use of a collaborative learning community to create a knowledge base for teaching. Suggestions regarding how this new technology can support teacher education are discussed.
Article Outline
1. Introduction
1.1. Use of video in teacher education
1.2. From teaching models to reflection on teaching
1.3. From a mental model to a conceptual understanding of teaching
1.4. Creating a knowledge base for teaching through sharing and reflection in a learning community
2. Method
2.1. Objectives of the study
2.2. Assumptions
2.3. Design of the study
2.4. Data analysis
3. Findings
3.1. Areas of teaching commented on by community members
3.1.1. Classification and examples of comments
3.1.2. Proportion of comments
3.1.3. Change in the flow of comments and feedbacks
3.2. The nature of feedback from video providers
3.2.1. Explaining the classroom situation
3.2.2. Planning for changes
3.2.3. Reporting the follow-up work
3.3. Learning about teaching through the learning community
3.3.1. Recognizing effective teaching
3.3.2. Identifying ineffective teaching
3.3.3. Adopting suggestions for future teaching
3.4. Technical issues and concerns from community members
4. Conclusion
4.1. Creating a knowledge base for teaching through a learning community
4.2. Extended use of the online video database with a larger community
4.3. Integration of technology in teacher education
4.4. Other meaningful use of videos in teacher education
References
Abstract
The aim of this study was to determine whether the addition of interactivity to a computer-based learning package enhances the learning process. A sample of 33 (22 male and 11 female) undergraduates on a Business and Management degree used a multimedia system to learn about the operation of a bicycle pump. The system consisted of a labelled diagram of the pump, followed by a description of twelve stages in its operation. The sample was randomly divided into two groups who used either an interactive (I) or a non-interactive (NI) version involving both images and text. The I system differed from the NI system by the incorporation of control of pace, self-assessment questions and an interactive simulation. Students then undertook two different types of tests to assess their learning: one designed to evaluate their memory by recalling facts from the lesson, and another designed to assess their understanding through solving novel diagnostic problems. Students using the I system outperformed those using the NI system in the problem-solving test, and needed less time to complete both memory and problem-solving tests. This result is consistent with the hypothesis that interactive systems facilitate deep learning by actively engaging the learner in the learning process. This suggests that educational designers who seek to foster deep learning (as opposed to mere factual recall) should adopt the incorporation of interactivity as a design principle.
Article Outline
1. Introduction
1.1. Interactivity and interactive computer systems
1.2. Active and passive learning hypotheses
2. Method
2.1. Participants
2.2. Materials and apparatus
2.3. Procedure
3. Results
3.1. Post-test scores
3.2. Lesson and test timings
3.3. Relation between scores and timings
4. Discussion
Acknowledgements
References
Abstract
This paper is based upon a Keynote presentation at CAL07 and extends previous introductory descriptions of the Ecology of Resources model of educational contexts. The relationships between the elements in the Ecology of Resources are a particular focus for discussion here. In particular, we consider how we might use the Ecology of Resources model to scaffold learning so that a wide range of the resources available to a learner within their context can be used to best support their learning needs. Resources here include people, technologies and artifacts. We look for ways in which they can be linked and marshaled in a learner centric manner and draw on the HOMEWORK and VeSEL projects as practical examples of the way the Ecology of Resources framework can be used.
Article Outline
1. Introduction
2. Background: Vygotsky, learning, scaffolding and technology
3. Background: Models of learners, context
4. The learner centric ecology of resources model of context
5. The ecology of resources as a design and evaluation framework: The homework project
6. The ecology of resources as a design framework: The VeSEL project
6.1. Growing water melons in Kambu 1
6.2. Growing water melons in Kambu 2
7. The ecology of resources model: Educational theory development and future directions
Acknowledgements
References
Abstract
In this paper the influence of the learning context is considered when learning to program. For the purposes of this study, the lectures, study process, previous knowledge or teaching experience and tests comprised the learning context. The article argues that students’ experiences of the learning context have important implications for teaching and learning. Therefore, the solutions that most students work towards in order to solve a problem are an indication of an essential aspect: the learning context. The study attempts to understand the influence that the learning context has on pre- and in-service teachers learning to program. The participants who took a course in Java programming were asked to keep a journal, which indicated their reflections throughout the course. These reflections together with interview transcripts of some participants were used in the analysis. The instructors of the course were also part of this qualitative study. Activity theory was used as a basis for the analysis. It was found that both the problem and the learning context have a profound effect on students’ understanding and performance.
Article Outline
1. Introduction
2. Literature review
2.1. The question of aptitude
2.2. Cognitive factors
2.3. Learning style
2.4. Motivation
2.5. The complexity of programming
2.6. Activity theory
3. Methodology
3.1. Research question
3.2. Participants
3.3. Data collection
3.4. Analysis
4. Brief description of the context as used in this study
4.1. Institutional context
4.1.1. Disciplinary context
4.2. Personal context
5. Analysis and discussion
5.1. The meaning that the students attached to the different settings of the learning context of problem solving
5.1.1. The setting of studying
5.1.1.1. How students use the setting of studying
5.1.1.2. How the students relate the physical context (settings) to their personal context
5.1.2. The setting of the lecture (in the case of pre-service teachers)
5.1.2.1. How students use the setting of the lecture
5.1.2.2. How the students relate the physical context to their personal context
5.1.3. The setting of the previous learning/teaching experience
5.1.3.1. How students use the setting of previous learning/teaching experience
5.1.3.2. How the students relate the physical context to their personal context
5.1.4. The setting of the test
5.1.4.1. How students use the setting of the test
5.1.4.2. How the students relate the physical context to their personal context
5.2. Results and summary of the institutional settings
5.3. Adding to the context: University lecturers’ perceptions of learning and teaching programming
5.3.1. Interviews with T1 and T2
6. Conclusion
References
The measures weighted stratum and weighted compactness on the weighted digraph-based models of the hypermedia and navigation Original Research Article
Pages 252-260
Tolga Güyer
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AbstractAbstract | Figures/TablesFigures/Tables | ReferencesReferences
Abstract
This study focuses on carrying out weighted digraph-based mathematical construction of hypermedia and user navigation on hypermedia and making a presentation of “weighted” forms of known stratum and compactness. In the instructional Web design researches, the structural analysis of navigation on the hypermedia is important in modeling the behaviors that the learners perform while using this kind of media. Therefore, new conceptions of the presented usage of new measures towards this goal are also discussed within the scope of our study.
Article Outline
1. Introduction
2. Theoretical foundations
2.1. Modeling of the hypermedia
2.2. Modeling of the navigation
3. The measures
3.1. Weighted stratum
3.2. Weighted compactness
3.3. A software tool and some examples
4. An application using real navigation data
4.1. Material
4.2. Procedure
4.3. Results
5. Discussion
References
Abstract
This article focuses on the use of online interactive peer feedback in higher education and identifies the successful uptake of feedback as an important aspect. We investigate the link between the nature of students’ feedback, the way it is evaluated by the receiver, and its consecutive use for the revision of students’ products. Two separate studies were conducted to investigate the link between these three variables across different educational contexts and tools. Both studies showed a significant relationship between feedback containing concrete suggestions and a successful uptake of the feedback. Regarding the different tools that were used, these concrete suggestions were more often produced in the Annotation system than in the Blackboard discussion forum, the latter showing more evaluative forms of feedback. We also found significant relationships between elements of both the nature and the reception of feedback on the one hand, and the use of this feedback by the receiver on the other hand.
Article Outline
1. Online formative peer assessment in higher education: relating the nature, reception, and use of feedback
1.1. Online peer assessment in higher education
2. Study 1
2.1. Method
2.1.1. Data collection
2.1.2. Measures
2.1.3. Analysis
2.2. Results
2.2.1. Relationship between the nature of feedback and revision of products
2.2.2. Relationship between the reception of feedback and the use of feedback
2.2.3. Relationship between the nature of feedback and the reception of feedback
2.2.4. Summary of the main findings
3. Study 2
3.1. Method
3.1.1. Data collection
3.2. Measures
3.2.1. Analysis
3.3. Results
3.3.1. Relationship between the nature of feedback and use of feedback
3.3.2. Relationship between the reception of feedback and the use of feedback
3.3.3. Relationship between the nature of feedback and the reception of feedback
3.3.4. Differences between tools
3.3.5. Summary of the main findings
4. General discussion
4.1. Comparison of results of the two studies
4.1.1. The nature of feedback
4.1.2. The reception of feedback
4.1.3. Tools
4.1.4. Limitations of the study
4.1.5. A general perspective on online formative peer feedback
References
Abstract
In this paper, the authors analyse how educational institutions behave in relation with the contents available through the Web. They also reflect on the features of the currently available information managers, from an educational point of view. They found there is a lack of tools for information management at low scale when it has to be used as a resource for teaching and learning whether at secondary or university level. Finally, they propose a solution, which consists of naming a ‘small virtual educational library’ (SVEL), and they show how it works in Physics education context.
Article Outline
1. Introduction
2. Currently existing virtual educational libraries
3. Information managers
3.1. Search engines
3.1.1. Tasks that are not requested by the user
3.1.2. Tasks requested by the user
3.2. Computer software help files
4. A small virtual education library
4.1. The format of the document must not affect its relevance as an educational resource
4.2. The documents must be classified by keywords and Conceptual Sets of Keywords
4.3. The process of searching must in itself be a learning activity
4.4. The design of the SVEL interface must fulfil usability criteria for educational environment
4.5. Humans must intervene in the selection and classification of documents
5. Conclusions
Acknowledgements
References
Abstract
Many educators have attempted to implement a blog in educational contexts to enhance the communication environment among students and teachers. However, it is uncertain as to why traditional computer-mediated communication (CMC) applications should be replaced with blogs. It is time to comprehensively explore the effects of educational blogs by considering the CMC tools. This paper reviews prior studies and develops a model for the use of blogs in educational contexts by taking into account socio-technical systems theory. The model contributes to interactivity, an open system, a visualization tool, and a decentralized environment of online communication circumstance.
Article Outline
1. Introduction
1.1. Research problem
2. Literature review
2.1. Computer-mediated, asynchronous communication support tool
2.2. Shortcomings of CMC applications and replacement with a blog
2.3. Socio-technical systems theory and blogs
2.4. Model for blog use in educational contexts
3. Conclusions
Acknowledgements
References
Abstract
Virtual schooling was first employed in the mid-1990s and has become a common method of distance education used in K-12 jurisdictions. The most accepted definition of a virtual school is an entity approved by a state or governing body that offers courses through distance delivery – most commonly using the Internet. While virtual schools can be classified in different ways, the three common methods of delivery are by independent, asynchronous or synchronous means. Presently, the vast majority of virtual school students tended to be a select group of academically capable, motivated, independent learners. The benefits associated with virtual schooling are expanding educational access, providing high-quality learning opportunities, improving student outcomes and skills, allowing for educational choice, and achieving administrative efficiency. However, the research to support these conjectures is limited at best. The challenges associated with virtual schooling include the conclusion that the only students typically successful in online learning environments are those who have independent orientations towards learning, highly motivated by intrinsic sources, and have strong time management, literacy, and technology skills. These characteristics are typically associated with adult learners. This stems from the fact that research into and practice of distance education has typically been targeted to adult learners. The problem with this focus is that adults learn differently than younger learners. Researchers are calling for more research into the factors that account for K-12 student success in distance education and virtual school environments and more design research approaches than traditional comparisons of student achievement in traditional and virtual schools.
Article Outline
1. Introduction
2. Growth of virtual schooling
3. Nature of virtual schooling and virtual school students
4. Benefits of virtual schooling
5. Challenges of virtual schooling
6. Future research into virtual schooling and rural education
7. Summary
References
Abstract
This study analyzes the relationship between class size and student online activity patterns in a series of 28 graduate level computer conferencing courses. Quantitative analyses of note production, average note size, note opening and note reading percentages found a significant positive correlation between class size and mean number of notes generated. Significant negative correlations were found between class size and average note size and between class size and percent of notes opened. Analyses of average reading speeds among large classes and small classes revealed that students in large classes were more likely to scan lengthy notes (i.e., notes that contain more than 350 words). Possible explanations for these results are discussed.
Article Outline
1. Introduction
2. Background
3. Methodology
4. Data analysis: note production
4.1. Notes written
4.2. Words written
4.3. Size of note
4.4. Summary of note production analyses
5. Data analysis: note reading
5.1. Notes opened
5.2. Note scanning
5.3. Summary of note reading
6. Discussion
6.1. Hypothesis 1
6.2. Hypothesis 2
6.3. Hypothesis 3
7. Conclusions
Acknowledgements
References
Vitae
Abstract
The focus of this article is the reliability of content analysis of students’ computer conference communication. Content analysis is often used when researching the relationship between learning and the use of information and communications technology in educational settings. A number of studies where content analysis is used and classification systems are developed are presented and discussed along with the author’s own development and use of a classification system.
However, the question of the reliability of content analysis is not often addressed or discussed in the literature. On examining the reliability of classifications in an empirical study of study groups’ academic discussions in computer conferences in a distance education course, the present author found the reliability to be extraordinarily low. For some classifications the deviation was as high as 13% when the same person (coder) classified the same computer conference message at two different times. When two different coders classified the same computer conference messages, the deviation was as high as 27%.
This low reliability—and the lack of discussion of this crucial matter in the literature—has profound implications. Not just for the author’s own research but for all studies and results based upon content analysis of computer conference communication. Therefore, this issue needs to be addressed.
A possible solution—where each computer conference message can be classified as having both one and/or other kinds of information—is proposed. This might not be a solution to the problem of low reliability of content analysis and the use of classification systems, but it does shed light on the problem and goes some way towards reducing it.
Article Outline
1. Introduction: The assumed benefits of the use of technology in educational settings
1.1. Empirical studies of ICT use in distance education
2. The use of content analysis in the literature
3. Academic discussions of study groups in computer conferences
4. Communication and information
4.1. Dealing with low reliability
5. Concluding remarks
References
Abstract
Little research has been done examining the role of errors in learning computer software. It is argued, though, that understanding the errors that people make while learning new software is important to improving instruction. The purpose of the current study was to (a) develop a meaningful and practical system for classifying computer software errors, (b) determine the relative effect of specific error types on learning, and (c) examine the impact of computer ability on error behaviour. Thirty-six adults (18 males, 18 females), representing three computer ability levels (beginner, intermediate, and advanced), volunteered to think out loud while they learned the rudimentary steps (moving the cursor, using a menu, entering data) required to use a spreadsheet software package. Classifying errors according to six basic categories (action, orientation, knowledge processing, seeking information, state, and style) proved to be useful. Errors related to knowledge processing, seeking information, and actions were observed most frequently, however, state, style, and orientation errors had the largest immediate negative impact on learning. A more detailed analysis revealed that subjects were most vulnerable when observing, trying to remember, and building mental models. The effect of errors was partially related to computer ability, however beginner, intermediate and advanced users were remarkably similar with respect to the prevalence of errors.
Article Outline
1. Overview
2. Literature review
2.1. General research on errors
2.2. Errors and human computer interaction
2.3. Classification of errors
2.4. Role of errors in learning
2.5. Effect of ability
2.6. Purpose of study
3. Method
3.1. Sample
3.2. Procedure
3.3. Data collection
3.4. Data source
4. Results
4.1. Frequency of errors made
4.2. Mean influence of errors on learning
4.3. Percentage of subjects who made errors
4.4. Total error effect score
4.5. Total amount learned
4.6. Computer ability level and errors made
5. Discussion
5.1. Classification system for computer software domain
6. Effect of errors on learning
6.1. Errors and computer ability
6.2. Suggestions for educators
6.3. Future research
6.4. Caveats
6.5. Summary
Appendix A. Specific spreadsheet tasks presented to subjects
References
Abstract
With the advent of e-learning technologies in the past decade, the accessibility of training, teaching, and learning has drastically increased. The challenge for the education enterprise now is how to attract learners to their e-learning services. In this study, a technology adoption model is developed to predict the users’ intention of adoption and their continued use behavior. The results show significant evidence in support of the hypothesis. The findings indicate that perceptions of relative advantage and compatibility are significantly related to users’ intention to use e-learning. Also, the intention is significantly related to their actual use of e-learning. Furthermore, the technology adoption of learners with prior e-learning experience is different from those without prior e-learning experience. These findings may contribute to deeper understanding of e-learning users’ perceptions in terms of adoption and continued use behavior.
Article Outline
1. Introduction
2. Theoretical background and research model
2.1. Perceptions of innovation characteristics
2.2. Perceptions of innovation characteristics and intention of use
2.3. Prior experience, Perceptions of innovation, and Intention to use
2.4. The research model
3. Research methodology
3.1. Characteristics of the sample and study context
3.2. Instrument development
3.3. Measures
4. Analysis and results
5. Conclusion and discussion
Appendix. Items and scales
References
Abstract
The social cognitive perspective of self-regulated learning suggests that effective learning is determined by the interactions among personal, behavioral, and environmental influences; particularly, high self-regulated learners hold higher motivation (personal), apply better learning strategies (behavioral) and respond to environmental demand more appropriately (environmental). The study thus uses the social cognitive perspective to explore the role of self-efficacy (personal), student feedback behavior, use of learning strategies (behavioral), performance and receiving feedback (environmental) in Web-based learning. There were 76 university students participated in this study. Both quantitative and qualitative methods were applied for data analysis. The results supported that self-efficacy predicted student use of learning strategies and related to elaborated feedback behavior (personal → behavioral). High self-efficacy students applied more high-level learning strategies, such as elaborative strategy and critical thinking. Students who provided elaborated feedback also had higher self-efficacy than those who did not. Moreover, receiving elaborative feedback significantly promoted student self-efficacy (environmental → personal), while receiving knowledge of correct response improved student performance. However, the results indicated that feedback behaviors did not predict academic performance, which may be interfered by modeling effects.
Article Outline
1. Introduction
2. Personal influence: self-efficacy
3. Behavioral influence: learning strategies and feedback behaviors
4. Environmental influence: receiving feedback
5. Measures
5.1. Questionnaire
5.2. The networked system
6. Participants
7. Task
8. Procedures
9. Data analysis
9.1. Quantitative methods
9.2. Qualitative methods
10. Results
11. Conclusion and discussion
Acknowledgements
References
Abstract
In this work we present an overview of the undergraduate online Physics course that we have implemented in the Moodle platform. This course has been developed as an enhancement of the face-to-face courses. The aim of this course is to create an online learning community which helps both teachers and students to have a virtual space where we can share knowledge through different kinds of supervised activities, chats and forums. As we will show in this paper, the students’ response to this initiative has been very good: the online Physics course helps them to reinforce their abilities and knowledge.
Article Outline
1. Introduction
2. Background
3. Materials and methods
3.1. Quizzes
3.2. Collections of problems and exercises
3.3. Lecture notes
3.4. Java applets
3.5. Information available in Moodle
3.6. Interaction with the students
4. Results and discussion
4.1. Students’ performance
5. Conclusions
Acknowledgements
References
Abstract
This study examines perceptions of adequate resources that can facilitate or inhibit students’ adoption of an online learning system, through an extension of the technology acceptance model (TAM) to include the perspectives of intra- and extra-organizational resources. The novel contribution of this study is the inclusion of internal and external-organizational factors in the aspect of perceived resources. The results of the study confirm the original TAM findings that perceived usefulness and perceived ease of use are positively associated with behavioral intention. In addition, the results also partially support that perceived resources have impacts on online learning adoption: Perceived ease of use, internal computing support, internal computing training, and external computing support have positive effects on perceived usefulness. Furthermore, internal computing support, internal computing training, external computing support, external computing training, and external equipment accessibility have positive effects on perceived ease of use. Recommendations for promoting adoption of the online learning system are subsequently discussed, along with suggestions for improving overall system design.
Article Outline
1. Introduction
2. The theoretical framework
3. Extended TAM for online learning systems – perceived resources
3.1. Determinants of behavioral intentions to adopt the online learning system
3.1.1. Perceived usefulness
3.1.2. Perceived ease of use
3.2. Perceived resources
3.2.1. Intra-organizational factors
3.2.1.1. Internal computing support
3.2.1.2. Internal computing training
3.2.1.3. Internal equipment accessibility
3.2.2. Extra-organizational factors
3.2.2.1. External computing support
3.2.2.2. External computing training
3.2.3. External equipment accessibility
4. Hypotheses
5. Method
5.1. Instrument development
5.2. Data collection procedures
6. Results
6.1. Profile of the respondents
6.2. Psychometric properties of measures
6.3. Regression analysis of the extended model
6.3.1. Explaining intention
6.3.2. Explaining perceived usefulness
6.3.3. Explaining perceived ease of use
7. Discussion
8. Conclusion
Acknowledgements
Appendix 1. Extended TAM Measurement Scales
References
Abstract
While past studies on user-interface design focused on a particular system or application using the experimental approach, we propose a theoretical model to assess the impact of perceived user-interface design (PUID) on continued usage intention (CUI) of self-paced e-learning tools in general. We argue that the impact of PUID is mediated by two variables, namely perceived functionality (PF) and perceived system support (PSS), which influence perceived usefulness (PU) and perceived ease of use (PEOU), respectively. We empirically validated the model using data collected from a survey administered to university students in Hong Kong. We found that most hypotheses are valid and PUID is an important antecedent of CUI of a self-paced e-learning tool. We also showed that PU and user satisfaction (USat) are two essential predictors of CUI. However, the impact of PEOU on CUI is indirect via PU as a mediator. Our findings enrich the theory on the continued usage of technology, and provide e-learning developers with managerial insights on how to entice learners to continue using their e-learning tools.
Article Outline
1. Introduction
2. Theoretical framework
2.1. PUID and PU
2.2. PF as a mediating variable between PUID and PU
2.3. PUID and PEOU
2.4. PSS as a mediating variable between PUID and PEOU
2.5. Other hypotheses
2.6. Control variables
3. Data collection
4. Findings and discussions
4.1. Instrument validation
4.2. Structural equation models
4.3. Research and managerial implications
5. Conclusions
Appendix A. Survey items
References
Abstract
This research aims to explore the role of physical representations in young children’s numerical learning then identify the benefits of using a graphical interface in order to understand the potential for developing interactive technologies in this domain. Three studies are reported that examined the effect of using physical representations (blocks) on children’s (aged 4–8 years) strategies in a numerical partitioning task. The first study describes the role of certain perceptual and manipulative properties of the physical materials, comparing performance with paper and no materials conditions. The study demonstrated an advantage for physical materials and identified a key property reflecting strategies: whether blocks were moved individually or as a group. This finding was investigated in the second study by comparing strategies when children were asked to constrain movements to one block at a time. Significant differences were found in strategies used although differences were reduced by children moving individual blocks quickly in succession using both hands. The final study examined the effect of constraining manipulation using a graphical user interface, where on screen squares could only be moved individually. As predicted, significant differences were found for strategies used between physical and virtual conditions. The findings suggest that differences in the manipulative properties of interfaces may affect children’s numerical strategies and are discussed with respect to the design of effective interactive technologies in this domain.
Article Outline
1. Introduction
1.1. Physical representations
1.2. Virtual manipulatives
1.3. Domain and task
2. Study 1: does physical manipulation support children in a partitioning task?
2.1. Method
2.1.1. Design
2.1.2. Participants
2.1.3. Materials and procedure
2.2. Results
2.2.1. Correct solutions
2.2.2. Qualitative analysis: use of physical blocks and impact on strategies
2.2.2.1. Compensation
2.2.2.2. Commutativity
2.2.2.3. Equal partitioning (‘fair share’)
2.3. Discussion
3. Study 2: does constraining manipulation effect children’s partitioning strategies?
3.1. Focus
3.2. Method
3.2.1. Design
3.2.2. Participants
3.2.3. Materials and procedure
3.3. Results
3.3.1. Solutions
3.3.2. Strategies
3.3.2.1. Coding
3.3.2.2. Compensation and commutative solutions
3.3.2.3. Equal partitioning
3.4. Discussion
4. Study 3: does constraining manipulation via a graphical user interface affect children’s partitioning strategies?
4.1. Method
4.1.1. Design
4.1.2. Participants
4.1.3. Materials and procedure
4.2. Results
4.2.1. Correct solutions
4.2.2. Strategy
4.2.3. Equal partitioning
4.2.4. Qualitative analysis: comparing use of physical and virtual representations
4.2.4.1. Visuo-spatial characteristics
4.2.4.2. Tactile or haptic characteristics
4.2.4.3. Manipulative characteristics
4.3. Discussion
5. Summary and conclusions
5.1. Summary of findings
5.2. Role of context
5.3. Actions and number strategy
5.4. Interfaces and actions
5.5. Conclusions
Acknowledgements
References
The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology Original Research Article
Pages 1177-1187
Øystein Sørebø, Hallgeir Halvari, Vebjørn Flaata Gulli, Roar Kristiansen
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AbstractAbstract | Figures/TablesFigures/Tables | ReferencesReferences
Abstract
Based on self-determination theory, this study proposes an extended information systems continuance theory in the context of teachers’ utilization of e-learning technology in connection with on-site courses. In the proposed model teachers’ extrinsic motivation (i.e. perceived usefulness), confirmation of pre-acceptance expectations and intrinsic motivation are predicted to be influenced by perceived autonomy, perceived competence and perceived relatedness. Even though information systems continuance theory has received quite extensive attention in prior research, this study is among the first to examine the effects of self-determination theory constructs in the context of teachers’ utilization of e-learning technology. The results show that extension of IS-continuance theory with constructs that represent users’ basic psychological needs and intrinsic motivation can be useful for predicting their e-learning continuance intentions.
Article Outline
1. Introduction
2. Theoretical framework
2.1. e-learning
2.2. Information systems continuance theory
2.3. Self-determination theory
2.4. Empirical research on e-learning continuance
2.5. Research model and hypotheses
3. Methods
4. Data analysis
4.1. Measurement model results
4.2. Structural model results
5. Discussion and further research
6. Practical implications
References
Abstract
This study aimed to clarify the relationship between media, learners’ perception of social presence, and output in communicative learning using synchronous computer-mediated communication (SCMC). In this study, we developed four types of SCMC: videoconferencing (image and voice), audioconferencing (voice but no image), text chat with image (image but no voice), and plain text chat (no image and no voice). Each system allows learners to be conscious of and utter a target formulaic expression. I investigated the effect of each system on psychological perception and productive output as well as the relationship between perception and output. The results show that image and voice promote consciousness of natural communication and relief, while a text-mediated system enhances confidence in grammatical accuracy. In order to clarify the relationship between media, affective side, and output, path analysis was conducted using SPSS Amos 7.0. The results indicated that voice communication strongly affects both learners’ affective side and output. The existence of a partner’s image enhances the consciousness of natural communication, which leads to a number of self-corrections, an aspect of learning performance. However, voice communication has a negative effect on confidence in grammatical accuracy.
Article Outline
1. Introduction
1.1. Language learning with CMC use
1.2. Theoretical background of SLA
1.3. Learning consciousness and motivation
1.4. Social presence and language learning
1.5. Research objectives
2. Experiment
2.1. System
2.2. Participants
2.3. Procedure
2.4. Data collection
2.5. Path analysis
3. Results
3.1. Determining factors
3.2. Difference between the three factors in subjective data
3.3. Difference between communication media in language performance
3.4. Path analysis
3.5. Qualitative analysis
3.6. Opinions and suggestions from participants
4. Discussion
5. Conclusion
References
Abstract
The current study examines the assertion that students are motivated and learn more by carrying out tasks consistent with their epistemological beliefs in web-based learning environments. In the study, 120 undergraduate students in an educational technology course participated as part of their coursework. Using a wiki, triads reciprocally asked and responded to questions as constructing either a group summary or a group argument. Students with less advanced epistemological beliefs more actively coordinated formats and procedures for group work and achieved higher comprehension of reading materials in the collaborative summary than in the collaborative argumentation. By contrast, these differences were not found for students with more advanced epistemological beliefs. However, the interaction effect between tasks and epistemological beliefs disappeared for the quality of argumentation on case problems. Independently of epistemological beliefs, collaborative argumentation promoted more constructive and interactive peer questioning activities and helped to construct higher quality arguments in case problems than collaborative summary. Therefore, the effects of matching tasks and epistemological beliefs varied depending on types of learning outcomes (comprehension vs. argumentation) in online peer questioning.
Article Outline
1. Introduction
2. Learning from guided peer questioning
2.1. Constructive and interactive learning activities
2.2. Types of questions and responses
3. Role of tasks and epistemological beliefs
4. The present study
5. Method
5.1. Participants
5.2. Procedure
5.3. Materials
5.3.1. Learning environment
5.3.2. Reading materials
5.3.3. Question prompts
5.3.4. Epistemological belief measure
5.3.5. Post-test
5.4. Data analysis
5.4.1. Epistemological belief levels
5.4.2. Concept map assessment
5.4.3. Peer questions and responses
5.4.4. Learning outcomes
6. Results
6.1. Effects of tasks and epistemological beliefs on learning outcomes
6.2. Effects of tasks and epistemological beliefs on peer questions and responses
6.3. Relationships among questions, responses, and learning outcomes in triads
7. Discussion
References
Abstract
Research has found self-directed learning to have a significant impact on the long-term societal demands on our future workforce and our perspective on learning. Over the years, many measures have been developed to examine self-directed learning. However, few, if any, were developed for use by young students (age 10–12). In addition, none have included technology as an element in supporting self-directed learning. The aim of this study is to develop and validate a Self-Directed Learning with Technology Scale (SDLTS) for young students. Using two studies, a proposed 6-item SDLTS was piloted with 558 students, aged 10–12 years (mean = 10.18; SD = 0.38) and subsequently tested to establish the validity and reliability of the scale using a separate sample (n = 545). Applying principal component and confirmatory factor analyses, the results of these studies supported a 6-item, two-factor Self-Directed Learning with Technology Scale (SDLTS): Self-Management and Intentional Learning.
Article Outline
1. Introduction
2. Literature review
2.1. Self-directed dearning (SDL)
2.1.1. Goal setting and task analysis
2.1.2. Implementation of the plan
2.1.3. Self-evaluation of the learning process
2.2. Measuring self-sirected searning
2.3. Relationship between SDL and technology
2.4. Aim of the study
3. Method
3.1. Item generation
3.2. Study 1: pilot test
3.2.1. Aim and participants
3.2.2. Results
3.2.3. Discussion
3.3. Study 2: validation
3.3.1. Aim and participants
3.3.2. Confirmatory factor analysis
3.3.3. Results
3.3.4. Model comparison
4. General discussion
5. Conclusion and future research
Acknowledgements
Appendix. Items in the self-directed learning with technology scale (SDLTS)
References
Abstract
This paper analyses the varied socio-economic implications of ICT-based educational change. Drawing from a rich, 3-year long research project with 20 secondary schools throughout Europe, the social, human, professional, institutional, and economic costs for building the school of tomorrow in close alliance with ICT are discussed. The aim of this paper is to show the real costs involved in such a comprehensive model of educational change, which cannot be reduced to the cost of installing computers in classrooms. Rather, it must aim at capturing the varied long-term requirements necessary for educational change in conjunction with ICT. Great emphasis is placed on questions concerning the very sustainability of innovation and the necessity to adopt a long-term perspective that provides us with a realistic socio-economic evaluation. We argue that the real costs of educational change only become apparent when short-term improvements have been converted into sustainable changes that last beyond a project’s life-time. Key aspects for lasting contributions are identified, among which “network building” and applying a “bottom-up strategy” for change are given particular importance.
Article Outline
1. Introduction
2. Dimensions of the socio-economic evaluation and the digital divide
3. The costs of IT infrastructure in schools
3.1. Hardware
3.2. Software
3.3. Internet access
3.4. The cost for families
4. School+: constructing a road for change
4.1. Preventing predictable failure
4.2. Involving schools
5. Estimating the costs
5.1. School time is gold
5.2. The cost of becoming technologically literate
6. Sustainability of educational change
6.1. Indicators of sustainability
6.2. Key global factors for success
7. Concluding remarks: ICT-driven innovation and sustainable change
References
Abstract
Research on help seeking with a computer coach providing on-demand help has not produced fully adequate models of the process from a cognitive perspective. The present study postulates a model of help seeking from a cognitive perspective and tests this model in a learning situation characterized as problem-based and computer-supported. The participants were 18 graduate students from the faculty of Education of a Canadian university. Their participation involved solving a complex problem in statistics, in pairs, with the help of a computer coach, the McGill statistics tutor. Analysis of the performance data was performed using directed probability graphs and the log-linear approach. Results show that the model is reflected in the data. Implications for the design of computer coaches and instructional situations are discussed.
Article Outline
1. Introduction
2. Theoretical framework
2.1. A model of problem solving in a semantically complex domain
2.2. Models of help seeking
3. Method
3.1. Participants
3.2. Task and setting
3.3. Data, coding and data analysis
3.4. Reliability of coding
4. Results
4.1. Differences in the probabilities of starting a help-seeking sequence with a specific component of help seeking
4.2. Conditional probabilities of a shift to a specific type of help-seeking actions following a help-seeking action of a specific type
4.3. Differences in the probabilities of starting to set goals for help seeking with specific sub-components of help goal setting
4.4. Differences in the conditional probabilities of a shift to a specific sub-components of help goal setting following a specific sub-component of help goal setting
5. Discussion
6. Conclusion
6.1. Implications of the results
6.2. Strengths and limitations
6.3. Future research
Acknowledgements
References
Abstract
This study explores the interactivity of course-management systems (CMSs). First, this study reviews the concepts of interactivity, interactivity dimension, and interaction type on the basis of related theories and studies. Second, this study analyzes the interactive functions attributable to the six major CMSs in Taiwan colleges and universities, and re-constructs a technical framework containing five interaction types, nine interactivity dimensions, and 83 possible interactive functions. This study has found that a total of 21 interactive functions were featured in the six CMSs, while six functions identified from theories and research were not. In terms of interaction type, the results indicate that these six CMSs possessed the highest percentage of possible interactive functions for facilitating human interactions (e.g., learner–learner interaction and learner–instructor interaction), followed by learner–interface interaction and learner–self interaction, with the lowest percentage corresponding to learner–content interaction. In terms of interactivity dimension, these six CMSs seemed more likely to feature a learner-centered design approach than a system-centered one. Also, this study conducted user surveys on students’ perceptions, use, and evaluation of these interactive functions. A total of 491 valid sets of data were collected from six CMS user groups. The results indicate that, for their online learning, students considered the function of “Assignment handling” to be the most known, frequently used, and useful function. In addition, students were well familiar with, and made use of, any functions that would help them monitor or track their learning process. Students required more content-related interactive functions than were currently available in CMSs. Last, the regression results indicate that the more positively the students perceived the CMS interactivity, the usefulness of CMS for learning, and the interactive functions, the more positively these students perceived their CMSs.
Article Outline
1. Introduction
2. Literature review
2.1. The interactivity dimensions in CMSs
2.2. The interaction types in CMSs
2.3. The need for re-visiting the technical framework of CMSs’ interactive functions as derived from theories, research, and practices
3. Research methods
3.1. The six CMSs to be evaluated
3.2. The refined technical framework of CMS
3.3. User survey of the six CMSs
4. Results
4.1. The six CMSs’ adoption of interactive functions
4.2. Learner perceptions of and usefulness of interactive functions
4.3. Regression analysis of learners’ evaluation of CMSs
5. Discussions
5.1. New framework for CMS interaction type, interactivity dimension, interactive function
5.2. Current CMSs’ adoptions of interactive functions
5.2.1. Functions focusing on facilitating human interaction types and learner–centered dimensions
5.2.2. Interactive functions adopted by all six CMSs
5.2.3. Interactive functions not adopted by all six CMSs
5.3. User perceptions and evaluations of CMSs’ interactive functions
5.3.1. Functions that are perceived as the most-known, used, and useful for learning
5.3.2. Functions that are perceived as the least-known and used
5.3.3. Non-existing functions required by students
5.4. Relationships among learner perceptions, uses, and evaluations of the CMSs' interactive functions
5.5. Implications for CMS developers
5.6. Limitations and recommendations for future research
Appendix: Interaction types, interactive functions, and definitions and/or examples
References
The timing of online lecture slide availability and its effect on attendance, participation, and exam performance Original Research Article
Pages 868-881
Kimberley A. Babb, Craig Ross
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Abstract
The use of PowerPoint slides has become an almost ubiquitous practice in university classrooms, however little research has examined whether the timing of lecture slide availability to students (either before or after lecture) affects classroom behaviour or exam performance. Using a 2 (slide availability condition) × 2 (course type) between-subjects design, the present study examined lecture slide availability differences in attendance, participation, and exam performance in two courses – Research Methods and Cognitive Development – taught in both the Fall and Winter semesters. For each type of course, lecture slides were made available on the course website before lecture in one semester and after lecture in the other semester. Course material was held constant across semesters. Results showed that mean attendance was higher when slides were available before lecture, but only for the type of course that did not include attendance points as part of students’ final grades. For students who participated in class, participation was more frequent when slides were available before lecture. No significant difference in exam performance was found between lecture slide availability conditions, however. These findings suggest that making lecture slides available to students before lecture may lead to better overall attendance and participation, but exam performance is determined by more than just whether or not students have lecture slides available for their note-taking.
Article Outline
1. Introduction
1.1. Attendance
1.2. Class participation
1.3. Exam performance
1.4. Study overview
1.5. Hypotheses
2. Methods
2.1. Participants
2.2. Courses
2.3. Materials
2.3.1. Lecture slides
2.3.2. Lecture slide survey
2.4. Design and procedure
3. Results
3.1. Overview
3.2. Students’ use of lecture slides
3.3. Students’ satisfaction with lecture slides
3.4. Attendance, participation, and exam performance
3.4.1. Attendance
3.4.2. Class participation
3.4.3. Exam performance
4. Discussion
4.1. Attendance
4.2. Class participation
4.3. Exam performance
4.4. Use of and satisfaction with lecture slides
4.5. Limitations and future directions
4.6. Summary and conclusions
Appendix. Appendix
References
Abstract
Digital plagiarism is a problem for educators all over the world. There are many software tools on the market for uncovering digital plagiarism. Most of them can work only with text submissions. In this paper, we present a new architecture for a plagiarism detection tool that can work with many different kinds of digital submissions, from plain or formatted texts to audio podcasts. The open architecture is based on converting the digital submission into text form for processing by a plagiarism detection algorithm. To process non-text submissions, the system is extended with the appropriate converter. Such an open architecture makes the anti-plagiarism toolbox universal and easily adaptable for processing virtually any kind of digital submissions. This paper describes a software prototype based on the proposed architecture and presents the results of its implementation on a large archive of student papers.
Article Outline
1. Introduction
2. The toolset architecture and prototyping
3. System evaluation
3.1. Local plagiarism search
3.2. Global plagiarism search
4. Conclusion
Acknowledgements
References
Abstract
To illustrate the conditions under which successful innovation adoption takes place, this paper focuses on the implementation of information and communication technologies (ICT) through emerging communities in schools. Two types of such communities are described in terms of the degree of participation in the implementation: school-wide communities and enclaves. The article describes implementation practices in four primary schools with reported high ICT use, selected as case-studies. Four criteria, reflecting the domain, personnel relationships, policy and implementation goals and strategies, as well as staff consistency, are employed to outline the existence and types of communities of implementation within these schools. Findings indicate that, although both school-wide communities and enclaves are present in successful schools, enclaves – compared to school-wide communities – are related to lower levels of implementation. Based on these findings the authors discuss policy directions towards the development of school-wide communities as a purposeful implementation strategy to help transition ICT institutionalization from the initiation to the habitualization stage.
Article Outline
1. Introduction
2. Conceptual framework
2.1. The implementation framework
2.2. Naming the types of communities of implementation
3. Methodology
3.1. The sample
3.2. Data collection
3.3. Data analysis
4. Results
4.1. Looking at the pieces of the puzzle – A vertical pattern
4.1.1. School A
4.1.2. School B
4.1.3. School C
4.1.4. School D
4.2. Putting the puzzle together – A horizontal approach
5. Discussion-implications
5.1. Addressing the teachers
5.2. Addressing the leaders
5.3. Addressing the system
6. Conclusions
References
Abstract
This mixed-methods investigation compared the effectiveness of three instructional approaches in achieving desired conceptual change among early childhood preservice teachers (n = 157). Each of the three treatments employed inquiry-based instruction on moon phases using data collected from: (1) the planetarium software program, Starry Night™, (2) nature observations and Starry Night™, or (3) nature observations alone. Data sources included drawings, intensive interviews, and a lunar shapes card sort. The data sets were analyzed via a constant comparative method in order to produce profiles of each participant’s pre- and post-instruction conceptual understandings of moon phases. Non-parametric tests of significance revealed that pre- to post-instruction gains were significant for all three treatments across all targeted concepts. The Starry Night™-Only treatment demonstrated statistically greater gains for sequencing moon phases than the other two treatments. However, there were no significant differences among the three treatments in regard to participants’ abilities to draw scientific moon shapes or in their conceptions of the causes of moon phases. Thus, the three treatments were equally effective in facilitating desired conceptual change.
Article Outline
1. Introduction
2. Targeted content
3. Purpose of the study
4. Theoretical framework
5. Methods
5.1. Participants and context
5.2. Instructional intervention
5.2.1. Gathering and sharing of lunar data
5.2.2. Analysis of lunar data and modeling cause of moon phases
5.3. Data gathering
5.4. Data analysis
6. Findings
6.1. Shapes and sequences
6.2. Cause of moon phases
7. Conclusions and discu
Abstract
Brazil is a developing country that has undergone important changes at the social, economic, scientific and educational levels. A main policy challenge at present is related to the unequal distribution of vital resources, including technology. In the educational context, many changes have been observed, such as a decrease in analphabetism and an increase in the number of physicians, lawyers, and scientists. In this paper we will describe the educational experience involving the use of information technology, especially computers, at Brazilian primary and secondary schools.
We live in a technological era in which it is important to educate our children to be aware of the impact of technology on society and the environment in general, as well as how to personally deal with them. From home to workplace, digital technological tools have become a part of day-to-day life. Digital technology has become essential in everyday life, and demands have been placed on schools to educate students so as to make them “technologically literate”. Millions of Reals (R$) have been invested by the Brazilian government to equip schools with computers and communication tools, but low technological literacy remains a serious challenge. To address this problem, it is crucial to elucidate the real advantages and disadvantages of the use of computers in the educational system.
Article Outline
1. Socioeconomic data for Brazil
2. Education and information technology
2.1. New educational requirements
2.2. Use of computers
2.2.1. Computers and education
2.3. Brazilian experiences on primary and secondary school
2.3.1. Regional efforts
2.3.2. Computer and special needs education
3. Crucial reflections on computers in schools
4. Conclusion
References
Abstract
This article described the experiences of an inservice professional development program for teachers with a focus on online synchronous discussions. Transcripts of six online synchronous discussions containing 3600 messages from an online teacher professional development course were analyzed. In addition, the researchers interviewed 10 participating teachers in order to understand their perceptions toward online synchronous discussions. According to the online discourse data, the online synchronous discussions served not only as a learning tool, but also an avenue for teachers to request and provide information, socialize and support each other. The analyses also revealed that the teachers posted more social messages in the beginning and the end of discussion, and most messages did not involve any cognitive and metacognitive skills. Moreover, the interview results showed that the information exchange during online synchronous discussion was not effective for some participating teachers. Based on the interview data, synchronous discussions appeared to hold little advantage when compared to face-to-face discussions for several participating teachers that we interviewed. The problem may be resulted from lack of self-regulated skills by the participants or from the role played by the moderator.
Article Outline
1. Introduction
1.1. Online teacher professional development
1.2. Synchronous discussion
1.3. Analysis of online synchronous discussion
1.4. Participants’ perceptions toward online discussions
2. Method
2.1. Data sources
2.2. Data collection
2.3. Data analysis
3. Results
3.1. Analyses of online messages
3.1.1. The overall analysis of messages
3.1.2. The analysis of message by the time of postings
3.2. Interview results-conceptions and perceptions of synchronous discussion for OTPD
3.2.1. Conceptions of synchronous discussion
3.2.2. Perceptions towards synchronous discussion
4. Discussion
5. Conclusions and implications
Acknowledgements
Appendix A
A.1. Interview protocol
A.2. Derived codes
References
Abstract
User interfaces are becoming more intuitive following the requirements of the individual learner and reinforcing the drive towards more personalised learning and greater learner autonomy. There are clearly a new set of challenges emerging for teaching practitioners that will have implications upon not just what is learned but importantly upon lesson planning. This paper explores these changes to teaching through a consideration of an exploratory learning model which allows practitioners to rethink how they teach in 3D and immersive spaces where learning sequences and experiences are choreographed to support peer interactions and exchanges. The ELM extends from Kolb’s experiential learning model to adapt the use of 3D applications, and provides examples from research and development projects to exemplify how the model works in practice. Teaching in these contexts provides less emphasis upon curriculum and more emphasis upon sequencing learning experiences, meta-reflection, peer assessment and group work.
Article Outline
1. An exploratory learning model
1.1. Background and context
1.2. Conceptual underpinning of the model
1.3. The model
2. Case studies from practice
2.1. Case studies: Triage trainer and infection control games
3. Conclusions
References
Abstract
With an increasing number of studies evincing the effectiveness of simulation-based virtual laboratories (VLs), researchers have discussed replacing traditional laboratories. However, the approach of doing science endorsed by VLs has not been carefully examined. A survey of 233 online VLs revealed that hypothetico-deductive (HD) logic prevails in VL design. Most VLs convey an oversimplified view of scientific inquiry, which might handicap science education in terms of cultivating the ability to conduct authentic scientific inquiry and to solve everyday problems, or promoting students’ scientific literacy. Ever since Duhem and Kuhn, philosophers of science have learned that the relationship between hypotheses and evidence is holistic rather than deductive; however the pedagogical value of this point has not received enough attention in science education. Many science educators and VL-designers still uncritically adhere to the HD method. This article comments on the HD method and how VLs can avoid embracing it.
Article Outline
1. Introduction
1.1. Goal of science education
1.2. Overview of VL design
1.3. Purpose of the study
2. Theoretical framework
2.1. The hypothetical-deductive (HD) model
2.2. The holistic mode of inquiry
3. Method
4. Results
5. Discussion
6. Recommendations for VL design
7. Conclusions
Acknowledgements
References
Abstract
There is a common assumption that hypermedia navigation is influenced by a learner’s style of thinking, so people who are inclined to apply sequential and analytical strategies (left-thinkers) are thought to browse hypermedia in a linear way, whereas those who prefer holistic and intuitive strategies (right-thinkers) tend towards non-linear paths. An experiment was conducted to study both the effects of students’ style of thinking on hypermedia navigation and the effects of primes aimed at inducing them to browse the hypermedia according to a given strategy. Two hundred undergraduates in different faculties were asked to visit a website. Navigation was preceded by some initial tasks (primes) that activated either the left- or the right-thinking style; 50 men and 50 women were randomly assigned to each of the two kinds of primes. Then participants were free to browse the hypermedia and navigational paths were tracked down. When navigation had been completed, a questionnaire measuring a preference for either the left- or the right-thinking style was filled out by participants. Analyses showed that primes influenced hypermedia navigation, leading participants to apply strategies consistent with the initial tasks. The participants’ age and faculty did not influence their behaviour in navigation. Gender and frequency of computer use determined some minor differences in hypermedia browsing, whereas there was no evidence of any relationship between thinking style and behaviour in navigation.
Article Outline
1. Introduction
2. Methods
2.1. Participants
2.2. Materials and procedure
2.2.1. Primes
2.2.2. Hypermedia
2.2.3. Thinking style questionnaire
3. Results
3.1. Performance in each task
3.1.1. Primes
3.1.2. Hypermedia navigation
3.1.2.1. Number of pages visited
3.1.2.2. Time spent navigating
3.1.2.3. Navigational path
3.1.3. Thinking style
3.2. Relationships between the tasks
3.2.1. Influence of thinking style on hypermedia navigation
3.2.2. Influence of prime on hypermedia navigation
3.3. Influence of other variables on hypermedia navigation
4. Conclusions and discussion
Acknowledgements
References
Abstract
This work presents the analysis of the 2001 Brazilian Basic Education Evaluation System (SAEB) achievement exam. The SAEB tested 4th, 8th, and 11th grade students, in mathematics and reading (Portuguese). We classified the students into seven socioeconomic classes, and for each class, compared the test results according to frequency of computer use, computer ownership, Internet access at home, and whether the teachers used computers and Internet as pedagogical tools. Frequency of computer use had, in general, a negative effect on the test results, and the negative effect increased for younger and poorer students. Computer ownership had, in general, a small positive effect on the test results for older students, and no effect for 4th graders. Internet access had a negative effect for younger and poorer students, and a positive effect for 11th graders. Finally, whether the teacher used computers or Internet as pedagogical tools had no effect on the student’s test results for all social economic classes and grades.
Article Outline
1. Introduction
1.1. The SAEB
1.2. Previous research on the impact of computers on school achievement
2. Method
2.1. Socioeconomic class
2.2. Excluded data
2.3. Confidence intervals
3. Results
3.1. Student’s use of computers
3.2. Student’s ownership of computers and Internet access at home
3.3. Teacher’s use of computers and Internet
4. Discussion
4.1. Main results of this paper
4.2. Related works
4.3. Conclusions
References
Abstract
The purposes of this study are to investigate fifth-graders’ attitudes toward the Internet based on the 5-T framework (Tool, Toy, Telephone, Territory, and Treasure of Information), and to understand whether gender makes any difference in their attitudes. The data were obtained from 2,253 Taiwan fifth-grade students. Through a confirmatory factor analysis, the 5-T model was validated and can be used to explain the corresponding five-factors which constitute Internet attitudes. According to the results, the students perceived the Internet mainly as a useful and powerful tool for their academic work and daily lives. Moreover, students strongly considered the Internet a toy, which is somewhat indistinguishable from the role of Tool. The students acknowledged the role of the Territory that they can demonstrate themselves by writing and sharing personal information online. Therefore, the Internet is good for both reading and writing information. The least weighted factor among 5-Ts student recognized is the role of Telephone. Gender differences exist in the subscales of Tool, Toy, Treasure of Information, and Telephone, but not in the Territory subscale of the Internet attitudes scale. This study further discusses and presents implications of the findings for teachers, parents, and future studies.
Article Outline
1. Introduction
2. Purpose and research questions
3. Literature review
3.1. Studies on computer/Internet-related attitudes
3.2. Frameworks for studying computer/Internet attitudes
3.3. Children’s attitudes toward the Internet
3.4. Gender differences in attitudes toward the Internet
4. Methods
4.1. Subjects and distribution process
4.2. Instruments
5. Results
5.1. Evaluation and validation of the hypothetical 5-T model
5.2. Model fit of the hypothetical 5-T model
5.3. Elementary school students’ attitudes toward the Internet: from the perspective of CFA
5.4. Gender differences in Internet attitudes
6. Discussions
7. Conclusions and implications for educators and future research
Acknowledgements
Appendix Students’. means and standard deviations for each item in the 5-T subscales
References
Abstract
Describing digital technologies as tool, tutor, environment or resource in pedagogical contexts is common, and this paper examines the metaphorical nature of these descriptions and their implications for digitally-based teaching and learning practices. To compare the metaphors, the paper first develops a model of pedagogy derived from Activity Theory. It explores the implications of these metaphors in practical situations by examining a set of 60 digitally-based activities, collected as part of a snapshot survey of a representative sample of maintained schools in England, to draw out their pedagogical characteristics. In conclusion the paper discusses the issues raised by the analysis for the relationship between use of digital technologies and learners’ attainments, and the efficacy of the model that has been developed.
Article Outline
1. Introduction
2. Modelling pedagogy with activity theory
2.1. Pedagogy over time (diachronic aspect)
2.2. Pedagogy across time (synchronic aspect)
2.3. A model for pedagogy
3. Modelling digitally-based pedagogical activities
3.1. Data collection
3.2. Teacher ICT experience score
3.3. Learners’ groups ICT experience score
3.4. Pedagogical structures
4. Analysis of the metaphors
4.1. Digital technologies as resource
4.2. Digital technologies as tutor
4.3. Digital technology as tool
4.4. Digital technology as an environment
5. Discussion
Acknowledgements
References
Abstract
Mobile synchronous learning is a new challenge in the e-learning domain. While popular mobile communication devices, such as cell phones, cannot directly accommodate traditional synchronous content due to the major limitation of display size, other constraints also restrict convenient interactions while using mobile devices in a synchronous learning environment. These problems have motivated the authors of this study to design a context-awareness synchronous learning system and to develop a corresponding pedagogical framework. Different than existing synchronous learning strategies, the proposed system enhances the feedback mechanism and implements an enhanced model for achieving mobile interaction in a synchronous learning environment. The enhanced model is named Interactive Service Module, which enables interactions between teachers and students via short message delivery. In the proposed synchronous learning environment, different kinds of learning devices are used to access the same source of synchronous content simultaneously. To accommodate the diversity of devices, several content styles have been developed and an appropriate style can be selected to a learner via a decision mechanism. This mechanism is based on fuzzy weighted average technique to measure the average computational power for each device. Finally, questionnaires were used to evaluate the usability of the proposed synchronous learning environment, and the results indicate that our system can facilitate synchronous learning by enabling students to access lessons conveniently and efficiently from a wide variety of locations, using common mobile communication devices.
Article Outline
1. Introduction
2. The pedagogic framework for mobile synchronous learning
3. The context-awareness synchronous learning environment
4. The design of context-awareness content gateway
5. Evaluation
6. Conclusions
Acknowledgements
Appendix A. Appendix
References
Abstract
This article presents the results of a research study that took place during the 2007–2008 academic year at the University of the Basque Country3. (UPV/EHU in its Spanish and Basque acronyms). The research’s goal was to establish the guidelines for training opportunities in information and communication technologies (ICTs) that could better address the needs of the faculty at the aforementioned university. The conclusive results provide a picture of the necessary training in ICTs that the faculty requires for their teaching as well as for conducting research. This led us to develop some suggestions that are related to the modular organization of past and present training courses as well as improved guidelines that would help us to restructure the design of the training currently being offered. This restructuring is fundamental in order to include ICTs in the new European space of higher education (ESHE)4.
Article Outline
1. Introduction
2. Materials and methods
2.1. Participants
3. Results and discussion
3.1. Training needs in teaching
3.2. Research training needs
4. Conclusions
4.1. To establish systems for the detection of training needs
4.2. To create a modular training offer
4.3. To adapt the training needs to the demand
4.4. To intervene in the work environment
References
Abstract
The characteristics of annotations, such as highlighting, context-based notes, and organization are difficult to translate from the traditional paper-based medium to the digital format. An added challenge is how to facilitate annotations on a digital video in a collaborative distance learning environment. To explore issues in video annotation, we developed a tool called Interactive Shared Education Environment (ISEE). ISEE automatically generates hyperlinked timestamps, which we called Smartlinks, to associate the notes with their video contents. A usability study with 59 participants, following up by a small-scale eye-tracking study, was conducted to explore users’ video note-taking behaviors and to examine the effect of the new Smartlink design. Our results showed that participants with Smartlink took fewer notes, focused less on video controls and more on video content than those without Smartlink. We believe the main benefit of Smartlink is that it may offload non-learning related cognitive loads and allow users to take better notes. Findings from this study on users’ video annotation behaviors shed light on the future design of video annotation systems in both individual and collaborative environments.
Article Outline
1. Introduction
2. Literature review
3. Research goals
4. Interactive Shared Education Environment (ISEE)
4.1. ISEE user interface
5. Research methodology
5.1. Study participants
5.2. Tasks
5.3. Videos
5.4. Study procedure
5.5. Eyetracking
5.6. Data
5.7. Measurement
6. Results and analysis
6.1. Timestamp and smartlink
6.2. Smartlink vs. non-Smartlink
6.3. Eye tracking
6.4. Other observations
7. Discussion
7.1. Annotations
7.2. Smartlink vs. non-Smartlink
7.3. Cognitive load
7.4. Implications
8. Conclusions
Acknowledgements
References
Abstract
Effective technology integration for teaching subject matter requires knowledge not just of content, technology and pedagogy, but also of their relationship to each other. Building on Schulman’s [Schulman, L. S. (1987). Knowledge and teaching: foundations for a new reform. Harvard Educational Review, 57(1), 1–22] concept of pedagogical content knowledge, we introduce a framework for conceptualizing Technological Pedagogical Content Knowledge—TPCK [Mishra, P., Koehler, M.J., (in press). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record]. We report the results of a semester-long investigation of the development of TPCK during a faculty development design seminar, whereby faculty members worked together with masters students to develop online courses. Quantitative discourse analysis of 15 weeks of field notes for two of the design teams show participants moved from considering technology, pedagogy and content as being independent constructs towards a richer conception that emphasized connections among the three knowledge bases. Our analyses suggests that developing TPCK is a multigenerational process, involving the development of deeper understandings of the complex web of relationships between content, pedagogy and technology and the contexts in which they function. Pedagogic, pragmatic, theoretical, and methodological contributions are discussed.
Article Outline
1. Introduction
2. Introducing technological pedagogical content knowledge (TPCK)
3. Implications for teachers learning technology
4. Context for the research study
5. The study
5.1. Participants
5.2. Data collection
5.3. Data analysis
6. Results
6.1. Results for the Adams’ family group
6.2. Results for the Jackrabbits’ group
6.3. Comparing the two groups
7. Discussion
8. Conclusion
Acknowledgements
References
Abstract
This paper describes a three-year study conducted among chemistry instructors (professors and teaching assistants) at a post-secondary institution. The goal was to explore the integration process of information and communication technologies (ICT) into traditional teaching. Four undergraduate chemistry courses incorporated a course website, an electronic forum, computerized visualizations, and Web-based projects, into their curriculum. The learning technologies were integrated to enhance inquiry-based learning, visualizations, and knowledge sharing. The current study investigated chemistry instructors’ perceptions toward ICT and their activities while practicing the newly introduced technologies. The findings showed that integrating new practices is a phase-dependent process that consists of promises as well as complexities. Four transition steps were found to characterize the integration of ICT-learning environments: non-active, support-dependant, partial-independant, and total-independant. Findings indicated that the transition from traditional to ICT-enhanced learning environments involves ambivalent feelings and dichotomy among instructors.
Article Outline
1. Introduction
2. Literature review
2.1. ICT and chemistry education
2.2. Instructors undergo changes
3. Objective and design
3.1. Study objective
3.2. Study design
3.2.1. Collaborative design of ICT-enhanced learning environments
3.2.2. The chemistry courses websites: facilitating knowledge sharing
3.2.3. The electronic forum: generating communities of learners
3.2.4. The computerized molecular modes: facilitating visualization
3.2.5. The Web-based project: facilitating inquiry-based learning
4. Assessment
4.1. Interviews
4.2. ‘Activity index’
4.3. Emails and electronic forum correspondence
5. Findings
5.1. Chemistry instructors’ preliminary perceptions toward ICT-enhanced learning environments
5.2. Characterizing the transition from traditional to ICT-enhanced teaching
5.3. Chemistry instructors’ subsequent perceptions toward ICT-enhanced learning environments
6. Summary and discussion
Acknowledgements
References
Abstract
The purpose of this study was to investigate Turkish pre-service science and mathematics teachers’ computer self-efficacies (CSEs) and computer attitude (CA) considering gender, year in program, and computer ownership as independent variables. Additionally the study aimed to examine the relationship between CSE and CA. Computer Self-efficacy Scale (CSES) and Computer Attitude Scale (CAS) were administered to 605 freshmen and senior teacher candidates. Descriptive results indicated that overall pre-service teachers had relatively high scores on both scales. Multivariate analysis of variance showed that a participant’s gender was not a significant factor on his/her CSE and CA scores except for the computer liking sub-scale of the CAS. Seniors had higher scores than freshmen in the CSES and in the confidence dimension of the CAS. Those participants who owned computers had significantly higher scores on the CSES and CAS as compared to those who did not own a computer. A significant three-way interaction was found among the three independent variables, namely gender, major of study and computer ownership. Finally, correlational analysis showed that participants’ CSES scores related to sub-scale scores of the CAS at varying degrees.
Article Outline
1. Introduction
1.1. Computer self-efficacy
1.2. Attitude towards computers
1.3. Significance of the study
2. Method
2.1. Sample
2.2. Survey instruments
2.2.1. Computer Attitude Scale
2.2.2. Computer Self-Efficacy Scale
2.3. Data analysis
3. Results
3.1. Descriptive analysis
3.2. Multivariate analysis of variance
3.2.1. Gender
3.2.2. Year in program
3.2.3. Major of study
3.2.4. Computer ownership
3.3. Interactions among independent variables
3.4. Correlational analysis
4. Discussion
5. Conclusions
References
Abstract
Recently, e-learning in Taiwan’s higher education faces new challenges as the Ministry of Education begins to loosen its control over degree-awarding programs. Studies on stakeholder perceptions toward important e-learning issues become critical at this juncture for policy makers to make viable investment decisions toward e-learning programs. Although a typology of teacher perception with corresponding strategies in e-learning has been studied, the student perspective is missing in the teacher–student dynamics. To comprehend the teacher’s and student’s perceptions on institutional concerns toward e-learning issues, this study thus develops a student typology based on the methodology and questionnaire items used in a previous study on teachers. Two totally distinct groups of students, namely the skeptics and the optimists, are identified in the cluster analysis using four higher-level issue constructs emerging from a factor analysis of 30 variables. The findings on student typology and comparisons with teacher typology are then summarized along with strategies in the discussion and implications. This study should provide school policy makers a comprehensive insight on stakeholder perceptions for better e-learning decisions.
Article Outline
1. Introduction
2. Background
2.1. Teacher typology
2.2. E-learning studies related to students
3. Methodology
4. Findings
4.1. Student profile
4.2. Factor analysis
4.3. Cluster analysis
5. Discussions and implications
5.1. A black-or-white student perception
5.2. Administrative support is crucial
5.3. A lack of competitive awareness
5.4. A high percentage of optimists
5.5. A substantial percentage of skeptics
6. Conclusion
Acknowledgements
References
Abstract
The popularity of distance education has grown rapidly over the last decade in Taiwan’s higher education, yet many fundamental teaching–learning issues are still in debate. While teacher–student interaction is a key success factor in distance education, little work has been done on the teachers. The intent of this research was to clarify teacher’s perceptions on key distance education issues and to develop a discernible typology of different groups of teachers based on their perceptions. Because there may be a gulf between teachers and the technology used in distance education, the target of this study was teachers in information related departments in Taiwan’s colleges, who were more familiar with current technology. Factor analysis and cluster analysis were used to derive the typology. Five higher-level issue constructs emerged from the factor analysis: learning effect, customization, administrative challenges, geographic and resource integration, and instructional design challenges. Four groups of teachers, namely the skeptics, the optimists, the mild-promising group, and the outlier, were identified using cluster analysis of teachers’ perceptions on these five higher-level issue constructs. The profiles of the four groups of teachers were summarized and implications were discussed, which should provide useful insights to the policy makers of higher education on distance education decisions.
Article Outline
1. Introduction
2. Distance education in Taiwan
3. Methodology
4. Findings
4.1. Teacher profile
4.2. Factor analysis
4.3. Cluster analysis
5. Discussions and implications
5.1. A lack of competitive awareness
5.2. A high percentage of promising teachers
5.3. A substantial percentage of skeptic teachers
5.3.1. Increasing the percentage of teachers with course training in education
5.3.2. Building dedicated support for teachers lacking experience or knowledge in distance education
6. Conclusion
Acknowledgements
References
Abstract
Three years of graduating business honors cohorts in a large urban university were sampled to determine whether the introduction of ubiquitous laptop computers into the honors program contributed to student achievement, student satisfaction and constructivist teaching activities. The first year cohort consisted of honors students who did not have laptops; the second and third year cohorts were given laptops by the University. The honors students found that their honors classrooms were statistically significantly more constructivist than their traditional (non-honors) classroom. The introduction of laptop computing to honors students and their faculty did not increase the level of constructivist activities in the honors classrooms. Laptop computing did not statistically improve student achievement as measured by GPA. Honors students with laptops reported statistically significantly less satisfaction with their education compared to honors students with no laptops.
Article Outline
1. Introduction
2. Technology and learning
3. Constructivist teaching
4. Students as consumers: student satisfaction
5. The laptop initiative
6. The research questions
7. Methods
7.1. Sample
7.1.1. Students
7.1.2. Faculty
7.2. Procedures
7.2.1. Laptop distribution
7.2.2. Data collection
7.3. Instruments
7.3.1. Constructivist classroom inventory
7.3.2. Student satisfaction survey
7.3.3. Business honors laptop student assessment survey
7.3.4. Faculty business honors laptop survey
8. Results
8.1. Laptop usage and activities
8.2. Question #1
8.3. Question #2
8.4. Question #3
8.5. Question #4
9. Discussion
10. Conclusion
Appendix A. Constructivist classroom inventory
References
Abstract
The portability and immediate communication properties of mobile devices influence the learning processes in interacting with peers, accessing resources and transferring data. For example, the short message and browsing functions in a cell phone provide users with timely and adaptive information access. Although many studies of mobile learning indicate the pedagogical potential of mobile devices, the screen size, computational power, battery capacity, input interfaces, and network bandwidth are too restricted to develop acceptable functionality for the entire learning processes in a handheld device. Therefore, mobile devices can be adopted to fill the gap between Web-based learning and ubiquitous mobile learning. This study first creates a website, providing functions enabling learning to take place anytime and anywhere with any available learning device, for ubiquitous learning according to various properties of mobile devices. Nowadays, learners’ behaviors on a website can be recorded as learning portfolios and analyzed for behavioral diagnosis or instructional planning. A student model is then built according to the analytical results of learning portfolios and a concept map of the learning domain. Based on the student model and learners’ available learning devices, three modules are developed to build a ubiquitous learning environment to enhance learning performance via learning status awareness, schedule reminders and mentor recommendation. Finally, an experiment is conducted with 54 college students after implementation of the ubiquitous learning website. Experimental results indicate that the proposed system can enhance three learning performance indicators, namely academic performance, task accomplishment rates, and learning goals achievement rates.
Article Outline
1. Introduction
2. System overview
2.1. Student model construction
2.2. Learning status awareness module
2.3. Schedule reminder module
2.4. Mentor arrangement module
3. Experiment results
3.1. Experimental results about the learning status awareness module
3.2. Experimental results about the schedule reminder module
3.3. Experimental results about the mentor arrangement module
3.4. Log analysis of the ubiquitous learning system
4. Conclusion
Acknowledgements
References
Abstract
The unique features and capabilities of online learning are built on the ability to connect to a wider range of learning resources and peer learners that benefit individual learners, such as through discussion forums, collaborative learning, and community building. The success of online learning thus depends on the participation, engagement, and social interaction of peer learners, which leads to knowledge sharing. Thus, without frequent and persistent interaction, it is doubtful whether knowledge sharing can take place in online learning. This study argues that theories about the development and maintenance of social relationships provide a theoretical foundation for understanding the motivation to engage in online knowledge sharing behavior. An Online Knowledge Sharing Model (OKSM) is proposed and empirically tested among undergraduate students using an online learning environment. The model introduces two new constructs – Perceived Online Attachment Motivation (POAM) and Perceived Online Relationship Commitment (PORC), which together explained 71 percent of the variance observed in self-reported online knowledge sharing behavior. The findings provide some explanations for the motivation to share knowledge, and have several implications for the design of the features and capabilities of online learning environments.
Article Outline
1. Introduction
2. Literature review
2.1. Online learning, social interaction and knowledge sharing
2.2. Knowledge sharing in the learning process
2.3. The need to belong as the innate motivation to social interaction
2.3.1. Attachment motivation
2.3.2. Relationship commitment
2.4. Summary
3. Model framework and hypothesis development
3.1. Perceived online attachment motivation
3.2. Perceived online relationship commitment
4. Methods
4.1. Research design
4.2. Subjects
4.3. Data collection
4.4. Measures
4.5. Data analysis
5. Results
5.1. Reliability and construct validity
5.2. Model testing results
6. Discussion
6.1. Summary of the findings
6.2. Theoretical contributions
6.3. Practical contributions
6.4. Limitations and further research
7. Conclusion
Appendix A. Online Knowledge Sharing Model Scale
References
Abstract
Prior empirical studies in the implementation of general information technologies (IT) have revealed that IT adoption and usage were determined by user beliefs and attitudes. However, little is known about how user beliefs and attitudes form and change over time. To address these issues, this paper reports a study of 481 inexperienced and 120 experienced potential users on learning objects. Technology acceptance model’s constructs were used to conduct a longitudinal study across three phases (introduction, training and direct-use experience) to examine the formation and the changes in users’ beliefs and behavioral intention to use learning objects over time. The results showed that the rates of changes in users’ beliefs and behavioral intention toward learning objects usage were time-variant and were more predominant during the early stage (introduction to training) of learning objects usage than in the later stages (training to direct-use experience). The study confirmed that initial exposure through introduction and training was effective in improving inexperienced users’ beliefs and intentions to use learning objects. It also helped to reduce the belief and intention gaps that existed between experienced and inexperienced users. In addition, the influence of initial introduction and training on users’ beliefs and perceptions was sustained over time, thus further indicating their importance.
Article Outline
1. Introduction
2. Theoretical background
3. Research methodology
3.1. Participants
3.2. Measurement scales
3.3. The learning objects
3.4. Procedures
4. Data analysis and results
4.1. Instrument validation
4.2. Sample demographics
4.3. Descriptive statistics
4.4. Learners’ beliefs and behavioral intentions over time
4.5. User experience and perceived ease of use of learning object over time
4.6. User experience and perceived usefulness of learning object over time
4.7. User experience and behavioral intention to use learning object over time
5. Discussions
6. Implications and future research
7. Conclusion
Acknowledgements
Appendix A
Questionnaire. items – introduction (P1) and training (P2)
Questionnaire. items – direct-use experience (P3)
References
Abstract
This paper reports an extended analysis of the study reported in [Wood, C. (2005). Beginning readers’ use of ‘talking books’ software can affect their reading strategies. Journal of Research in Reading, 28, 170–182.], in which five and six-year-old children received either six sessions using specially designed talking books or six sessions of one-to-one tuition with an adult using the paper-based versions of the same books. This analysis focuses on the nature of the children’s interactions with either the adult or the computer in an attempt to explore how these different resources impacted on the children’s literacy interactions, and whether different styles of literacy interaction observed within each group were associated with gains in phonological awareness or changes in reading strategy. Four styles of literacy interaction were identified and there was a significant association between these styles and membership of one of the two experimental conditions in the study. Interactional style was also seen to impact positively on phonological awareness development for lower ability children who used the talking books. In contrast, interactional style affected changes in reading strategy amongst children in the adult tutor condition. Finally, there was also an influence of interactional style on spontaneous dialogic reading by the children overall, but this effect originated from the children in the adult tutor group.
Article Outline
1. Introduction
2. Method
2.1. Participants
2.2. Matching procedure
2.3. Procedure
2.4. The coding scheme: capturing literacy interactions
2.4.1. Bookbinding
2.4.2. Chiming in
2.4.3. Supported reading
2.4.4. Fluent reading
2.5. Application of the learning interaction codes
2.5.1. Dialogic reading
2.6. Inter-rater agreement
3. Results
3.1. Analysis of literacy learning interactions
3.2. Dialogical reading
4. Discussion
Acknowledgements
References
Abstract
This study investigated the effectiveness, in terms of the attainment of relevant learning outcomes, of the types of learning promoted by educational features commonly incorporated in course management systems. Twenty-one courses with significant use of the Internet, but with face-to-face teaching as the predominant instructional mode, were investigated. Five hundred and ninety-five students taking these 21 courses completed a questionnaire which gave feedback on the extent of use of and quality of implementation of internet features, as well as their perception of the attainment of outcomes relating to approaches to learning, communication skills and understanding of content. A confirmatory factor analysis of scales pertinent to information presentation and constructive dialogue features showed a very poor fit to the data, indicating that the two types of function did not act in concert. Structural equation modelling was used to test instructional models in presage–process–product format for ‘information’ and ‘dialogue’ features. The information one showed a marginal fit to the data, but the dialogue one a very good fit. This shows that using the Internet for presenting information in a blended environment does not seem to effectively help students achieve learning outcomes. Using features which promote constructive dialogue and interactive learning activities encourages a deep approach to learning, the development of communication skills and enhanced understanding of content.
Article Outline
1. Use of the Internet in teaching
1.1. Learning functionalities in CMS packages
2. Active learning
2.1. Active learning in face-to-face teaching
2.2. Active learning in online courses
2.3. Use of CMS packages in blended courses
3. Method
3.1. Sample
3.2. Development of the questionnaire
4. Results
4.1. Reliability
4.2. Structural equation modelling
4.3. CFA of features
4.4. CFA of learning outcomes
4.5. Model of dialogue affecting outcomes
4.6. Model of information affecting outcomes
5. Discussion
5.1. CFA of functionalities
5.2. Outcomes model
5.3. Information model
5.4. Dialogue–activities model
6. Conclusion
References
Abstract
This study was carried out in a Turkish university with 216 undergraduate students of computer technology as respondents. The study aimed to develop a scale (UECUBS) to determine the unethical computer use behavior. A factor analysis of the related items revealed that the factors were can be divided under five headings; intellectual property, social impact, safety and quality, net integrity and information integrity.
Article Outline
1. Introduction
2. Method
2.1. Participants
2.2. Instruments
2.2.1. Unethical computer use behavior scale (UECUBS)
2.3. Procedure
3. Results
4. Discussion
Acknowledgements
References
Vitae
Abstract
Continuing professional development (CPD) and life-long learning are vital to both individual and organisational success. For higher education, the intensive resource requirements requisite in the development of e-learning content and the challenges in accommodating different learning styles, developing an e-learning program can be a resource intensive exercise. A blended learning program has been developed in Ireland in an attempt to address the CPD needs of Irish construction professionals. This initiative attempts to strike a balance between the considerable resources required in the development of an e-learning initiative while addressing staff concerns in integrating technology in the delivery of programs. This pilot explores the issues encountered in integrating a simulation game, called MERIT, on a module as part of this blended learning program. The key finding from this research indicates that simulation games can play a very effective role in the delivery of lifelong learning opportunities aimed at the construction industry. However, management of the integration of a simulation game into a program requires careful planning, establishing key milestone dates and encouraging online collaboration through assigning of marks for effort and use of voice over IP communications.
Article Outline
1. Introduction
2. Continuing professional development
3. Internet and learning
4. Costs in deploying e-learning
5. Simulation and games in learning
6. Waterford Institute of Technology
7. Description of MERIT
8. Operation of MERIT simulation game
9. Implementation of the MERIT game on a blended learning CPD program
10. Evaluation of MERIT simulation game
11. Conclusion
References
Abstract
Information Technology is developing rapidly and providing policy/decision makers with large amounts of information that require processing and analysis. Decision support systems (DSS) aim to provide tools that not only help such analyses, but enable the decision maker to experiment and simulate the effects of different policies and selection strategies. The specific context of this research, set in Saudi Arabia, is administrative decision making using large educational databases.
A decision support system (DEMASS) developed to enable systematic exploration of the educational database, allows users to identify variables of interest and to actively change the attribute values (weightings) of these attributes thus revealing the consequences of these decisions on policies and selection processes. Further refinements allow users to introduce conditional rules which take into account other variables required by, for example, local circumstances. An active Document Manager, used in conjunction with DEMASS, allows decision makers to manipulate the structure of the document in which the decision making interactions have been placed. Two initial validation studies were undertaken with realistic tasks using regional decision/policy makers and their educational databases. These demonstrated the benefits of the support facilities in enabling policy/decision making to be more differentiated, responsive to local requirements, and open to collaborative working.
Article Outline
1. Introduction
2. The context and aims of the research
2.1. Decision support systems
3. The design of the educational decision support system
4. The trialling of the decision support system
4.1. The problem solving scenario: the first study
4.2. Group review: first study
4.3. The problem solving scenario: the second study
4.4. Group review: second study
4.5. Reflections
5. Summary
Acknowledgements
References
Abstract
The Web-based technology is a potential tool for supported collaborative learning that may enrich learning performance, such as individual knowledge construction or group knowledge sharing. Thus, understanding Web-based collaborative learning for knowledge management is a critical issue. The present study is to investigate learners’ attitudes toward Web-based collaborative learning systems. Based on this research, the results of factor analysis show that five attitude factors (system functions, system satisfaction, collaborative activities, learners’ characteristics, and system acceptance) should be examined at the same time when building a Web-based collaborative learning system. The results also provide an acceptance model for understanding users’ behavioral intention of facilitating Web-based collaborative systems.
Article Outline
1. Introduction
2. Considerations of creating a Web-based collaborative learning system
2.1. Developing Web-based collaborative learning
2.2. Developing knowledge management systems
2.3. Research hypothesis
3. The system architecture
4. Research design
5. Results
5.1. Factor analysis
5.2. Regression analysis
6. Discussion
7. Conclusions
7.1. Understanding users’ attitudes of Web-based collaborative learning systems
7.2. Proposing an acceptance model for the Web-based collaborative learning
7.3. Future research
Acknowledgements
References
Abstract
I investigate how and whether a heterogeneous group of first-year university mathematics students in South Africa harness the potential power of a computer algebra system (CAS) when doing a specific mathematics task. In order to do this, I develop a framework for deconstructing a mathematics task requiring the use of CAS, into its primary components. This framework is based on the semiotic notion of diagrammatic reasoning whereby reasoning consists of construction of signs, transformation of signs, and observation and interpretation of signs. I use the framework to distinguish between the activities of students who were computer literate on entry to university and those who were not computer literate. The analysis suggests that formerly non-computer literate students are no worse than computer literate students in using CAS to construct various representations of signs, but that they are less able to interpret these signs. I propose that, in the South African context, this is largely due to inequities in prior mathematical education, rather than a lack of computer literacy per se.
Article Outline
1. Background
1.1. Focus
2. A semiotic framework
2.1. Diagrammatic thinking applied to CAS
2.1.1. Construction of sign
2.1.2. Transformation of sign
2.1.3. Interpretation
3. Research context
3.1. The task
3.2. Data gathering and data presentation
3.3. Possible solution
3.4. Research question
4. Indicators of diagrammatic reasoning
4.1. Construction of initial representation
4.2. Transformation I
4.3. Interpretation I
4.4. Transformation II
4.5. Interpretation II
4.6. Epistemic transformation
5. Results and discussion
5.1. Construction of initial representation
5.2. Transformation I and Interpretation I
5.3. Transformation II
5.4. Interpretation II
5.5. Epistemic transformation
6. Conclusion and Implications
References
Abstract
Modeling offers a promising form of constructivist learning for students. By making and executing models of dynamic systems in a computer environment, students are stimulated to learn about the specific domain that is modeled as well as about the process of modeling in general. However, learning by modeling also leads to characteristic student mistakes, based on a combination of faulty domain knowledge and insufficient modeling skills. In this article, we describe a method of generating advice to students during their modeling process. The on-line advice system was informed by our observations of a teacher who gave advice via a textual communication tool to students building models with a System Dynamics model editor. The first version of the on-line advice system was evaluated in two ways: first, three teachers evaluated the advice the system generated for students’ final solutions; second, we analyzed the advice the system provided as it was used by a sample of students who were building a physics model. These evaluations showed that the overall approach, including matching a student solution to a family of reference solutions together with the other mechanisms of the advice system, is valid. However, they also highlighted the difficulty of building ‘intelligent’ support to help students to improve their models and gain modeling expertise. The article concludes with a discussion of our current efforts to improve the advice system based on the lessons learnt, which suggest extension of the range of solution representations and of the operations of the advice method.
Article Outline
1. Introduction
2. Background and related work
3. Generating on-line tutorial advice
3.1. The advice system: first design
3.2. Pilot study
3.3. A flexible and ‘intelligent’ advice method
4. Evaluation studies
4.1. Method
4.2. Formative evaluation
4.3. Evaluating the advice system in action
5. Discussion
Acknowledgements
References
Abstract
In CSCL contexts (Computer Supported Collaborative Learning) collaborative activities with different levels of structuredeness are often used to foster discussion and exchange among students and enhance collaboration. In this field the debate around whether and to what extent it is useful to structure the activities proposed to students, is still very lively. In this paper two collaborative activities are explored, namely a simple Case Study (moderate level of structuredness) and the Case Study joint with the Jigsaw (higher level of structuredness). Starting from the analysis of the interactions occurred among students of two real online courses performing these activities, it is possible to identify strong points and weaknesses of the two activities, so to draw some reflections on the impact of structuredness on the collaborative learning process.
Article Outline
1. Introduction
2. Background
2.1. The Jigsaw
2.2. The Case Study
3. Context of the study
4. Method
5. Results
6. Discussion
7. Conclusions
References
Abstract
Simulations make it possible to explore physical and biological phenomena, where conducting the real experiment is impracticable or difficult. The implementation of a software program describing and simulating a given physical situation encourages the understanding of a phenomenon it self. Fifty-nine students, enrolled at the Mathematical Methods for Engineers used LabVIEW to develop software programs able to simulate physical and biological phenomena. They reported on the simulated phenomena and on the adopted strategies for its planning and the development. The works produced by the students have been analyzed taking into account the understanding of the simulated phenomenon, and the used strategy in the planning and development of the software. We found out that the more the program works, the more students understand the phenomena they simulated. The analysis of the programs and of the methodology each student used in the software development phase showed the different strategies and the cognitive styles they used and the skills that the use of LabVIEW enables learners to acquire.
Article Outline
1. Introduction
2. The research
2.1. Objectives
2.2. Participants
2.3. Assignment
2.4. Suggested software
2.5. Analysis results method
3. Results
4. Discussion
5. Conclusion
Acknowledgements
Appendix A. Appendix
References
Abstract
With the rapid development of mobile technologies, mobile learning has become a new trend in education. A better understanding of how to effectively use communication technologies to improve mobile learning is important. The purpose of this paper is to evaluate the media richness of various message delivery methods in the proposed m-learning environment based on media richness theory. Regarding the implications of the media richness theory, this study has identified four factors to evaluate a content in respect to the media richness among SMS, Email, and RSS: timeliness, richness, accuracy and adaptability. By the repeated-measures one-way ANOVA analysis, the results show that: (1) SMS has better performance than Email and RSS on content timeliness; thus SMS may be appropriate for immediate information delivery such as notifying or reminding of some time-sensitive matters; (2) Email has better performance than SMS and RSS on content richness and so may be applied in exhaustive information delivery; (3) RSS has better performance than SMS and Email on content accuracy and adaptability; thus RSS is more appropriate for supporting various front-end mobile devices to access and present the content in a mobile learning environment. According to the results, this study suggests developer and designer of an m-learning environment could adopt suitable information delivery medium to support the corresponding learning activities in a mobile learning environment; moreover, current general e-learning systems, particularly those intending to provide a mobile learning environment, can take advantage of RSS techniques to support mobile access and achieve the goal of mobile learning anytime and anywhere.
Article Outline
1. Introduction
2. Theoretical foundations underpinning this research
2.1. Learning theories
2.2. M-learning
2.3. RSS (really simple syndication)
2.4. Media richness theory
2.5. Research model
3. System implementation
4. Methodology
4.1. Experiment and participants
4.2. Procedure
4.3. Measurements
4.4. Data analysis and results
5. Discussion and conclusion
Appendix. . Scales and items
References
Abstract
This paper reports on a failed experiment to use Wiki technology to support student engagement with the subject matter of a third year undergraduate module. Using qualitative data, the findings reveal that in an educational context, social technologies such as Wiki’s, are perceived differently compared with ordinary personal use and this discourages student adoption. A series of insights are then offered which help HE teachers understand the pitfalls of integrating social technologies in educational contexts.
Article Outline
1. Introduction
2. Characteristics of Wiki technology
3. Theories of learning
3.1. Constructivist learning
3.2. Cooperative learning
4. Research objectives
5. Study design
6. Findings
7. Discussion
8. Limitations and future research
9. Conclusion
References
Abstract
People expect Web technology to facilitate learning, particularly in higher education. A key issue involves the factors motivating the adoption of the Web for learning. Drawing upon social cognitive theory (SCT) and the theory of planned behavior (TPB), this study adopts a cognition-motivation-control view to assess learner adoption intentions for Web-based learning. The proposed model is validated by surveying 319 undergraduate students who had enrolled in Web-based courses and attended a 12-hour training program on using a Web-based system for academic learning. The empirical findings identified that efficacy control and efficacy expectations can be used to guide learner adaptation learning behaviors on the Web. The limitations of this study are discussed and future research directions suggested.
Article Outline
1. Introduction
2. Research model
2.1. Self-efficacy
2.2. Personal outcome expectations
2.3. Perceived behavioral control
2.4. Attitude
3. Methodology
3.1. Sample and data collection
3.2. Instrument development
4. Results
4.1. Measurement model
4.2. Structural model
5. Discussion
6. Conclusions
7. Limitations
Acknowledgements
Appendix A. Questionnaire items
A.1. Self-efficacy (SE)
A.2. Personal outcome expectations (POE)
A.3. Attitude (A)
A.4. Perceived behavioral control (PBC)
A.5. Web adoption intention (I)
References
Abstract
This paper builds on research into using multimedia and hypermedia as creative writing tools and reports on a study in using a hypermedia authoring program with middle-years students at an Australian secondary school. The study explored a classroom where collaborative work built on the technical facilities and expertise of young people.
The paper presented here focuses on the authors’ development of an assessment matrix for evaluating hypermedia stories. The aim is to provide an effective feedback mechanism on the hypermedia work and to give teachers guidelines for planning lessons, and for making summative as well as formative judgments.
Four, equally important dimensions are identified as the key components of hypermedia: image, language, interactivity and structural design. Image relates to how the screen looks: the background and foreground, positioning, colour, animation and source of images (e.g. clipart, photographs, or the use of hand-drawing). Language involves written language as signs, or captions within the created hypermedia world, or as attached commentary. Language may also be audio-files containing conversations, commentary, or even chanting or singing. Interactivity refers to the way the viewer or the interactor comes into a relationship with the hypermedia. This involves the interactive nature of the screen, that is, what can be opened up and explored within each screen as well as how the viewer/interactor moves between screens. Structural Design relates to the way the story fits together image, language and interactivity, and the way one aspect relates to another in terms of complexity and cohesion.
In order to systematically assess the qualitative variation across the range of students’ hypermedia stories, each of the four aspects highlighted above was also considered in terms of the five-level ‘SOLO’ taxonomy (structure of learning outcomes). This taxonomy includes the following five levels:
• Pre-structural – where the response is really not relevant to the question.
• Uni-structural – where an appropriate but minimalist response is given.
• Multi-structural – where several responses (or answers) are given and the responses are appropriate, but there is no relationship between the responses.
• Relational – where all responses are related into a reasonably coherent argument.
• Extended abstract – where responses come together in an argument, which goes beyond any of the information previously given or hinted at.
When the four dimensions mentioned above are mapped against the five qualitatively different levels of response, a series of taxonomies is produced, which gives a clear indication of the strengths within each story, as well as the variation in quality across all the stories. In so far as this method maps and explores qualitative variation within a specific phenomenon it can be seen as phenomenographic.
In this paper, three of the hypermedia stories’ matrices are explored and one story is assessed using the whole method.
Article Outline
1. Introduction
2. The components of hypermedia
2.1. Visual
2.2. Language (written and verbal)
2.3. Interactivity
2.4. Structural design
3. Research theory, and background
4. The phenomenographic component of the study
5. Method
6. Analysis and mapping the outcomes
6.1. The extended vignette
7. Synopsis
8. Visual
9. Language
10. Interactivity
11. Design
12. Conclusion
Appendix 1. Descriptors of levels of sophistication and or engagement across the hypermedia stories
References
Abstract
This study discusses the pedagogical potential of an interactive voting system used in conjunction with interactive whiteboard technology. The data discussed here are drawn from a qualitative study, carried out in the context of a British university pre-sessional programme in English for Academic Purposes and Study Skills for international students in the summers of 2003 and 2004. Research data were collected via a variety of ethnographic research instruments, namely classroom observations and feedback from critical colleagues, teacher’s field notes, video recording of classes, semi-structured interviews with students, and pre- and post-course student questionnaires. The findings indicate that the electronic voting system was seen to increase considerably the scope of interactivity during the lessons by helping students to enhance their development into active participants. However, the data have also indicated that the levels of interactivity in the approaches adopted in the context investigated could still be considered relatively “shallow”, and some suggestions have been provided to improve this aspect of technology use.
Article Outline
1. Introduction
2. Literature review
2.1. The promise of enhanced interactivity
3. Research context and research methodology
4. Data analysis
4.1. Perceived pedagogical benefits
4.1.1. Increasing the scope of interactivity
4.2. Perceived pedagogical challenges
4.2.1. Guessing and lack of subsequent clarification
4.3. Pedagogical implications
4.3.1. Dealing with guessing
4.3.2. Providing effective follow-up discussion or subsequent clarification
4.3.3. Improving levels of learner-initiated dialogue
5. Summary and conclusion
References
Vitae
Abstract
With the goal of promoting student–teachers to reflect on their teaching performance, a web-enabled video system was developed to permit them to record their classroom performance and then retrieve online videos of their teaching for self-reflection. This study aimed to evaluate the effectiveness of online videos in facilitating self-reflection amongst student–teachers. Eight student–teachers from four disciplines were invited to use the video system to reflect on their teaching in two lessons. A content analysis was conducted to compare the reflective notes made by the student–teachers before and after browsing the videos of their teaching. The results indicated that video browsing prompted student–teachers to generate an additional 50 per cent of reflective notes and stimulated them to significantly increase the depth of their reflective thoughts in the areas of discipline and classroom management, and professional knowledge on teaching. Building on the gains achieved in this way, student–teachers can subsequently engage in in-depth professional dialogue with their teacher supervisors.
Article Outline
1. Introduction
2. The web-enabled video system
2.1. The self-monitoring video recording system for classroom video recording
2.2. Online video retrieval system for self-reflection
3. Methodology
3.1. Method of data collection
3.2. Method of data analysis
4. Results and discussion
4.1. Impact of video browsing on the number of reflective notes
4.2. Impact of video browsing on the depth of reflective notes
4.3. Implications
5. Conclusion
References
Abstract
With the growing popularity of computers and the Internet, most teachers are taking advantage of Internet functions to assist in both teaching and student learning. However, students only login to the assisted learning system once or twice a week on average to surf for relevant references, participate in discussions, or hand in assignments, even though information and interaction are greatly enhanced by these online services. Therefore, increasing the transfer rate of useful information and interaction during the course period would help students learn. To this end, we designed an e-news delivery system that sends personalized e-mails to every student’s mailbox to make information access and peer interaction more convenient and efficient. Through the daily habit of using e-mail, students can receive the latest information, new instructions or peer discussions early. To encourage usage of the system, a user friendly interface was designed. The e-news system takes advantage of webpage hyperlinks to allow students to click on interesting topics while reading e-news; doing so will cause another window to pop-up with detailed content retrieved from the web-based learning system. A mouse-click allows students to login to the web-based learning system and extract the details of the chosen topic. To enhance the efficiency of e-news, learners’ needs and interests were taken into consideration when forming the e-news content. Students’ learning status and reading preferences are assessed to determine which information or content to include in the e-news. Experiment results reveal that e-news and personalized information greatly promote the reading of new information and participation in online activities.
Article Outline
1. Introduction
2. Hybrid course with adaptive e-news
2.1. Summary of the hybrid course operations
2.2. Description of web-based learning environment
2.2.1. Example of adaptive information in e-news
2.2.2. Example of adaptive instruction in e-news
2.3. The methods of generating information in adaptive e-news
3. Experiment
3.1. The utility rate of the learning website before and after e-news was published
3.2. Comparison of reading rates between e-news and adaptive e-news
3.3. Comparison of learning performance between e-news and adaptive e-news
4. Discussion
5. Conclusion
Acknowledgements
References
Abstract
In this paper, we examine the potential use of animation for supporting the teaching of some of the mathematical concepts that underlie computer games development activities, such as vector and matrix algebra. An experiment was conducted with a group of UK undergraduate computing students to compare the perceived usefulness of animated and static learning materials for teaching such concepts. Undergraduate computer game development courses are currently a growing area of UK higher education. Computer game development can often involve the use of mathematical modelling of two-dimensional and three-dimensional computer game objects and their interactions. Overall, it appeared that animated learning materials appeared to be perceived as being more useful to undergraduate computer games students than traditional learning materials for learning such concepts.
Article Outline
1. Introduction
2. Literature review
3. Research methodology
4. Overview of animations
5. Results
6. Conclusions
References
Abstract
Technology-enhanced learning environments (TELEs) deliver instructional content and provide an array of scaffolding features designed to support independent student learning. TELEs also support teacher efforts to guide student inquiry within these sometimes complex environments. Self-efficacy, defined by Bandura [Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). New York: Academic Press] as a person’s beliefs about his capabilities is also known to influence student academic performance in a learning environment. This paper discusses the potential importance of designing scaffolds in TELEs that intentionally promote academic self-efficacy. We advocate for designing asynchronous Audio/Visual tools into TELEs to promote student self-efficacy and ultimately performance.
Article Outline
1. Introduction
2. Self-efficacy
3. Scaffolding and TELEs
4. Scaffolding, self-efficacy, and TELEs
5. Asynchronous AV scaffolds
References
Abstract
For the net-generation students learning in a Web 2.0 world, research is often equated with Googling and approached with a mindset accustomed to cut-and-paste practices. Recognizing educators’ concern over such students’ learning dispositions on the one hand, and the educational affordances of blogging on the other, this study examines the use of blogging to initiate students into academic research at the tertiary level. It focuses on the experiences of three students from a third-year music class working on their research paper with blog-based supervision provided by the teacher. The course, in a hybrid fashion, combined face-to-face lectures and tutorials with blog sharing and discussion. The students’ individually-owned blogs were specifically used as their research diaries in which they logged in their work in progress, they then received input from both the teacher and fellow students. Based on the researcher’s self-evaluation of the teaching-supervising process, an analysis of the students’ blog discourse, and students’ survey feedback, this article offers useful insights and suggestions for educators interested in either using or researching on blogging as a means to develop students’ research skills and understanding.
Article Outline
1. Introduction: research in the world of web 2.0
2. Some preliminaries
2.1. What is research?
2.2. Blogging and researching: tension or new frontier?
2.3. Research-blogging in academic settings
3. Case study involving three students
4. Observations and discussion
4.1. Blog postings
4.2. The term paper
4.3. Student feedback
5. Learning points and suggestions
6. Closing remarks
References
Abstract
The main objective of this paper is to investigate the effectiveness of a proposed computer-based instructional method in Primary Education for self-regulated problem solving. The proposed instructional method is based on Sternberg’s model of problem solving within an authentic context. It consists of three main phases: observation, collaboration and semi-structured guidance. The ultimate learning objective is to augment the autonomous problem-solving skills of primary school children. In our study the Synergo tool was used, which is a synchronous computer supported collaborative learning tool, as well as the Moodle learning management system. The context which frames the method is authentic, very close to a students’ realistic learning situation. The findings of this study advocate that students can increase their problem-solving skills in a relatively short period of time. At the same time, they can improve their approach to the solution of a given mathematical problem, performing significant signs of autonomy.
Article Outline
1. Introduction
2. The proposed instructional method
2.1. Sequence of learning activities
2.2. Learning Tools for facilitating collaborative problem solving
3. Applying the method in classroom
4. Evaluation findings
5. Concluding remarks
References
Abstract
This paper introduces a framework for using Game Theory tournaments as a base to implement Competition-based Learning (CnBL), together with other classical learning techniques, to motivate the students and increase their learning performance. The paper also presents a description of the learning activities performed along the past ten years of a course where, in five of them, Competition-based Learning has been used. Finally, the experience gained is described together with an analysis of the feedback obtained from the students' surveys. The good survey results, and their similarity along the years, suggest that the combination of game theory with the use of friendly competitions provides a strong motivation for students; helping to increase their performance.
Article Outline
1. Introduction
2. Introduction to game theory
2.1. Prisoner's dilemma
2.2. Iterated prisoner's dilemma
2.3. Axelrod's tournament
3. Course basics and student profile
4. Game theory to support Competition-based Learning
4.1. Lab work description
4.2. Outcome
4.3. Tournament
5. Results
5.1. Course 2005: matrix game
5.2. Course 2007: peer-to-peer game
5.3. Course 2008: guess-coins game
5.4. Qualitative opinions and evaluation summary
6. Discussion
7. Conclusions
Acknowledgements
References
Abstract
Motivation and pressure are considered two factors impacting vocational senior high school student learning. New communication technology, especially mobile communication technology, is supposed to be effective in encouraging interaction between the student and the instructor and improving learning efficiency. Social presence and information richness theory was applied to analyze the media and their impacts on the instruction process firstly. Then the author observed firstly the impact of using individual communication technologies – namely Short Message Service (SMS), email, and online forum – on student learning motivation, pressure, and performance, based on a comparative investigation of 176 students. Then the impacts of using combination of mobile and Internet communication technology – SMS + email, SMS + online forum – were examined with another experiment of 45 students. The result showed that instant messaging helps bonding the two roles – student and instructor – in the instruction process effectively. When combined with Internet communication media, it can significantly increase student extrinsic motivation without causing higher pressure. Additionally, communication media demanding public expression rather than private dialogue should be adopted with careful consideration, since they may raise student pressure.
Article Outline
1. Introduction
2. Literature review
2.1. Motivation in learning
2.2. Media richness and social presence
2.3. Computer mediated communication (CMC) in education
2.4. Mobile communication technologies in education
3. Research issues
4. Methodology
4.1. Experiment 1
4.1.1. Independent and dependent variables
4.1.2. Participants
4.1.3. Procedure
4.2. Experiment 2
4.2.1. Independent variable and dependent variable
4.2.2. Participants
4.2.3. Procedure
5. Result analysis
5.1. Experiment 1
5.1.1. SMS group
5.1.2. Email group
5.1.3. Online forum group
5.2. Experiment 2
5.2.1. Learning performance
5.2.2. Learning motivation and pressure
6. Discussion
7. Conclusion
Appendix A. Content of messages/posts/emails in Experiment 1 (The messages/posts/emails were ordered according to their distribution time.)
Appendix B. Content of messages/posts/emails in Experiment 2 (The messages/posts/emails were ordered according to their distribution time.)
References
Abstract
Mobile learning or m-learning, a relatively new concept, has attracted the interest of educators, researchers, and companies developing learning systems and instructional materials. This study investigated the use of integrating use of mobile technologies, data services, and multimedia messaging systems to increase students’ use of mobile technologies and to develop environmental awareness. Data was collected using “usefulness of mobile learning systems” questionnaire from a sample consisting of 20 male and 21 female undergraduates enrolled in computer education and instructional technologies classes at the Near East University in North Cyprus. Students voluntarily participated in a six-week program using mobile telephones to transmit photographs of local environmental blights and to exchange pictures and observations. Participants learned ways to maintain clean environments and increased their awareness of environmental concerns. Responses on questionnaire differed significantly based upon gender and grade.
Article Outline
1. Introduction
2. Theoretical foundation
2.1. Emergence of ML
2.2. Gender and computer mediated communication
2.3. W/H devices and ML
2.4. Environmental awareness
3. Purpose of the study
4. Method
4.1. Participants
4.2. Instrument
4.3. Procedure
4.4. Data analysis
5. Results and discussion
5.1. Mobile learning and environmental awareness
5.2. Gender
5.3. Grade
6. Conclusions
6.1. Recommendations
Acknowledgements
References
Abstract
Anatomy teaching is undergoing significant changes due to time constraints, limited availability of cadavers and technological developments in the areas of three-dimensional modelling and computer-assisted learning. This paper gives an overview of methods used to teach anatomy to undergraduate medical students and discusses the educational advantages and disadvantages of using three-dimensional computer models. A ‘work in progress’ account is then given of a project to develop two Web3D resources to enhance undergraduate tuition of the nervous system. Our approach is to support existing curricula using advanced modelling tools and a variety of delivery mechanisms.
The first resource is a three-dimensional model of the adult brachial plexus: a network of nerves extending from the neck down to the shoulder, arm, hand, and fingers. This will be incorporated into existing didactic classroom teaching under the supervision of an anatomy teacher. The second resource is a piece of online courseware which will teach the embryological development of the brachial plexus. The delivery method will be the WebSET framework, a collaborative environment that allows a teacher to manipulate 3D models over the Web in real time whilst providing explanation and help to students. In this way the courseware can be used for both self-directed study and ‘virtual anatomy demonstrations’ within an online peer group.
Article Outline
1. Introduction
2. Methods of teaching anatomy
2.1. Dissection and prosection
2.2. Lectures and problem-based learning
2.3. Radiological imaging
2.4. The Visible Human Project and anatomy websites
2.5. Combining a range of approaches
2.6. Curricular changes
2.7. Removing cadaveric dissection from the undergraduate curriculum?
3. Three-dimensional computer generated anatomy models
3.1. Modelling techniques
3.1.1. Scanning
3.1.2. Enhancement
3.1.3. Segmentation
3.1.4. Volume or surface rendering
3.2. Advantages of three-dimensional modelling
3.3. Disadvantages of three-dimensional modelling
4. Two Web3D resources to enhance tuition of nervous system
4.1. The brachial plexus
4.2. Student learning objectives
4.3. Student learning strategies
4.4. Development tools
4.5. Level of detail
4.6. Web3D resource 1: the adult brachial plexus model
4.6.1. Modelling the spine
4.6.2. Modelling the nerves
4.6.3. Future work: classroom delivery using a web browser, X3D and H-ANIM
4.7. Web3D resource 2: the embryological development of the brachial plexus
4.7.1. Work in progress: segmentation and modelling
4.8. Future work: delivery using WebSET
4.8.1. Collaborative environment
5. Discussion and evaluation strategy
5.1. Adult resource
5.2. Embryological model
6. Future work
6.1. Haptics
6.2. ‘Intelligent’ models
6.3. Open source models
6.4. MedX3D standard
6.5. Online computer games
6.6. Postgraduate study
7. Conclusion
Acknowledgements
References
Abstract
Giving feedback on second language (L2) writing is a challenging task. This research proposed an interactive environment for error correction and corrective feedback. First, we developed an online corrective feedback and error analysis system called Online Annotator for EFL Writing. The system consisted of five facilities: Document Maker, Annotation Editor, Composer, Error Analyzer, and Viewer. With this system, teachers can mark error corrections on online documents and students can receive corrective feedback accordingly. The system also classifies and displays error types based on user query. Second, an experiment was conducted to evaluate the effectiveness of this system. Fifty EFL (English as a Foreign Language) college freshmen were randomly assigned to two groups. The experimental group received corrective feedback with the developed system whereas the control group used the paper-based error correction method. After the treatment, students in both groups conducted corrective feedback activities by correcting the same document written by an EFL student. The experimental results were encouraging in that the analysis of students’ corrective feedback revealed significantly better performance in the experimental group on recognizing writing errors. Implications for further research are discussed.
Article Outline
1. Introduction
2. Related works
2.1. Challenges of error correction and corrective feedback
2.2. Computer-mediated corrective feedback
2.3. Online annotation technology for corrective feedback
3. Development of Online Annotator for EFL Writing
3.1. Document Maker
3.2. Annotation Editor (error correction marking)
3.3. Composer (displaying annotation marks based on user query)
3.4. Error Analyzer
3.4.1. Analysis of single document for an individual student
3.4.2. Analysis of all documents for an individual student
3.4.3. Analysis of single document for all students
3.4.4. Analysis of all documents for all students
3.5. Viewer
4. The experiment
4.1. Participants
4.2. Procedure
4.3. Design
5. Results and discussion
6. Conclusion
Acknowledgements
References
Abstract
This paper reports on an evaluation of Net-Detectives, a creative online role play activity aimed at 9–12 year olds. Net-Detectives forms part of Kidsmart, an Internet awareness programme aimed at school children. It was evaluated through a multiple method data collection using questionnaire surveys, follow up telephone interviews with teachers and observation in use in three UK schools during the summer term of 2003.
All sources of data collected agreed that a number of benefits arise from participation in the Net-Detectives online role play. The pupils learned about Internet safety in a motivating and challenging environment. They empathised with others gaining an understanding of their motivations and practiced the ICT skills being taught. They particularly enjoyed being ‘detectives’ and interacting with others outside their school.
However, the role of the ‘hosts’ in preparing participants and in moderating their communication is key to the success of the online role play. This preparation needs to be thoroughly planned for both the teachers whose classes are participating and for their pupils as uncertainty leads to extra communication that interferes with the smooth running of the role play exercise. It was very clear that first the technical issues have to be resolved and then, issues to do with the learner’s comprehension and expectations of the task, before social interaction online can result in learning.
The paper concludes by presenting the recommendations suggested by this study for hosting an online role play in the school environment.
Article Outline
1. Introduction
2. Method
2.1. Design
2.2. Sample(s)
2.3. Instruments
2.4. Procedure
3. Results
3.1. Results of e-mail questionnaire and structured telephone interviews with teachers
3.2. Results of semi-structured telephone interviews with teachers
3.3. Results from the observation of the Net-Detectives online role play and associated focus groups
4. Discussion
5. Conclusion
References
Abstract
The ability to work collaboratively is highly valued in today’s workplace. However, collaboration does not often naturally happen in a group. Certain strategies must be applied to coordinate individual efforts and monitor the learning process so that effective collaboration can take place. 34 groups from 4 PGDE (Post Graduate Diploma in Education) classes at NIE (National Institute of Education) in Singapore participated in this study. Each group of four members used an online shared workspace to collaborate. Results showed that about half groups actively used the workspaces to share resources, negotiate ideas, and coordinate their collaboration. On the other hand, using the workspaces helped the teacher to easily track and monitor the collaborative learning process, as the workspaces documented what group members did and how they gradually completed the assignment. The students were also required to write weekly progress reports. Results showed that writing progress reports helped group members to reflect on what they had done and also provided additional information for the teacher to confirm their individual contributions. Issues involved in coordinating and monitoring the collaborative learning process are discussed.
Article Outline
1. Introduction
2. Conceptual framework
2.1. Technologies for social collaborative learning
2.2. Coordinating the collaborative effort
2.3. Monitoring the collaborative learning process
3. Methodology
3.1. Context
3.2. Coordinating and monitoring strategies
3.3. Research questions and instruments
4. Results
4.1. How did the students in each group use the shared workspace to support their collaboration?
4.2. How did the students in each group coordinate with one another?
4.3. Did the use of the workspace enable the teacher to monitor the collaborative learning process?
5. Discussion
5.1. Levels of collaboration in the workspaces
5.2. Ways of communication
5.3. Progress report
5.4. Limitations and future research
6. Conclusion
References
Abstract
The pace of technology adoption by university faculty is often slow. Slow faculty technology adoption may result from fear of failure, disinterest, or aversion to change. However, in 2007 we experienced a different faculty response while training faculty for technology-enhanced teaching at Butler University. During a technology upgrade of classrooms on our campus, we installed SMART™ interactive whiteboards and Sympodiums™ (SMART Technologies), visual presenters and CopyCams™ (Polyvision/Steelcase). The technology trainers and information technology (IT) department anticipated a lack of faculty interest in training on these technologies. It was posited that faculty would not be interested in learning about these interactive and presentation technologies unless this learning could be connected in some way to their individual teaching interests and responsibilities. A novel, collaborative training model was developed to achieve this goal of placing technology training into a pedagogical context. A multidisciplinary group of faculty, working closely with representatives from IR, served as trainers for this highly successful faculty development effort in which 27% of the university faculty were trained over a three month period. This article details the methods and outcomes of this collaborative training team approach.
Article Outline
1. Introduction
2. Context of the study
3. Student learning and learning space design
4. Millennial student learning preferences
5. Developing a shared vision among project stakeholders
6. From leadership to implementation
7. Technology training design
7.1. Training design modeled Seven Principles teaching
7.2. Training design modeled millennial student learning preferences
7.3. Data collection
8. Results and discussion
9. Conclusions
References
Abstract
The need for the integration of generic skills training into structured PhD programmes is widely accepted. However, effective integration of such training requires flexible delivery mechanisms which facilitate self-paced and independent learning. A video recording was made of an eminent speaker delivering a 1-h live presentation to a group of 15 first-year science and engineering PhD research students. The topic of the presentation was inter-disciplinary professional communication skills. Following the presentation, the video recording was post-processed into seven alternative podcast formats. These podcast formats included a typed transcription, a full audio recording, a full video recording, presentation slides with embedded speech etc. The choice of podcast formats was based on ease-of-production by a typical computer-literate academic and ease-of-use by a typical computer-literate student. At a subsequent session, the seven podcast formats were shown to the 15 students and a survey to assess their reactions to the various formats was carried out. The survey results (quantitative and qualitative) were analysed to provide useful insight into the student preferences in relation to podcast formats. The students expressed a clear preference for summary key-point slides with explanatory voice-over by the original speaker.
Article Outline
1. Introduction
2. Research question and objective
3. Background
3.1. Postgraduate researcher generic skills training
3.2. Podcasting (communication skills development and online resources)
4. Research design
4.1. Quantitative data capture
4.2. Qualitative data capture
5. Results
5.1. Quantitative results
5.2. Qualitative results
5.3. Focussed follow-up
6. Discussion
7. Conclusion
Acknowledgements
Appendix 1
Focused. follow-up survey questions
References
Abstract
The integration of technology by K-12 teachers was promoted to aid the shift to a more student-centered classroom (e.g., Roblyer, M. D., & Edwards, J. (2000). Integrating educational technology into teaching (2nd ed.). Upper Saddle River, NJ: Merrill). However, growth in the power of and access to technology in schools has not been accompanied by an equal growth in technology integration. Research into reasons for minimal technology integration has traditionally focused on post-teacher-education barriers to technology integration (e.g., Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39; Ertmer, P. A., Gopalakrishnan, S., & Ross, E. M. (2001). Technology-using teachers: Comparing perceptions of exemplary use to best practice [Electronic copy]. Journal of Research on Computing in Education, 33(3) 1–2; Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology, Research and Development, 55(3), 223–252). In this paper, I first clarify the definition of technology integration and question the contention that barriers, particularly those related to teacher beliefs, are behind the lack of technology integration. Using the sociological concept of habitus, or set of dispositions, I then explore preservice teachers’ past experiences as a possible explanation for minimal technology integration and discuss implications for future research and teacher education.
Article Outline
1. Introduction
2. Method
3. Technology integration
4. Prediction of behavior by beliefs
5. What else could be driving behavior?
5.1. Folk pedagogies
5.1.1. Preservice teachers
5.1.2. Teacher educators
5.2. The theory of habitus
5.3. Habitus and technology integration
5.3.1. Preservice education
5.3.2. Inservice education
6. What can be done to encourage technology integration?
6.1. Existing models of pedagogic action about educational technology in teacher education
6.2. Transformation of pedagogic action
6.2.1.Longer duration
6.2.2. Incorporate modeling
6.2.3. Incorporate practical experience
6.3. Specific changes
6.3.1. A possible revision to “Introduction to Educational Technology” courses
6.3.2. Additional modeling
6.4. Additional suggestions for future research
7. Conclusion
References
Abstract
This paper reports the results of a study which aimed to investigate how ubiquitous games influence English learning achievement and motivation through a context-aware ubiquitous learning environment. An English curriculum was conducted on a school campus by using a context-aware ubiquitous learning environment called the Handheld English Language Learning Organization (HELLO). HELLO helps students to engage in learning activities based on the ARCS motivation theory, involving various educational strategies, including ubiquitous game-based learning, collaborative learning, and context-aware learning. Two groups of students participated in the learning activities prescribed in a curriculum by separately using ubiquitous game-based learning and non-gaming learning. The curriculum, entitled ‘My Campus’, included three learning activities, namely ‘Campus Environment’, ‘Campus Life’ and ‘Campus Story’. Participants included high school teachers and juniors. During the experiment, tests, a survey, and interviews were conducted for the students. The evaluation results of the learning outcomes and learning motivation demonstrated that incorporating ubiquitous games into the English learning process could achieve a better learning outcomes and motivation than using non-gaming method. They further revealed a positive relationship between learning outcomes and motivation.
Article Outline
1. Introduction
2. Method
2.1. Research design
2.2. Curriculum design
2.3. System design
2.4. Equipment
2.5. Participants
2.6. Procedures
2.7. Research hypotheses
2.8. Data collection
2.9. Data analysis
3. Results and discussions
3.1. Learning outcomes
3.2. Learning motivation
3.3. Relationship between the learning outcomes and motivation
4. Conclusions and future work
Acknowledgements
References
Abstract
User modeling has been found to enhance the effectiveness and/or usability of software systems through the representation of certain properties of a particular user. This paper presents the research and the results of the development of a user modeling system for the implementation of student models within e-learning environments, utilizing vector space models. The central challenge has been to exploit the possibilities of IUI research on user models without compromising the performance of the overall system. The research described in this paper has aimed to augment the user interface of an existing e-learning environment with relevant aspects from the domain of intelligent user interfaces, through developing a student modeling component.
Article Outline
1. Introduction
2. User modeling system for e-learning environments
2.1. Granularity
2.2. Representation
2.2.1. Stereotype hierarchies
2.2.2. Vector space models
2.3. Maintenance and updating
2.4. Storage and access
3. The user model
4. Results and findings
5. Evaluation
6. Conclusion and future work
References
Abstract
This study examines the effects on early reading skills of three different methods of presenting material with computer-assisted instruction (CAI): (1) learner-controlled picture menu, which allows the student to choose activities, (2) linear sequencer, which progresses the students through lessons at a pre-specified pace, and (3) mastery-based adaptive sequencer, which progresses students through lessons based on whether or not the student has mastered the given skill. Preschool- and kindergarten-aged children (n = 183) were randomly assigned to one of the three CAI groups and spent 40 min a week, for 13 weeks, using the software program in a computer lab. An additional control group of students attending typical preschool or kindergarten received no CAI. ANCOVA results examining post-test reading ability sum score, covarying pre-test score, indicated that the mastery-based sequencer group significantly outperformed the learner-control and control groups, but was not statistically different from the linear sequence group. Analysis by task, rather than overall reading score, revealed significantly better performance for the linear sequence group over controls and picture menu group on the Initial Sound Fluency task, while the mastery-based sequencer group outperformed all three other groups on Non Word Fluency. In sum, these results suggest that the use of a sequencer is a very important element in presenting computerized reading content for young children.
Article Outline
1. Introduction
2. Variations in CAI
2.1. Learner-controlled systems
2.2. Adaptive learning systems
2.3. Mastery learning and CAI
3. Current study
4. Methodology
4.1. Participants
4.2. Procedures
4.2.1. Testing
4.2.2. Computer Intervention
4.2.3. Control group
5. Results
5.1. Primary analyses
5.2. Follow-up analyses
6. Discussion
7. Conclusion
8. Disclosure statement
References
Abstract
This paper deals with the development of a generalized model for version control systems application as a support in a range of project-based learning methods. The model is given as UML sequence diagram and described in detail. The proposed model encompasses a wide range of different project-based learning approaches by assigning a supervisory role either to instructor or students in different project stages. Different strategies for supervisor role assignment are given. Project duration, project milestones, as well as a number of team members are discussed in respect to project-based learning method that the proposed model supports. Possible implementations of different project-based learning approaches on the proposed model are demonstrated by setting the model parameters. Version control server security issues are discussed in the manner of implementation aspects of the proposed model. One of possible model implementations is evaluated in respect of cooperation on the test group of 21 students. Implementation details are presented and compared with other approaches. Mentoring and monitoring students efforts during the development by implementing proposed model with specific model settings introduces controlled cooperation with high clarity in evaluation of individual students work. Using open source version control software on Linux platform, with web interface package, we implemented a low-cost support for project-based learning.
Article Outline
1. Introduction
2. Version control systems
3. The role of version control system in course organization
4. Implementation results
5. Concluding remarks
References
Abstract
Here we test if playing video-games require intelligence. Twenty-seven university undergraduate students were trained on three games from Big Brain Academy (Wii): Calculus, Backward Memory and Train. Participants did not have any previous experience with these games. General intelligence was measured by five ability tests before the training session. Training comprised 10 blocks of trials (10 trials per block). Ackerman’s (Ackerman, P. L. (1988). Individual differences and skill acquisition. In P. L. Ackerman, R. J. Sernberg, & R. Glaser (Eds.), Learning and individual differences: Advances in theory and practice (pp. 165–217). New York: W.H. Freeman and Company) theory of skill learning was used as a framework for the present study. Results show that playing the Train game increases the correlation with general intelligence across blocks of trials. This is not the case for Calculus and Backward Memory. These findings suggest strategies for designing video-games presumably appropriate to stimulate our core cognitive abilities.
Article Outline
1. Introduction
1.1. Framework for the present study
2. Method
2.1. Participants
2.2. Measures
2.3. Procedure
2.4. Data analyses
3. Results
4. Discussion
Acknowledgements
References
Abstract
The implementation of the distance learning and e-learning in technical disciplines (like Mechanical and Electrical Engineering) is still far behind the grown practice in narrative disciplines (like Economy, management, etc.). This comes out from the fact that education in technical disciplines inevitably involves laboratory exercises and this fact drastically increases the complexity of a potential e-learning system. New approach and new specific knowledge are needed to develop such a system. We expect to meet the requirements of distance learning by developing the software-based laboratory exercises, i.e., a virtual laboratory. To fully substitute a physical system like laboratory equipment, one must emulate its full dynamics. The mathematical model in the form of differential equations will be applied to calculate dynamics and provide the data that would otherwise be measured on a physical system – this means simulation.
To prove the feasibility of the concept and make a step towards full e-learning in technical disciplines, we consider a complex technical field, Mechatronics and more precisely, Robotics being a perfect symbiosis of Mechanical and Electrical Engineering. We present the Virtual Laboratory for Robotics (VLR). It possesses all the necessary features of a virtual laboratory: user interface, simulator, and visualization.
Article Outline
1. Introduction
2. Some previous results and background research
3. The concept and the structure of VLR
3.1. Simulation
3.2. Virtual robot
3.3. Structure of VLR
3.4. Internet options
3.5. Foreseen advances
4. Mathematical model of robot (and environment): kinematics and dynamics
4.1. Kinematics
4.2. Dynamics of unconstrained motion
4.3. Dynamics of contact motion
4.3.1. General model
4.3.2. Special case 1 – imposed motion of the environment
4.3.3. Special case 2 – manipulation task
4.3.4. Special case 3 – complex dynamic environment
4.4. Impact
4.5. Control
4.5.1. Prescribing the task
4.5.2. Execution-level control
5. User interface: requirements and examples
5.1. Standard features
5.2. Advanced features
5.3. Visualization
6. Conclusion
Acknowledgements
References
Abstract
The general aim of this study was to test the hypothesis that students belonging to a school online community would show higher levels of both offline bridging and bonding social capital than a control group of students, not using the online community. We further hypothesized that the more students used the online community the higher their level of their offline bonding and bridging social capital. Participants were 264 high school boys and girls, 126, (62 males and 64 females) who had joined the community online Spallanzani shout and 138, (62 males and 76 females) who did not. ANOVAs analysis showed that levels of bridging and bonding social capitals were significantly higher for members. Instead intensity of use was significantly related only to bridging but not to bonding social capital. Implications of the findings and directions for future research are discussed.
Article Outline
1. Introduction
2. Does internet use increase or decrease social capital?
3. Can virtual communities and social network sites help create and maintain the social capital of territorial communities?
4. Can social Internet sites and networks increase social capital in college communities?
5. Aims of this study
6. Research settings
7. Participants
8. Measure
8.1. Social capital scale
8.2. Spallanzani shout usage scale
9. Use of spallanzani shout to communicate scale
9.1. Perception of whom may see the profile created on Spallanzani shout site
10. Results
10.1. Data screening
10.2. Descriptive analyses
10.2.1. Use of Spallanzani shout to communicate scale
10.2.2. Perception of whom may see the profile created on Spallanzani shout site
10.3. Social capital scale
10.4. Spallanzani shout usage
11. Discussion
12. Conclusions
References
Vitae
Abstract
The new technologies make the appearance of highly motivating and dynamic games with different levels of interaction possible, in which large amounts of data, information, procedures and values are included which are intimately bound with the social sciences.
We set out from the hypothesis that videogames may become interesting resources for their inclusion in the education processes in formal contexts. Videogames become laboratories for social experimentation where the scenarios, conditions and situations affecting a given human phenomenon are reproduced.
In this article, 35 videogames are analysed to find out which contents can be approached through them for the teaching of Social Sciences using problem-solving strategies. To this end, instruments for information gathering (data collection grid) and analysis (category system) were designed. The different contents of a social nature are analysed according to the study categories and in turn from the areas of social issues detected in them.
We present a working proposal for the use of videogames in the classroom on the basis of resolution of relevant problems, determining which are the issues that we consider relevant, what questions the pupils can be asked to approach through videogames and what the characteristics, benefits and obstacles are in the use of these resources in the teaching of Social Sciences.
Article Outline
1. Introduction
2. Material and methods
3. Results and discussion
3.1. Contents developed by the videogames according to the analysis categories
3.1.1. Games of economic nature
3.1.2. Games of social nature
3.1.3. Games of geographic nature
3.1.4. Games of an artistic nature
3.1.5. Games of historical nature
3.2. Implications of videogames for educational practice in problem-solving
3.2.1. War and conflicts
3.2.2. Urbanism and territorial management
3.2.3. Democracy and citizenship
3.2.4. Economy and trade
3.2.5. Environment
4. Discussion
References
Abstract
In the past, the term e-learning referred to any method of learning that used electronic delivery methods. With the advent of the Internet however, e-learning has evolved and the term is now most commonly used to refer to online courses. A multitude of systems are now available to manage and deliver learning content online. While these have proved popular, they are often single-user learning environments which provide little in the way of interaction or stimulation for the student. As the concept of lifelong learning now becomes a reality and thus more and more people are partaking in online courses, researchers are constantly exploring innovative techniques to motivate online students and enhance the e-learning experience. This article presents our research in this area and the resulting development of CLEV-R, a Collaborative Learning Environment with Virtual Reality. This web-based system uses Virtual Reality (VR) and multimedia and provides communication tools to support collaboration among students. In this article, we describe the features of CLEV-R, its adaptation for mobile devices and present the findings from an initial evaluation.
Article Outline
1. Introduction
2. Current state of e-learning
2.1. Course Management Systems
2.2. Collaborative Learning Environments
2.3. Mobile learning
2.4. Our research
3. CLEV-R
3.1. The Graphical User Interface
3.2. The VR environment
3.2.1. The lecture room
3.2.2. The meeting rooms
3.2.3. The library
3.2.4. Social interaction
3.2.5. Additional system features
3.2.6. User representation
3.3. Mobile CLEV-R
3.3.1. The VR environment
3.3.2. The communication facilities
4. Evaluation and discussion
4.1. Results
5. Conclusion
Acknowledgements
References
Abstract
While many reports espouse the potential impact that 3-D virtual worlds are expected to have on teaching and learning in higher education in a few years, there are few empirical studies that inform instructional design and learning assessment in virtual worlds. This study explores the nature and process of learning in Second Life in a graduate interdisciplinary communication course in fall 2007. Literature suggests that 3-D virtual worlds can be well suited for experiential learning environments. In this study, the actual instructional effectiveness of Second Life as an experiential learning environment for interdisciplinary communication is empirically examined using mixed research methods of journal content analysis, surveys, focus group, and virtual world snapshots and video.
Article Outline
1. Introduction
2. Background and theoretical framework
2.1. Course description and objectives
3. Research methods and design
3.1. Content analysis of student worldview journals (JOURNAL Data)
3.2. Surveys
3.3. Focus group discussion (FOCUS GROUP Data)
3.4. Final public presentation speeches, Second Life snapshots, and Second Life video (FINAL SPEECHES Data)
3.5. Student team’s SL grant proposal (post-course) (GRANT PROPOSAL Data)
3.6. SL-related written feedback on course instructor surveys (COURSE Feedback Data)
4. Research results and analysis
4.1. Experiential project results
4.2. Research question #1: How does learning occur in SL?
4.3. Research question #2: What types of learning do students experience often in SL?
4.4. Research question #3: Does learning in SL transfer to real life?
4.5. Research question #4: Do students perceive SL as instrumental in learning?
5. Discussion
6. Conclusion
Appendix A. Appendix
Appendix B. Student surveys
Appendix C. Focus group questions
Appendix D. Student team press release announcing virtual ribbon-cutting ceremony
References
Abstract
This study investigated the effects of visualization of participation during computer-supported collaborative learning (CSCL). It is hypothesized that visualization of participation could contribute to successful CSCL. A CSCL-environment was augmented with the Participation Tool (PT). The PT visualizes how much each group member contributes to his or her group’s online communication. Using a posttest-only design with a treatment (N = 52) and a control group (N = 17), it was examined whether students with access to the PT participated more and more equally during collaboration, reported higher awareness of group processes and activities, collaborated differently, and performed better than students without access to the PT. The results show that students used the PT quite intensively. Furthermore, compared to control group students, treatment group students participated more and engaged more in coordination and regulation of social activities during collaboration by sending more statements that addressed the planning of social activities. However, equality of participation, awareness of group processes and quality of the group products was not higher in the treatment condition. Still, the results of this study demonstrate that visualization of participation can contribute to successful CSCL.
Article Outline
1. Introduction
2. Visualization of participation during CSCL: a solution?
2.1. Motivational processes
2.2. Feedback processes
3. Collaborative activities during collaboration
4. Research questions
5. Method and instrumentation
5.1. Design
5.2. Participants
5.3. Tasks and materials
5.3.1. CSCL-environment: VCRI
5.3.2. Inquiry group task
5.4. Treatment: Participation Tool
5.5. Units of analysis
5.6. Use of the Participation Tool
5.7. Student participation and equality of participation
5.8. Awareness of group processes and activities
5.9. Collaborative activities
5.10. Group performance scores
5.11. Procedure
5.12. Data analysis
6. Results
6.1. Use of the PT
6.2. Participation and equality of participation
6.3. Awareness of group processes and activities
6.4. Collaborative activities
6.5. Group performance scores
7. Conclusions
8. Discussion
Acknowledgements
References
Abstract
This case study illustrates the sequential process of the joint and individual knowledge elaboration in a computer-supported collaborative learning (CSCL) environment. The case comprised an Internet-based physics problem-solving platform. Six Dutch secondary school students (three males, three females) participated in the three-week experiment. They were paired based on self-selection. Each dyad was asked to collaborate on eight moderately structured problems concerning Newtonian mechanics. Their online interactions, including their textual and pictorial messages, were categorized and sequentially plotted. The three dyads showed three different collaboration patterns in terms of joint and individual knowledge elaboration.
Article Outline
1. Introduction
2. Joint and individual knowledge elaboration
3. Knowledge elaboration in CSCL
4. Materials and methods
4.1. Elaboration value
4.2. PhysHint: computer-supported collaborative problem solving environment
4.3. Participants and procedure
5. Case studies
5.1. Implementation of the study
5.1.1. The male–male dyad: Henry and Peter
5.1.2. The female–female dyad: Sandy and Carol
5.1.3. The mixed-gender dyad: Ralf and Jenny
5.2. Joint and individual knowledge elaboration
5.3. Case 1: Henry–Peter dyad
5.3.1. Cross knowledge elaboration
5.4. Case 2: Sandy–Carol dyad
5.4.1. Parallel knowledge elaboration
5.5. Case 3: Jenny–Ralf dyad
5.5.1. Divergent knowledge elaboration
5.6. Summary of case studies
6. Conclusion and discussion
Appendix A. Supplementary material
References
Abstract
This research combines the idea of cake format dynamic assessment defined by Sternberg and Grigorenko (2001) and the ‘graduated prompt approach’ proposed by (Campione and Brown, 1985) and (Campione and Brown, 1987) to develop a multiple-choice Web-based dynamic assessment system. This research adopts a quasi-experimental design to investigate the effectiveness of this Web-based dynamic assessment system (GPAM-WATA) and normal Web-based test (N-WBT). One hundred and sixteen sixth grade elementary students from four classes participated in this research. These four classes were randomly divided into the GPAM-WATA group and N-WBT group. Before e-Learning instruction, all the students took the prior knowledge assessment and the pre-test of the summative assessment. After 2-week e-Learning instruction, all the students took the post-test of the summative assessment. The research findings show that students in the GPAM-WATA group experience better e-Learning effectiveness than those in the N-WBT group. GPAM-WATA is also found to be effective in improving the e-Learning effectiveness of students with low-level prior knowledge.
Article Outline
1. Introduction
2. Literature review
2.1. Dynamic assessment
2.2. Design of Web-based dynamic assessment system: GPAM-WATA
2.3. Web-based assessment and e-Learning effectiveness
2.4. Prior knowledge and learning effectiveness
3. Methodology
3.1. Participants
3.2. Instruments
3.2.1. e-Learning materials
3.2.2. GPAM-WATA
3.2.3. Dynamic assessment items and instructional prompts (IPs)
3.2.4. Prior knowledge assessment and summative assessment
3.3. Research design and procedures
3.4. Data collection and analysis
4. Results
4.1. The influence of ‘different levels of prior knowledge’ and ‘different types of Web-based assessment’ on student learning effectiveness
4.2. Learning effectiveness of students with different levels of prior knowledge in different types of Web-based assessment
5. Conclusions and suggestions
Acknowledgements
References
Abstract
To consider how Web-based learning program is utilized by learners with different cognitive styles, this study presents a Web-based learning system (WBLS) and analyzes learners’ browsing data recorded in the log file to identify how learners’ cognitive styles and learning behavior are related. In order to develop an adapted WBLS, this study also proposes a design model for system designers to tailor the preferences linked with each cognitive style. The samples comprise 105 third-grade Accounting Information System course students from a technology university in central Taiwan. Analytical results demonstrate that learners with different cognitive styles have similar but linear learning approaches, and learners with different cognitive styles adopt different navigation tools to process learning.
Article Outline
1. Introduction
2. Theoretical rationale and hypotheses
2.1. Web-based learning system
2.2. Cognitive style
2.3. Developing a rationale for the hypotheses
3. Methodology
3.1. Participants
3.2. Research instruments
3.2.1. Learning materials
3.2.2. Cognitive Styles Analysis
3.2.3. Learners’ learning behavior
4. Results
4.1. Interaction pattern in different cognitive style
4.2. Navigation tools usage in different cognitive style
5. Discussion
6. Conclusion
Acknowledgements
References
Abstract
This paper describes the development and evaluation of web-based museum trails for university-level design students to access on handheld devices in the Victoria and Albert Museum (V&A) in London. The trails offered students a range of ways of exploring the museum environment and collections, some encouraging students to interpret objects and museum spaces in lateral and imaginative ways, others more straightforwardly providing context and extra information. In a three-stage qualitative evaluation programme, student feedback showed that overall the trails enhanced students’ knowledge of, interest in, and closeness to the objects. However, the trails were only partially successful from a technological standpoint due to device and network problems. Broader findings suggest that technology has a key role to play in helping to maintain the museum as a learning space which complements that of universities as well as schools.
Article Outline
1. Introduction
2. Learning in museums
3. Universities and museums
4. Design students and museums
5. Mobile technologies and museums
6. Background to the project
7. Trails development
7.1. Learning objectives
7.2. Social factors
7.3. Collaborative design
8. Evaluation methodology
8.1. Overall evaluation strategy
8.2. Front-end evaluation
8.3. Formative evaluation
8.4. Summative evaluation
9. Results
9.1. Importance of the physical context
9.2. Trails’ role in object-based learning
9.3. Trail as structure
9.4. Technological mediation
9.4.1. Digital v. paper trails
9.4.2. Media
9.4.3. Distraction
9.4.4. Social factors
10. Conclusion
References
Abstract
This research aims to develop a multiple-choice Web-based quiz-game-like formative assessment system, named GAM-WATA. The unique design of ‘Ask-Hint Strategy’ turns the Web-based formative assessment into an online quiz game. ‘Ask-Hint Strategy’ is composed of ‘Prune Strategy’ and ‘Call-in Strategy’. ‘Prune Strategy’ removes one incorrect option and turns the original 4-option item into a 3-option one. ‘Call-in Strategy’ provides the rate at which other test takers choose each option when answering a question. This research also compares the effectiveness of three different types of formative assessment in an e-Learning environment: paper-and-pencil test (PPT), normal Web-based test (N-WBT) and GAM-WATA. In total, 165 fifth grade elementary students (from six classes) in central Taiwan participated in this research. The six classes of students were then divided into three groups and each group was randomly assigned one type of formative assessment. Overall results indicate that different types of formative assessment have significant impacts on e-Learning effectiveness and that the e-Learning effectiveness of the students in the GAM-WATA group appears to be better. Students in the GAM-WATA group more actively participate in Web-based formative assessment to do self-assessment than students in the N-WBT group. The effectiveness of formative assessment will not be significantly improved only by replacing the paper-and-pencil test with Web-based test. The strategies included in GAM-WATA are recommended to be taken into consideration when researchers design Web-based formative assessment systems in the future.
Article Outline
1. Introduction
2. Literature review
2.1. Formative assessment and learning effectiveness
2.2. Design of a Web-based quiz-game-like formative assessment
3. Methodology
3.1. Participants
3.2. Instruments
3.2.1. GAM-WATA and the e-Learning environment
3.2.2. Summative assessment and formative assessment
3.3. Research design and procedures
3.4. Data collection and analysis
4. Results
5. Concluding remarks
Notes
Acknowledgements
Appendix.
References
Abstract
In the past decade, the use of computer technology for language instruction has expanded rapidly. In Taiwan, overseas students whose native languages are not Chinese mostly get trouble in learning and communicating particularly during the first year of their study. To overcome their language barrier in National Chi Nan University (NCNU), a Web-based Chinese classroom (http://chinese.csie.ncnu.edu.tw) exploiting advanced Web and multimedia technologies has been initiated since 2002. This paper presents the core developments of the Web-based Synchronized Multimedia Lecture (WSML) system for fulfilling language learning requirements on listening, speaking, reading and writing. It facilitates students in Chinese comprehension self-learning on the Web and can easily be customized for different foreign language learning. Technical issues are addressed from two perspectives to meet the pedagogical approaches of teaching and learning foreign languages: (1) the synchronized multimedia tutoring and the exercise practice functions for students, and (2) the multimedia lecture authoring and the exercise management tools for teachers.
Article Outline
1. Introduction
2. Related work
3. Overview of WSML system
4. System framework for CFL learning
4.1. WSML Content Repository
4.2. WSML Browser
4.3. Exercise repository
5. System comparison
6. Conclusion
References
Abstract
Web3D open standards allow the delivery of interactive 3D virtual learning environments through the Internet, reaching potentially large numbers of learners worldwide, at any time. This paper introduces the educational use of virtual reality based on Web3D technologies. After briefly presenting the main Web3D technologies, we summarize the pedagogical basis that motivate their exploitation in the context of education and highlight their interesting features. We outline the main positive and negative results obtained so far, and point out some of the current research directions.
Article Outline
1. Introduction
2. Web3D technologies
2.1. The virtual reality modeling language
2.2. EXtensible 3D graphics
3. Pedagogical motivations
4. Educational contexts
5. Advantages of Web3D technologies in education
6. Limitations of Web3D technologies in education
7. Evaluating results
8. Discussion and conclusions
Acknowledgements
References
Abstract
Perceived affective quality is an attractive area of research in Information System. Specifically, understanding the intrinsic and extrinsic individual factors and interaction effects that influence Information and Communications Technology (ICT) acceptance and adoption – in higher education – continues to be a focal interest in learning research. In this regard, one type of affective reactions toward ICT (in our study, the WebCT), perceived affective quality, is an essential dimension in user technology acceptance.
A structural equation modelling, specifically partial least square (PLS), is proposed to assess the relationships between the constructs together with the predictive power of the research model. The results demonstrate that the research model significantly predicts the intention to use the WebCT. The results provide strong support for the proposals that (a) perceived usefulness, ease of use and flow lead the learners towards developing high intention to use the WebCT; and (b) perceived affective quality exhibits a relevant interaction effect on the model.
This study, therefore, represents a “crucial test” of non-utilitarian influences on use of Web-based applications. The model and results can thus be used to assess motivational design aspects during electronic learning process.
Article Outline
1. Introduction
2. Theoretical background: a brief-perspective
2.1. Extending TAM and the theoretical model
2.2. PAQ and the theoretical model
2.3. The interacting effect of PAQ on extending technology model and the theoretical model
3. Method
3.1. Treatment
3.2. Participants
3.3. Measures
3.4. Data analysis
4. Results
4.1. Measurement model
4.2. Structural model: analysis of results
5. Discussion and limitations
6. Conclusions
Acknowledgements
Appendix A. Instructions/items
References
Abstract
WebTOP is a three-dimensional, Web-based, interactive computer graphics system that helps instructors teach and students learn about waves and optics. Current subject areas include waves, geometrical optics, reflection and refraction, polarization, interference, diffraction, lasers, and scattering. Some of the topics covered are suited for introductory level physics students while others are suited for intermediate optics students. WebTOP is developed with a flexible interface to suit the various needs of instructors and students. Many of the features lend themselves to classroom use or self-guided study. WebTOP is implemented using VRML, Java, JavaScript, and VRML’s Java EAI.
Article Outline
1. Introduction
2. Related work
3. Overview of WebTOP
3.1. Educational considerations
3.2. Modules
3.2.1. 3D scene
3.2.2. Console
3.2.3. Recording Panel
3.2.4. Activities
3.3. Development
4. Implementation
4.1. The modules
4.1.1. The waves technique
4.1.2. The field vector technique
4.1.3. The Spot Diagram technique
4.1.4. Intensity technique
4.1.5. Image technique
4.2. Using WebTOP for teaching
4.3. Products
5. Evaluation
6. Conclusions
Acknowledgements
References
Abstract
This exploratory study analyzes how students use different communication modes to share information, negotiate meaning and construct knowledge in the process of doing a group learning activity in a Primary Grade 5 blended learning environment in Singapore. Small groups of students interacted face-to-face over a computer-mediated communication (CMC) technology called Group Scribbles (GS) to jointly complete a learning task. The lesson designers attempted to optimize the use of CMC technology and face-to-face (F2F) discussion in students’ collaborative learning, with the aim of harnessing the specific features of each medium. Building on notions from communication studies and from interaction analysis, we observed the construction and evolution of the interactions through analyzing the artifacts that were produced by a group of students – in verbal talk, gestures, and sketches drawn and text inscribed in GS. F2F and GS interactions intertwined to support collaborative learning. The findings from this study could inform design aspects concerning integrating and reinforcing the strengths of both communication modes when introducing computer-assisted collaborative learning (CSCL) in a F2F classroom.
Article Outline
1. Introduction
2. Literature review
3. Frameworks for interaction analysis of collaboration
4. CMC technology used in classroom - GroupScribbles
5. Context, participants & lesson design
6. Case study method & data collection
7. Data analysis & findings
7.1. Task distribution and coordination
7.2. Individual cognitive work
7.3. Within-group negotiation
7.4. Cross-group meaning-making
8. Discussion and conclusion
Acknowledgements
Appendix A. . Transcript of students’ interaction (F2F and CMC) when working on a circuit activity together (Researcher’s interpretations, based on observations of the recorded videos, are shown within parentheses)
References
Abstract
E-learning is emerging as the new paradigm of modern education. Worldwide, the e-learning market has a growth rate of 35.6%, but failures exist. Little is known about why many users stop their online learning after their initial experience. Previous research done under different task environments has suggested a variety of factors affecting user satisfaction with e-Learning. This study developed an integrated model with six dimensions: learners, instructors, courses, technology, design, and environment. A survey was conducted to investigate the critical factors affecting learners’ satisfaction in e-Learning. The results revealed that learner computer anxiety, instructor attitude toward e-Learning, e-Learning course flexibility, e-Learning course quality, perceived usefulness, perceived ease of use, and diversity in assessments are the critical factors affecting learners’ perceived satisfaction. The results show institutions how to improve learner satisfaction and further strengthen their e-Learning implementation.
Article Outline
1. Introduction
2. Prior studies of e-Learning
3. Variables and research model
3.1. Learner dimension
3.2. Instructor dimension
3.3. Course dimension
3.4. Technology dimension
3.5. Design dimension
3.6. Environmental dimension
4. Research design
4.1. Measurement development and pilot test
4.2. The subjects and the procedure
5. Data analysis
5.1. Reliability and validity analysis
5.2. Pearson correlation analysis
5.3. Hypothesis testing
6. Discussion
6.1. Learner dimension
6.2. Instructor dimension
6.3. Course dimension
6.4. Technology dimension
6.5. Design dimension
6.6. Environment dimension
7. Conclusions
Appendix A. Questionnaire items and sources
References
Abstract
Previous studies have pointed out that computer games could improve students’ motivation to learn, but these studies have mostly targeted teachers or students in elementary and secondary education and are without user adoption models. Because business and management institutions in higher education have been increasingly using educational simulation games in recent years, factors influencing the continuing use of business simulation games by higher-education students are worth probing into. This research adopted the technology acceptance model, expectation confirmation theory, and agency theory as its theoretical base. Moreover, learning motivation and classroom climate from the perspective of learning, as well as perceived attractiveness and perceived playfulness from the perspective of playfulness and attractiveness were also added to the final research model. A total of 185 valid student respondents in Taiwan’s higher education who have used business simulation games in their classes participated in the survey. The results show that perceived playfulness and learning performance positively influence students’ satisfaction, which further influence the intention to use computer simulation games. Furthermore, perceived ease of use and perceived attraction play a critical role in determining perceived playfulness. Perceived ease of use was also positively influenced by perceived attraction. The research results on the students’ perspective provide a strong support for the teachers to adopt or continue using computer simulation games in classrooms. However, the agency theory failed to be sustained as a useful tool in motivating students’ learning activities, which is worthy of further research.
Article Outline
1. Introduction
2. Background theories and information
2.1. Technology acceptance model
2.2. Expectation confirmation theory
2.3. Agency theory
2.4. Constructivism and motivation theories
2.5. Taiwan’s business simulation games
3. Research methods
3.1. Research model derivation
3.2. Hypotheses and measurement
4. Data analysis
4.1. Sample profile
4.2. Reliability analysis
4.3. Validity analysis
4.4. Model verification
5. Discussions and findings
5.1. Discussions
5.2. Findings
6. Conclusions and future work
References
Abstract
This paper reports the findings of a study that explored which characteristics of electronic textbooks correlated with knowledge acquisition by learners of different achievement levels. The study was carried out on 35 units of electronic textbooks that were studied by 19 high-achieving and 19 low-achieving students in four Estonian schools. The low-achieving students profited from clear instructions, familiar icons, examples, and answering from the keyboard. The high-achieving students benefited from key-combinations, menus with different levels, the Internet, analogies and lower density of terms in the content of the material. In electronic textbooks, not only the content, but also the design of the software, should be different for learners with a different achievement level.
Article Outline
1. Introduction
2. Method
2.1. The design of the research
2.2. Subjects
2.3. Materials
2.4. Procedure
2.5. The analysis of the electronic textbook units
3. Results
4. Discussion
5. Conclusion
Acknowledgements
References
Abstract
It is commonly argued that a key challenge for e-learning is to encourage learner participation. Even though this challenge has received increased attention by researchers, little effort has been put into developing a sound theoretical understanding of what online participation actually is and how it may be studied empirically. This paper examines the conceptions and research approaches that underlie research on online participation in e-learning settings. A classification scheme was iteratively developed and used when publications on the topic were reviewed. It was found that research is dominated by low-level conceptions of online participation, which relies on frequency counts as measures of participation. However, some researchers aim to study more complex dimensions of participation, such as whether participants feel they are taking part and are engaged in dialogues, reflected by using a combination of perceived and actual measures of participation. In conclusion, a definition of online learner participation that acknowledges its more complex dimensions, such as doing, communicating, thinking, feeling, and belonging, is proposed.
Article Outline
1. Introduction
2. Procedure
3. What is online learner participation?
3.1. Level 1: participation as accessing e-learning environments
3.2. Level 2: participation as writing
3.3. Level 3: participation as quality writing
3.4. Level 4: participation as writing and reading
3.5. Level 5: participation as actual and perceived writing
3.6. Level 6: participation as taking part and joining in a dialogue
4. Approaches for studying online learner participation
4.1. Quantity of messages or units
4.2. Message or unit quality
4.3. Learner perceptions
4.4. Message lengths
4.5. System accesses or logins
4.6. Read messages
4.7. Time spent
5. Discussion
5.1. Limitations and further research
5.2. Online learner participation: a definition
6. Conclusion
Acknowledgements
Appendix A. Classification of articles
References
Abstract
Podcasting may be an answer to some of the challenges to higher education to modernize, to open up, and to develop a competitive edge. However, over the years there have been many high claims for new technology, and not all of them have been redeemed. In terms of academic performance, it may therefore be asked if podcasting really is worth the investment? Looking for at least a tentative answer, the present paper reviews an extensive body of scholarly literature published 2004–2009 on experiences with podcasting in higher education.
It is concluded that purely in terms of assessing student performance, indications of the efficacy of podcasting are as yet fairly weak - admitting for a general lack of longitudinal studies. Still, podcasting does seem to have a general positive impact on the academic environment. One such effect is opening up for experimentation with known forms of teaching. Another effect is that many students experience podcasts as a genuine improvement to the study environment, and that they use the new tool rationally as a supplement to their study activities.
Article Outline
1. Introduction
2. Material and methods
3. General characteristics
4. Experiencing podcasts
5. Assessing students
6. Impact on teaching practice
7. Summing up
Further Reading
References
Abstract
The purpose of this study was to identify factors influencing teachers’ decisions about using technology in the classroom setting and examine the degree to which teaching experience affects these decisions. Specifically, the items employed in this study were derived from the teachers’ perceptions of technology use. We discovered six factors which influenced teachers use technology in their classroom: adapting to external requests and others’ expectations, deriving attention, using the basic functions of technology, relieving physical fatigue, class preparation and management, and using the enhanced functions of technology. Interestingly, these factors do not correspond to the common sense theory of instructional technology. Additionally, we analyzed the patterns of factors’ scores by teachers’ level of teaching experience. From this study we deduced that although the majority of teachers intend to use technology to support teaching and leaning, experienced teachers generally decide to use technology involuntarily in response to external forces while teachers with little experience are more likely to use it on their own will.
Article Outline
1. Introduction
2. Method
2.1. First session: Compiling a master list
2.1.1. Participants
2.1.2. Procedure
2.1.3. Results
2.2. Second session: examination of factor structure
2.2.1. Participants
2.2.2. Procedure
2.2.3. Data analysis
2.2.4. Results I: examination of factor structure
2.2.5. Results II: analysis of factor scores by participants’ teaching experience
3. Discussion
References
Abstract
As asynchronous discussion forums become more prevalent in online and flexible-delivery modes of teaching, understanding the role that instructors play in student learning in these forums becomes an important issue. Whether the instructor chooses to lead discussions or to keep a low profile can affect student participation in surprising ways. In this study, we investigate how instructor participation rates, the timing of instructor postings (during or at the end of a forum) and nature of their postings (questions, answers or a mix of the two) relate to student participation and perception.
Using archives containing over 40,000 postings to nearly 400 discussion forums, together with over 500 university evaluation survey responses collected over six consecutive semesters, we analysed student and instructor postings to discussion forums, student responses to university evaluation surveys, and instructor and student responses to surveys carried out as part of this project. We collected both quantitative and qualitative responses on how instructors believe they behave in discussion forums and compared these with statistical analysis of the forums, and then looked at how the instructors’ behaviour correlated with students’ participation and perceptions.
We found that the way that instructors post to forums may influence students’ forum discussions and participation in unexpected ways. We show that instructors’ perceptions of how they teach online do not necessarily agree with our observations, and that intuitive measures such as the rate of student participation and the length of discussion threads are not necessarily good ways to judge the ‘health’ of discussion forums or the quality of learning taking place.
Article Outline
1. Introduction
2. Study context
3. Study outline
4. Results
4.1. Results of student participation and perceptions as a function of instructor participation rates
4.1.1. Frequent instructor intervention – effects on student participation
4.1.2. Frequent instructor intervention – university evaluation survey responses
4.1.3. Frequent instructor intervention – students’ and instructors’ views
4.2. Results of student participation and perceptions as a function of the timing of instructors’ postings
4.2.1. The timing of instructors’ postings – effects on student participation
4.2.2. The timing of instructors’ postings – university evaluation survey responses
4.2.3. The timing of instructors’ postings – students’ and instructors’ views
4.3. Results of student participation and perceptions as a function of the nature of instructors’ postings
4.3.1. The nature of instructors’ postings – effects on student participation
4.3.2. The nature of instructors’ postings – effects on university evaluation survey responses
4.3.3. The nature of instructors’ postings – students’ and instructors’ views
5. Conclusions and outlook
Acknowledgements
References
Abstract
This article discusses the factors which stimulate or limit the innovative use of ICT by teacher educators in the Netherlands. Innovative use of ICT is defined as the use of ICT applications that support the educational objectives based on the needs of the current knowledge society. Explorative path analysis and case studies were used to study the potential influencing factors. Results show that several factors on teacher level influence the implementation of innovative ICT-use in education. Especially, teachers who are so-called ‘personal entrepreneurs’ are important for the integration of ICT in teacher education. School level factors turn out to be of limited importance for innovative use of ICT. This indicates a limited involvement of the management of teacher training institutes towards the use of ICT within the curriculum.
Article Outline
1. Introduction
2. Conceptual framework
3. Design of the study
3.1. Data collection
3.2. Variables
3.3. Secondary analyses
3.4. Case studies
4. Results
4.1. Pedagogical approach
4.2. ICT competence
4.3. Personal entrepreneurship
4.4. School factors
5. Conclusions and discussion
References
Abstract
In the knowledge society, the appearance and development of new networked working and learning environments is increasingly common. In the Accelera project, which is the basis for this paper, we have developed an online community of practice which enables experiences and knowledge to be shared between various educational agents, and analysis of the processes generated, in order to produce and validate a model for the networked creation and management of knowledge.
One of the key elements in the networked Knowledge Creation and Management model considered in this article is the moderator. We discuss their skills, the role they play in knowledge networks, the moderation and participation criteria they should follow, and their professional development and the training required to work well as a moderator. Findings indicate that a consideration of the moderator’s inherent objectives in online environments and the tasks derived from these objectives leads to the acquisition and development of administrative and technical (organisational) knowledge and competences as well as other more complex knowledge and competences related to pedagogical, intellectual and social factors, without ignoring the need for them to understand and be familiar with the workings of CSCL where they will intervene.
Article Outline
1. Introduction
1.1. Communities of practice as relational spaces
1.2. Moderation of online communities for KCM
2. Methodology
3. Results and discussion
4. Conclusion
Acknowledgements
References
Abstract
The advent of the Internet heralded predictions that e-learning would transform and disrupt teaching practices in higher education. E-learning also promised to expand opportunities for lifelong and flexible learning, and offered a panacea for practical issues such as decreased funding and increasing student numbers.
The anticipated disruption to teaching and learning has not come to fruition however. Although technology is now common place in most higher education institutions – most institutions have invested in a virtual learning environment (VLE) and employ staff dedicated to supporting e-learning – there is little evidence of significant impact on teaching practices and current implementations are accused of being focused on improving administration and replicating behaviourist, content-driven models.
This paper discusses a preliminary analysis, rooted in Activity Theory, of the transformation of teaching practices, which did or did not take place in our university following the institution-wide deployment of a VLE. In particular, factors limiting a full uptake of the VLE more advanced functionalities by the wider university community are explored.
Article Outline
1. Introduction
2. Understanding disruption through the lens of activity theory
2.1. Disruption in higher education as expansion
2.2. The case of VLEs
2.2.1. Semiotic vs. technological spaces
2.2.2. Functional organs
3. The (non-)transformation of teaching practices: an exploratory study of Moodle@DCU
3.1. Moodle@DCU
3.2. Data collection and analysis
3.3. Preliminary results
3.4. The (non)-transformation of teaching practices
4. Conclusion
Acknowledgements
References
Abstract
Grid computing environments with abundant resources can support innovative e-Learning applications, and are promising platforms for e-Learning. To support individualized and adaptive learning, teachers are encouraged to develop various teaching materials according to different requirements. However, traditional methodologies for designing teaching materials are time-consuming. To speed up the development process of teaching materials, our idea is to use a rapid prototyping approach which is based on automatic draft generation and Wiki-based revision. This paper presents the approach named WARP (Wiki-based Authoring by Rapid Prototyping), which is composed of five phases: (1) requirement verification, (2) query expansion, (3) teaching-material retrieval, (4) draft generation and (5) Wiki-based revision. A prototype system was implemented in grid environments. The evaluation was conducted using a two-group t-test design. Experimental results indicate that teaching materials can be rapidly generated with the proposed approach.
Article Outline
1. Introduction
2. Preliminaries and related work
2.1. e-Learning grids
2.2. Wiki technology
2.3. Rapid prototyping
2.4. Related work
3. Approach
3.1. Problem description
3.2. WARP
3.3. An illustrative example
4. Experimental results
4.1. Implementation and design of evaluation
4.2. Experiment 1: evaluation of WARP
4.3. Experiment 2: evaluation of query expansion
4.4. Discussion
5. Conclusions and future work
Acknowledgements
References
Abstract
Wireless Internet technology is gaining a foothold on more and more campuses, yet few studies have investigated how wireless Internet supports and enhances a student-centered learning environment. This study seeks to fill the gap by developing an instrument to measure how wireless Internet supports student-centered learning. A web survey was designed and administered at a public university in the USA where participants were student wireless Internet users. Structural equation modeling employing Partial Least-Squares approach was used to test the research model. The model explains 77% of the variance (R2) in student-centered learning environment. The survey results suggest that wireless Internet has a positive and significant influence on student-centered learning in three dimensions: pedagogical, technological, and cultural learning.
Article Outline
1. Introduction
2. Literature review
2.1. E-learning and wireless technology
2.1.1. The growth of wireless Internet in higher education
2.1.2. The characteristics of wireless internet
2.1.3. Wireless Internet to facilitate student learning
2.2. Student-centered learning environments
3. Proposed research model
4. Research methodology
4.1. Research setting
4.2. Questionnaire development
4.3. Data collection
4.4. Data analysis
5. Results
5.1. Demographic variables
5.2. The measurement model
5.3. The structural model
6. Discussion
6.1. Summary of findings
7. Limitations, future research, and conclusion
Appendix A. Questionnaire
References
Vitae
Abstract
This study investigated whether stereotype threat can influence women’s attributions of failure in a computer task. Male and female college-age students (n = 86, 16–21 years old) from Germany were asked to work on a computer task and were hinted beforehand that in this task, either (a) men usually perform better than women do (negative threat condition), or (b) women usually perform better than men do (positive condition), or (c) they received no threat or gender-related information (control group). The final part of the task was prepared to provide an experience of failure: due to a faulty USB-memory stick, completion of the task was not possible. Results suggest a stereotype threat effect on women’s attribution of failure: in the negative threat condition, women attributed the failure more internally (to their own inability), and men more externally (to the faulty technical equipment). In the positive and control conditions, no significant gender differences in attribution emerged.
Article Outline
1. Introduction
1.1. Gender differences in attributions of failure
1.2. Influence of stereotypes on performance: the stereotype threat paradigm
1.3. Our study
2. Method
2.1. Sample
2.2. Test materials
2.2.1. Stereotype threat manipulation
2.2.2. Technical failure induction
2.3. Instruments and scales
2.3.1. Practical computer knowledge
2.3.2. Computer self-efficacy
2.3.3. Computer-related motivation
2.3.4. Domain identification (DI)
2.4. Procedure
2.5. Data reduction and statistical analyses
3. Results
3.1. Descriptive results: gender differences in computer-related variables
3.1.1. Computer access, ownership, and use
3.1.2. Computer knowledge, domain identification, computer self-efficacy, and computer-related motivation
3.1.3. Associations between variables
3.2. Inferential test: the impact of stereotype threat on attribution of failure
4. Discussion
Acknowledgements
Appendix Test. of Practical Computer Knowledge (PRACOWI–Short Version)
References
Abstract
This study with data collected from a large sample of freshmen in 2001 and a random stratified sample of seniors in 2005 examined students perceived FITness (fluency with Information Technology). In the fall of 2001 freshmen at a medium sized research-one institution completed a survey and in spring 2005 a random sample of graduating seniors completed a similar survey. The surveys measured the student’s self-reported proficiency in basic information technology knowledge and skills such as word processing and presentation software as well as more complex applications such as digital audio. We found a significant increase in perception of skills in presentation software and browsers and although both groups reported low skill levels, a significant decrease in perception of skills in database, web animation, programming, desktop publishing, digital video, and video audio. Although one might assume an undergraduate would indicate an increase in information and communication technology skills, this study found that often student’s perceptions of ability decline. However this decrease may be due to their increased awareness of the skills needed in the workforce.
Article Outline
1. Introduction
1.1. What is FITness?
1.2. FITness rationales
1.3. FITness in high schools and universities
2. Methods
3. Findings
3.1. No significant difference
3.2. Significant decrease
3.3. Significant increase
4. Discussion
5. Conclusion
References
Abstract
During the past two decades, digital games have become an increasingly popular source of study for academics, educational researchers and instructional designers. Much has been written about the potential of games for teaching and learning, both in the design of educational/serious games and the implementation of off-the-shelf games for learning. Yet relatively little research has been conducted about how game culture and the enmeshed practice of play may impact classroom dynamics. The purpose of this study is to present a case study about how the use of World of Warcraft (WoW) as a teaching tool and medium of play impacted class dynamics in an undergraduate university-level course for game design. Specifically, this study will address how WoW’s game culture and the practice of play impacted (a) student-to-student dynamics and (b) class dynamics. The goal of this study is to explore some of the dynamics of play as a component of learning.
Article Outline
1. Introduction
2. Theoretical framework
3. Literature review
4. Methods and process
4.1. Setting and participants
4.2. Game overview: World of Warcraft
4.3. Process: gameplay as homework
4.4. Data collection and analysis
5. Findings: does what happens in Azeroth stay in Azeroth?
5.1. Student-to-student dynamics
5.1.1. Peer mentoring: observations
5.1.2. Role-reversal: observations
5.1.3. Fostering collegiality: observations
5.1.4. Fostering collegiality: student reports
5.1.5. Fostering community: observations
5.1.6. Fostering community: student reports
5.2. Class dynamics: background
5.2.1. Class dynamics: incident at shadowfang keep
6. Discussion
7. Conclusion
Appendix A. Rules and guidelines for WoW gameplay
References
Abstract
Because there is little empirical data available on how well young children are able to use a computer mouse, the present study examined their proficiency in clicking on small objects at various positions on the screen and their skill in moving objects over the screen, using drag-and-drop and click-move-click. The participants were 104 children from Kindergarten 2 and Grade 1. The results show that children in Kindergarten 2 clicked and moved slower than children in Grade 1. Nearly all of the children were able to click within 3 mm horizontally and 6 mm vertically from the centre of a 3 mm target. The findings also demonstrate that in educational software drag-and-drop is the most appropriate movement procedure as it was found to be faster than click-move-click and resulted in fewer interaction errors. Interesting differences between horizontal and vertical movements were found. It is concluded that young children are generally well capable of using a mouse to operate educational software, making this a suitable input device for such applications.
Article Outline
1. Introduction
1.1. Input devices and eye-hand co-ordination
1.2. Aiming and clicking
1.3. Moving objects
1.4. The present study
2. Methods
2.1. Participants
2.2. Apparatus and tasks
2.2.1. Hardware
2.2.2. Aiming and clicking
2.2.3. Moving objects
2.3. Procedure
2.4. Design and analyses
2.4.1. Aiming and clicking
2.4.2. Moving objects
3. Results
3.1. Aiming and clicking
3.2. Moving objects
4. Discussion
4.1. Motor skills
4.2. Horizontal and vertical moves
4.3. Movement procedures
4.4. Concluding
Acknowledgements
References
Abstract
The aim of the present research was to examine the relationship between Greek young people aged 12–18 and the Internet through their patterns of Internet use in the home. A particular objective of the study was the investigation of the possible effects of social stratification, gender and age on their domestic Internet use. A sample of 418 high school students selected from 17 schools in four Greek cities completed a structured self-reported questionnaire primarily concerned with Internet use (frequency, purpose and behaviour patterns) at home and the types of the parental supervision. The research was carried out during the period 2004–2005. The main findings of the study were the following: (a) Internet access remains at a very low level and is insufficiently used for school purposes, (b) younger students (aged 12–15 years) use it more frequently than older ones for information seeking concerning school work, (c) the Internet is an indicator of social and economic stratification since most young people with access to it come from family environments with a higher educational and socioeconomic background and live in urban and semi urban areas, (d) boys make up the majority of systematic users, mainly for entertainment purposes, (e) the Internet is a place and space safeguarding the “privacy” of young people with the majority of them preferring to surf alone, (f) parental supervision and monitoring seems to be absent largely from the relationship between youth and the Internet, and (g) in general, the frequency and type of Internet use are not significantly affected by students’ places of residence or the educational level and profession of their parents.
Article Outline
1. Introduction
2. The research
2.1. General aim and special objectives
2.2. Method
2.2.1. Sample
2.2.2. Instrument
2.2.3. Procedure
2.2.4. Data analysis
3. Results
3.1. Internet uses and practices
3.2. The use of the Internet at home
3.3. Effect of geographical and social stratification, gender and age on the domestic Internet use
3.4. Students’ latent behavior structure in domestic Internet use
3.5. Typology of the students
4. Discussion and conclusions
References
Abstract
The aim of this paper was to design and assess a comprehensive model for managing the e-learning process and to define the relationship between systematic implementation of the model, outcomes of certain e-learning aspects and subject of e-learning. The validation of the model was performed by using two questionnaires sent via e-mail to teachers and field experts from the chosen sample of 14 European schools participating in an EU-funded project. Research results imply the existence of a clear link between planning and controlling of the e-learning process and its learning outcomes. On the other hand, no empirical relationship between the e-learning outcomes and the subject of learning has been established. It is believed that the model and its practical implications can be used by institutions engaged in e-learning, or as a process model for introducing e-learning related activities.
Article Outline
1. Introduction
1.1. e-Learning process
1.2. e-Learning outcomes
2. Designing the e-learning process management model
2.1. Planning the e-learning process
2.2. Organizing/implementing the e-learning process
2.3. Controlling the e-learning process
3. Empirical validation of the e-learning model relationship with the e-learning performance
3.1. Context of the empirical research
3.2. Research methodology
3.3. Constructing indicators of systematicity
3.4. Measuring learning scenario outcomes
4. Discussion: does the systematic e-learning management lead to the expected e-learning performance?
5. Conclusion
References
Abstract
In this paper we present eTeacher, an intelligent agent that provides personalized assistance to e-learning students. eTeacher observes a student’s behavior while he/she is taking online courses and automatically builds the student’s profile. This profile comprises the student’s learning style and information about the student’s performance, such as exercises done, topics studied, exam results. In our approach, a student’s learning style is automatically detected from the student’s actions in an e-learning system using Bayesian networks. Then, eTeacher uses the information contained in the student profile to proactively assist the student by suggesting him/her personalized courses of action that will help him/her during the learning process. eTeacher has been evaluated when assisting System Engineering students and the results obtained thus far are promising.
Article Outline
1. Introduction
2. Related work
3. Agent overview
4. Building a student profile
4.1. Learning styles
4.2. Modeling students’ behavior with Bayesian networks
5. Providing assistance to students
6. Experimental results
6.1. Results based on the students’ interaction with the agent
6.2. Results based on questionnaires
6.3. Discussion
7. Conclusions
Acknowledgements
References
Abstract
iTunes University, a website with downloadable educational podcasts, can provide students the opportunity to obtain professors’ lectures when students are unable to attend class. To determine the effectiveness of audio lectures in higher education, undergraduate general psychology students participated in one of two conditions. In the lecture condition, participants listened to a 25-min lecture given in person by a professor using PowerPoint slides. Copies of the slides were given to aid note-taking. In the podcast condition, participants received a podcast of the same lecture along with the PowerPoint handouts. Participants in both conditions were instructed to keep a running log of study time and activities used in preparing for an exam. One week from the initial session students returned to take an exam on lecture content. Results indicated that students in the podcast condition who took notes while listening to the podcast scored significantly higher than the lecture condition. The impact of mobile learning on classroom performance is discussed.
Article Outline
1. Introduction
2. Method
2.1. Participants and design
2.2. Materials and procedure
2.2.1. Session one
2.2.2. Session two
3. Results and discussion
3.1. Questionnaires
3.2. Exam performance
4. Conclusions
References
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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,{
AdvancedOptions: "此預設文章可以存取一些進階選項。",
ColorPalette: "此預設文章裡的設定值,將決定 ~TiddlyWiki 使用者介面的配色。",
DefaultTiddlers: "當 ~TiddlyWiki 在瀏覽器中開啟時,此預設文章裡列出的文章,將被自動顯示。",
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。",
GettingStarted: "此預設文章提供基本的使用說明。",
ImportTiddlers: "此預設文章提供存取導入中的文章。",
MainMenu: "此預設文章的內容,為於螢幕左側主選單的內容",
MarkupPreHead: "此文章的內容將加至 TiddlyWiki 文件的 <head> 段落的起始",
MarkupPostHead: "此文章的內容將加至 TiddlyWiki 文件的 <head> 段落的最後",
MarkupPreBody: "此文章的內容將加至 TiddlyWiki 文件的 <body> 段落的起始",
MarkupPostBody: "此文章的內容將加至 TiddlyWiki 文件的 <body> 段落的最後,於 script 區塊之後",
OptionsPanel: "此預設文章的內容,為於螢幕右側副選單中的選項面板裡的內容",
PageTemplate: "此預設文章裡的 HTML template 決定的 ~TiddlyWiki 主要的版面配置",
PluginManager: "此預設文章提供存取套件管理員",
SideBarOptions: "此預設文章的內容,為於螢幕右側副選單中選項面板裡的內容",
SideBarTabs: "此預設文章的內容,為於螢幕右側副選單中的頁籤面板裡的內容",
SiteSubtitle: "此預設文章的內容為頁面的副標題",
SiteTitle: "此預設文章的內容為頁面的主標題",
SiteUrl: "此預設文章的內容須設定為文件發佈時的完整網址",
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Abstract
It is a challenge for teacher educators to shift pre-service teachers away from traditional pedagogical beliefs towards constructivist ones. At the National Institute of Education in Singapore, microLESSONS is introduced into the instructional technology course of the teacher education program to provide pre-service teachers with opportunities to adopt constructivist instructional approaches towards the design of multimedia learning packages. Based on a class of pre-service teachers in the Diploma in Education program, this paper examines how participation in the microLESSONS series changes pre-service teachers’ pedagogical beliefs. Although the study shows that the beliefs of pre-service teachers are resistant to change and are unlikely to be affected by a short, one-off constructivist-based practical experience provided by the microLESSONS series, the series may have enhanced their confidence in designing and developing multimedia learning packages based on constructivist principles. The series has also given them a better understanding of the diverse use of technology for enhancing teaching and learning.
Article Outline
1. Introduction
2. Teacher education and the pedagogical beliefs of pre-service teachers
3. The microLESSONS series: a constructivist learning experience
3.1. Engaging in an authentic task
3.2. Opportunities for collaboration
3.3. Tutor as guide and facilitator
3.4. Scaffolding tools
3.5. Content planning guide
3.6. Ready-made presentation templates
3.7. Evaluation rubrics
4. Research context and methods
4.1. Participants and setting of the microLESSONS series
4.2. Questionnaire survey
4.3. Artifacts: assignments of pre-service teachers
4.4. Interviews with pre-service teachers
4.5. Data analysis
5. Findings
5.1. Survey findings: pedagogical beliefs before and after the microLESSONS series
5.2. Analysis of artifacts: technology-mediated lesson plans versus microLESSONS
5.3. The interviews: an in-depth examination of pedagogical beliefs
5.4. Denise
5.5. Penny
5.6. Anna
6. Discussion
6.1. Constructivist theories and teachers’ pedagogical beliefs
6.2. One-off constructivist learning experience and teachers’ pedagogical beliefs
6.3. Dissatisfaction with traditional approaches as catalyst for change in beliefs
6.4. Perceived barriers and adoption of constructivist pedagogical approaches
6.5. Lack of a conducive school environment
6.6. Lack of time
6.7. Lack of readiness of students for constructivist instructional approaches
6.8. Identifying potentials of technology for teaching and learning
7. Conclusion and future research
References
Abstract
The current paper details results from the Girls and ICT survey phase of a three year study investigating factors associated with low participation rates by females in education pathways leading to professional level information and communications technology (ICT) professions. The study is funded through the Australian Research Council’s (ARC) Linkage Grants Scheme. It involves a research partnership between Education Queensland (EQ), industry partner Technology One and academic researchers at (affiliation removed for review purposes). Respondents to the survey were 1453 senior high school girls. Comparisons were drawn between Takers (n = 131) and Non Takers (n = 1322) of advanced level computing subjects. Significant differences between the groups were found on four questions: “The subjects are interesting”; “I am very interested in computers”; “The subject will be helpful to me in my chosen career path after school”; and “It suited my timetable”. The research has demonstrated that senior high school girls tend to perceive advanced computing subjects as boring and they express a strong aversion to computers.
Article Outline
1. Introduction
1.1. A downward spiral: Girls and professional ICT careers and pathways
1.2. The usual suspects: Research-based factors associated with low female student participation rates in professionally-oriented ICT courses and subjects
2. The current project: ‘Developing informed and integrated strategies to address low female participation rates in professional ICT careers and pathways’
2.1. Background to the research
2.2. Project conception
2.3. The research aim and objectives
3. Methodology
3.1. Pilot survey phase – November 2004
3.2. The survey phase – August–November 2005
3.2.1. Data collection
3.2.2. Preparation of data for analysis
4. Results
4.1. Data analysis: Initial plotting
4.2. Data analysis – Non-parametric statistics
5. Discussion
5.1. Conclusion and next steps
Appendix A. Appendix
References
Abstract
The paper describes the findings from a study of students’ use and experience of technologies. A series of in-depth case studies were carried out across four subject disciplines, with data collected via survey, audio logs and interviews. The findings suggest that students are immersed in a rich, technology-enhanced learning environment and that they select and appropriate technologies to their own personal learning needs. The findings have profound implications for the way in which educational institutions design and support learning activities.
Article Outline
1. Introduction
2. Background
3. Research methodology
4. Findings
4.1. Information seeking and handling
4.2. Communication
4.4. Assignment preparation
4.5. Integrated learning
5. Discussion
6. Conclusion
Acknowledgements
References
Abstract
This pilot investigative study tested the efficacy of a music e-learning resource specifically constructed to enable individual learners to play a 12-bar improvised blues by ear, on a musical keyboard, in an e-learning environment. The study also sought the participants’ perspective of this experience by eliciting their reflections on the learning experience. Participant perceptions of the role of the ’on-line tutor’ in this e-learning environment were also examined. The research adopted a qualitative approach through videotaped observation of the participants as they engaged with the resource. The resulting video data was analysed employing an inductive process of analysis. Semistructured interviews were also conducted with individual participants after the learning sessions were completed. Qualitative analysis of the interview transcriptions provided the participant perspective. Triangulation between the data validated researcher interpretations of the findings. Results revealed (a) all participants successfully engaged with the musical task in the e-learning environment, (b) five learning activities emerged from the analysis of the video data that were interpreted as: ’instruction’, ’copying’, ’practising’, ’playing’ and ’evaluating’, (c) four ’participant perspective’ themes emerged from the interview data that were interpreted as: ’activities’, ’feelings’, ’evaluation’ and ’difficulties’ (d) participants sought different levels of interaction with the ’on-line tutor’ who was found to adopt the role of ’remote facilitator’.
Article Outline
1. Introduction
2. Review of the literature
3. The current research
3.1. The ‘Blues lessons’1
3.2. Aims of the research
4. Method
4.1. Participants
4.2. Equipment
4.3. Procedure
4.4. Data
4.5. Analysis
4.6. Analysis of the video data
4.7. Analysis of the interviews
4.8. Analysis of e-mails
5. Results and discussion
6. Conclusions
Acknowledgements
References
Abstract
The paper reports on a Department of Culture, Museums and Sport (DCMS) funded project which provided modest amounts of time for teachers to be freed from their classroom teaching to explore the use of information and communications technology (ICT) in their subject teaching, and to meet up together to discuss their use of new technology. The funding was sufficient to provide a day of supply cover for two groups of secondary teachers in different curriculum subjects (history and science) to meet towards the start of the academic year to discuss their use of ICT, a day of supply cover to work on their ideas and interests, and a day to meet together again towards the end of the year to share ideas and experiences.
The rationale behind the project was to allow teachers the freedom to explore their own areas of interest in the area of ICT and to avoid a prescriptive or ‘coverage’ based approach. There was a conscious attempt to avoid target setting and audits and teachers were encouraged to come to the end of year meeting even if they had nothing ‘to put on the table’.
The concluding section of the paper describes the outcomes of the project. The main issue to emerge was the highly positive reaction of the teachers involved. Whilst for some there were significant ICT outputs, all those involved found the process useful and enjoyable, especially the collaborative sharing process in the final session. This was in marked contrast to other ICT training experiences which many of the teachers had been involved with.
Article Outline
1. The context of the research
2. Rationale for the research design
3. The structure of the project
4. Processes and outcomes
5. Evaluation
6. ‘First do no harm’
References
Abstract
University classes in Mathematics are traditionally perceived to be uninspiring and devoid of active student–lecturer communication. Large undergraduate classes further compound the difficulty of engaging students and enabling viable student–lecturer feedback. At the Mathematics Education Centre, Loughborough University, some staff members have been using electronic voting systems (EVS) to enliven the classroom and enable large numbers of students to respond to questions in real time during class. In this paper, we present an evaluation case study, based on student perceptions, of the impact of EVS use on student learning and engagement. The results show that majority of students are hugely positive about the usefulness and overall advantageousness of EVS use in classes. Results also show that EVS use does increase the likelihood of students participating and engaging in class, as even students who do not view EVS as being particularly useful stated that they are more likely to participate in classes where EVS are used than otherwise. However, there seems to be no correlation between EVS use and improvement (or otherwise) in student grades.
Article Outline
1. Introduction
1.1. EVS technology
1.2. Scope
2. Literature review
3. Methodology
3.1. Sample
3.2. Methods
3.2.1. Observations
3.2.2. One-minute questionnaire (OMQ)
3.2.3. Informal feedback
3.2.4. Main questionnaire
4. Results, analysis and discussion
4.1. Benefits
4.1.1. Top three benefits
4.1.2. Fun
4.1.3. Other beneficial themes identified
4.2. Handset drawbacks
4.3. Usefulness and overall advantageousness of handsets
4.4. Impact of handsets on participation rates
4.5. Reasons for non-participation
4.6. Timing of questions
4.7. Handsets for Mathematics?
4.8. Staff views
5. Impact on student performance, attendance and retention
6. Conclusion
7. Future research
References
Abstract
This small scale action research study investigated the experiences of learners over two iterations as they completed a patchwork text assignment within the digital medium of a personal learning system (PLS). The aim was to investigate the extent to which using a PLS can facilitate formative and collaborative feedback to assist student learning. A secondary question, linked to the course being a post graduate Certificate for new HE teachers within a geographically dispersed university, was to examine if using a PLS in the programme would influence their interest in using it with their own students in the future. This question is of particular importance for the tutors of this programme, as the university attracts mainly part-time students who are studying at a distance from the university campus. The study was carried out as part of the JISC funded Flourish Project, whose overall aim was to examine the use of a PLS to support the development of academic staff.
A patchwork text assessment is a series of short independent pieces of writing, completed following formative peer feedback and then ‘stitched’ together by a reflexive commentary. A PLS provides a flexible digital online medium in which a learner is able to build a range of objects providing evidence from their professional practice or learning activities and to link these through reflective writing creating an e-portfolio for assessment. The digital medium allows the learner to share selected elements with others, including their peers and tutors, and to receive and give timely feedback electronically.
Learners were asked to complete an on-line survey to capture initial evaluative feedback followed by focus groups to explore emerging concepts further. The findings identified that use of a patchwork text design was seen as beneficial by both participants and tutors in creating early and sustained engagement in the module, managing their assessment workload effectively, and making use of formative peer and tutor feedback to enhance their learning. Whilst our study concerns small numbers of participants and there was a low response rate in the second iteration, findings suggest that using the PLS stimulated ideas for future use within the participants’ own pedagogic practice. Further research is needed, with a larger number of respondents, to confirm whether this is a growing trend.
Article Outline
1. Introduction
2. Research intervention
3. Research methodology
4. Methods
5. Findings
6. Discussion and conclusions
6.1. Findings and emerging issues: (discovery: appreciating and valuing the best of ‘what is’)
6.2. Future developments: (dream: envisioning ‘what might be’; Design: co-constructing ‘what should be’)
6.3. Future research: (destiny: sustaining ‘what will be’)
Acknowledgements
References
Abstract
Many countries around the world install millions of computers, printers, projectors, smartboards, and similar technologies in primary and secondary schools to equip new generations with the ability to effectively access and critically evaluate information and communication technologies. However, experiences from different countries show that technology does not deliver educational success itself. There are some “chronic” problems hindering the effective use of educational technology. This article aims to identify reasons behind the repetitive problems which occur in the context of Turkey’s e-learning efforts in primary and secondary learning. The focus is to find out why an organization repeats the same mistakes and has to reinvent the wheel in similar consecutive projects. This study has a qualitative design – more specifically phenomenological design. The main data collection tools were semi-structured interviews with Turkey’s Ministry of National Education (MoNE) authorities, academics, employees and consultants, as well as document analysis. Qualitative data were collected from these figures via face-to-face interviews so as to understand the experiences and perceptions of those involved in large projects and to gain their interpretative descriptions of their experiences. Findings showed that MoNE could not capture, organize, disseminate, or reuse the knowledge and experiences gained during the project life cycles – in short, it could not keep its organizational memory which will be useful to guide the managers of future projects.
Article Outline
1. Introduction
2. Organizational memory and its loss
3. The study
3.1. Research design
3.2. Interviews and analysis of collected data
4. Findings and discussion
4.1. Is loss of organizational memory a factor causing the repeated mistakes in MoNE’s large ICT integration projects?
4.2. What kind of mechanisms does MoNE use to retain gained knowledge and experiences in the projects?
5. Conclusion
Appendix A. Interview questions
References
Abstract
How do we know when an educational organization, process, or courseware tool is innovative? How do we define the processes that encourage change or the ways in which faculty develop new courseware innovations? The terms innovation, change, and development have been overused in so many contexts that they now seem to have lost their meanings. A review of the literature on innovation and educational change offered no agreed up definitions or models. Prior studies that have considered innovations in educational technology have focused on the innovations themselves or the potential barriers to faculty adoptions of externally developed innovations. In this study of an educational technology services program that provides competitive grants for faculty-developed technology courseware projects at a large state research university, I shifted the focus to consider: what current and future higher education faculty consider to be an innovative courseware project, and how they conceive of processes for developing such innovations. Results suggested that when it is not reduced to a rhetorical device in a marketing campaign or department instructional technology vision plan, innovation that is defined locally by a community of practice can effectively transform teaching, learning, and the organizations that support these activities.
Article Outline
1. The research site
2. Brief review of the literature on innovation and change
3. Study methodology
4. Demographic patterns
5. Defining an innovative project
6. Innovation fatigue
7. Defining an innovation process
8. Reasons why faculty submitted grant proposals
9. A local learning process of innovation
10. On Collaboration
11. Conclusions and challenges for educational technology support organizations
Acknowledgements
References
Abstract
The efficacy of individual components of an online course on positive course outcome was examined via stepwise multiple regression analysis. Outcome was measured as the student’s total score on all exams given during the course. The predictors were page hits, discussion posts, and discussion reads. The vast majority of the variance of outcome was accounted for by total page hits. Participation in discussion had little to no effect on performance as measured by outcome on exams. The results were double cross-validated with a sample chosen from another class. There was no shrinkage, indicating that the equations derived from the two samples were very reliable.
Article Outline
1. Background
2. Methods
2.1. Participants
2.2. WebCT measures
2.3. Analysis
2.3.1. Cross-validation
2.3.2. Double cross-validation
3. Results
3.1. Regression analysis of the outcomes in the community psychology course
3.2. Regression analysis of the outcomes of the psychopharmacology course
3.3. Cross-validation study
3.4. Double cross-validation study
4. Discussion
References
Abstract
We take a socio-cultural approach to comparing how dual control of a new user interface paradigm – Separate Control of Shared Space (SCOSS) – and dual control of a single user interface can work to mediate the collaborative decision-making process between pairs of children carrying out a multiple categorisation word task on a shared computer. Qualitative analysis focuses on how the interface properties of SCOSS can encourage each child to participate in the task and to represent their own opinions as part of the process of reaching final joint agreement. We conclude by suggesting additional features to improve the content of collaborative conversations and by proposing other contexts that may benefit from this interface.
Article Outline
1. Introduction
1.1. Computer interfaces as tools to mediate collaboration
2. Separate Control Of Shared Space (SCOSS): interface properties and potential collaborative behaviours
3. Methodology
3.1. Participants
3.2. Computer-based task and study design
4. Analysis and findings
4.1. Analysis
4.2. Findings: providing the opportunity for equitable agency at both input and task levels
4.2.1. Equitable opportunity for input: a mouse each
4.2.2. Equitable opportunity to participate in the task: separate spaces
4.2.3. Representation of agreement and disagreement
4.2.4. Individual ‘we agree’ buttons
4.3. Unproductive behaviours
4.3.1. Blind copying
4.3.2. Parallel working
5. Discussion
References