Volume Two - Academic Conferences

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Zuzana Šaffková In the last phase of the investigation, a summative as well as a formative assessment of the students´ progress was administered. For the reasons of the university requirements the students took a paperand-pencil test in order to earn a credit. However, they could also check whether they had mastered some of the critical reading skills and how competently they were able to apply them. The content of the test corresponded with all the items that were rehearsed both in the in-class and on-line settings. 82 out of 97 students who finished the whole course (85%) successfully completed the test at a required level, i.e. they achieved 70% and more of the total points they could obtain. Apart from the selected tasks that required from the students to employ their higher-level cognitive reading skills in the post-course test, a few items can be compared with the diagnostic on-line test (Figure 8) and thus confirm an apparent progress in the students´ reading competence. Identifying the writer’s main idea and detecting specific details, both stated implicitly (Q1, Q2), and especially guessing the meaning of words from the context (Q3) were the areas that markedly demonstrated improvement. Regarding higher-level thinking skills, the majority of the students also succeeded in spotting hidden assumptions (67%) even if their ability to explain the preconceptions was not always accurate. 100% 80% 60% 40% 20% 0% Q1 Main idea Q2 Specific details Q3 Meanings of words Figure 8: Comparison of pre-test (N=112) and post-test (N=97) selected items Pre-test End-of-course test For the purposes of the investigation, a post course attitude questionnaire was designed for the students as the last voluntary on-line assignment. The questionnaire, which was anonymous and which was offered to the students as a platform where they could express their opinions about the whole procedure of the course, provided a supporting picture to the analysis of their results as well as useful suggestions for possible improvements. In the questionnaire (Figure 9), the students evaluated various aspects of the course according to a five-point scale; however, they could also add any comments or recommendations that they had considered valuable for the further improvement of the instruction. The results from the questionnaire show that the students appreciated the content of the course, either in its in-class and on-line components and were aware of the fact that their reading skills were developed. 64% of the students (Figure 10) considered working on-line supportive (12% strongly agreed, 52% agreed) and appreciated especially immediate feedback provided on Moodle as well as remedial work in the in-class sessions. A lot of students valued the possibility to improve their critical thinking skills and even requested more time devoted to practicing reading skills and thinking in general. They also indicated that they had become aware of some areas in which they had made progress as Figure 11 demonstrates. On the other hand, many students (56%) complained about the texts that were too difficult as regards demands on both L2 proficiency and higher-level thinking skills. As far as the on-line tasks are concerned, the students said that the most difficult for them was to uncover hidden assumptions and even if they were able to spot them, then they struggled to explain them in an understandable way in L2. 712
poor not so good average good excellent Zuzana Šaffková 0% 20% 40% 60% 80% 100% Figure 9: Effectiveness of the course (N=90*) On-line practice In-class instruction Content of the course Usefulnes of the course *Since the questionnaire was an anonymous and voluntary assignment, only 90 students completed it. Figure 10: Effectiveness of web-supported learning (N=90) 5. Conclusion strongly agree agree neutral disagree strongly disagree The purpose of this article was to provide some insights into the first-year EFL students´ insufficiencies in their critical reading competences. Then, based on the analysis of the results from the continuous work on on-line assignments and the students´ comments in the questionnaire, suggest possible ways and implications for the further improvement of the reading instruction. Considering the research questions stated at the beginning of the investigation, it can be affirmed that: Scaffolded instruction realized through modeling and guided practice in contact lessons and independent practice in an on-line training setting, proved to be effective for building the students´ reading competence. The results from the achievement test at the end of the course indicated improvement even at the level of metacognition, especially the ability to activate the students´ 713
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Peter Mozelius et al. searching and
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Peter Mozelius et al. Error Handli
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Peter Mozelius et al. were no chanc
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Peter Mozelius et al. single login
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Antoinette Muntjewerff for every st
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Antoinette Muntjewerff All of this
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Figure 1: Metadata editor Antoinett
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Antoinette Muntjewerff The structur
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A Framework for Decision Support fo
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Phelim Murnion and Markus Helfert i
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Phelim Murnion and Markus Helfert 4
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Phelim Murnion and Markus Helfert s
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Phelim Murnion and Markus Helfert P
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Shekhar Murthy and Devi Murthy wisd
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Shekhar Murthy and Devi Murthy educ
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy corr
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy Stag
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7. Conclusions Shekhar Murthy and D
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Student's Characteristics for Note
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Minoru Nakayama et al. Learning exp
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Minoru Nakayama et al. 3.3 Effectiv
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Minoru Nakayama et al. Table 2: Cor
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Freeing Education Within and Beyond
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Chrissi Nerantzi The aim was to exp
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Chrissi Nerantzi agreeing with Nova
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Chrissi Nerantzi familiarisation wi
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Chrissi Nerantzi Scardamalia, M. an
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Paul Newbury et al. the slides or w
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Paul Newbury et al. multimedia faci
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Paul Newbury et al. It is designed
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Paul Newbury et al. Download figur
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Paul Newbury et al. “Has the fact
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eSubmission - UK Policies, Practice
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Barbara Newland et al. managing stu
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Figure 3: Technical infrastructure
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Barbara Newland et al. and I strong
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Harnessing the Internet for Authent
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Abel Nyamapfene As stated on the co
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Abel Nyamapfene 8. There were suffi
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Abel Nyamapfene Mulnix, J. W. (2011
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Maruff Akinwale Oladejo and Adelua
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2.3 Instrumentation Maruff Akinwale
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Maruff Akinwale Oladejo and Adelua
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References Maruff Akinwale Oladejo
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Adelua Olajide Olawole and Maruff A
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2.2 Sample and sampling techniques
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3.1 Result Adelua Olajide Olawole a
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Adelua Olajide Olawole and Maruff A
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Fatemeh Orooji et al. awareness and
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Fatemeh Orooji et al. Figure 1: The
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Fatemeh Orooji et al. Sensing/intu
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Fatemeh Orooji et al. lower and upp
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Fatemeh Orooji et al. the other dim
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Using Lifeworld-led Multimedia to E
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Andy Pulman et al. A key feature of
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Andy Pulman et al. in this case “
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Andy Pulman et al. The Research Evi
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The Project Mobile Game Based Learn
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Thomas Putz A hybrid game, consisti
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3.3 The different ‘events’ supp
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4. Pedagogical impacts Thomas Putz
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Thomas Putz Fabricatore, C. (2000).
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Ricardo Queirós and José Paulo Le
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3.6 Discussion Topics Ricardo Queir
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The Design and Development of an eL
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Andrik Rampun and Trevor Barker as
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Andrik Rampun and Trevor Barker add
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Figure 5: Screen shot of a user’s
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Andrik Rampun and Trevor Barker 3.1
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Andrik Rampun and Trevor Barker cou
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Kansei Design Model for eLearning:
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Fauziah Redzuan et al. presentation
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Page 186 and 187: Fauziah Redzuan et al. Websites", P
Page 188 and 189: Changing Teacher Beliefs Through IC
Page 190 and 191: Bart Rienties et al. substantial di
Page 192 and 193: Bart Rienties et al. videoed for re
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Page 196 and 197: Moodle and Affective Computing: Kno
Page 198 and 199: Manuel Rodrigues et al. Moodle does
Page 200 and 201: Manuel Rodrigues et al. Other sever
Page 202 and 203: Manuel Rodrigues et al. Doing this
Page 204 and 205: Using Google Applications to Facili
Page 206 and 207: Eleni Rossiou and Erasmia Papadopou
Page 216 and 217: Andrée Roy determines if eLearning
Page 218 and 219: Andrée Roy Table 3: Profiles of eL
Page 220 and 221: Andrée Roy the cost of production
Page 222 and 223: Andrée Roy Lawless, N., Allan, J.
Page 224 and 225: Zuzana Šaffková comment metacogni
Page 226 and 227: Zuzana Šaffková Moodle applicatio
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Page 232 and 233: Zuzana Šaffková prior knowledge,
Page 234 and 235: A Mobile aid Tool for Crafting Acti
Page 236 and 237: Ahmed Salem Question difficulty in
Page 238 and 239: Ahmed Salem Figure 2: The Simple le
Page 240 and 241: Ahmed Salem Table 1: The two groups
Page 242 and 243: King-Sized eLearning - how Effectiv
Page 244 and 245: Marie Sams et al. MOB was set up in
Page 246 and 247: Marie Sams et al. attaching the new
Page 248 and 249: Marie Sams et al. include time cons
Page 250 and 251: Rowena Santiago et al. However, whe
Page 252 and 253: Rowena Santiago et al. 6.1.2 Assign
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Page 256 and 257: Rowena Santiago et al. Together, th
Page 258 and 259: Vitor Santos and Luis Amaral To bui
Page 260 and 261: Vitor Santos and Luis Amaral Althou
Page 262 and 263: Figure 4: Technical architecture Vi
Page 264 and 265: Implementing and Evaluating Problem
Page 266 and 267: Maggi Savin-Baden et al. different
Page 268 and 269: Maggi Savin-Baden et al. and second
Page 270 and 271: Maggi Savin-Baden et al. important
Page 272 and 273: The Evolution of eLearning Platform
Page 274 and 275: Adriana Schiopoiu Burlea et al. Hyp
Page 276 and 277: Adriana Schiopoiu Burlea et al. Tab
Page 278 and 279: Adriana Schiopoiu Burlea et al. Eve
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Teachers’ Skills set for Personal
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Zaffar Ahmed Shaikh and Shakeel Ahm
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Zaffar Ahmed Shaikh and Shakeel Ahm
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6. Conclusion and recommendations Z
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Bridging the Feedback Divide Utilis
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Angela Shapiro and Aidan Johnston f
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Angela Shapiro and Aidan Johnston F
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Post-Academic Masters Course in Man
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4. Discussion and conclusion Cees T
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Engagement With Students in ‘Midd
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Anne Smith and Sonya Campbell x y c
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4.3 Student led connectivity Anne S
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Figure 2: Conceptualising ‘middle
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The Learning Management System as a
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Dina Soeiro et al. He was older, ol
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Dina Soeiro et al. specially about
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Can the Medium Extend the Message?
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Mekala Soosay elements under study,
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Mekala Soosay to self and peer-asse
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Mekala Soosay flexible web-based ap
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Implementation and Analysis of an O
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Iain Stewart et al. No-one was con
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Iain Stewart et al. The content sh
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Iain Stewart et al. entry per stude
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Iain Stewart et al. Dolnicar, S, Sh
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2. The research Caroline Stockman a
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Caroline Stockman and Fred Truyen S
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Caroline Stockman and Fred Truyen n
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Caroline Stockman and Fred Truyen s
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PeerWise - The Marmite of Veterinar
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Amanda Sykes et al. recently outlin
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Amanda Sykes et al. activity became
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Amanda Sykes et al. students either
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Category Amanda Sykes et al. Q9 : W
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Amanda Sykes et al. Chang, S-B., Hu
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Nicolet Theunissen and Hester Stubb
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Figure 1: Overall structure Nicolet
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References Nicolet Theunissen and H
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Tone Vold This idea phase was under
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Tone Vold process. A synchronous di
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The Effects of Self-Directed Learni
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Chien-hwa Wang and Cheng-ping Chen
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Usage Cases: A Useful way to Improv
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Cristina Wanzeller and Orlando Belo
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The Virtual Path to Academic Transi
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Julie Watson course overall, with s
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Julie Watson practical and economic
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6. First phase Julie Watson Followi
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Identifying and Locating Frames of
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Ethical approval Katherine Wimpenny
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Katherine Wimpenny et al. SL was a
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Katherine Wimpenny et al. This in t
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Reaction Lecture: Text Messaging to
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Koos Winnips et al. order to make a
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Table 2: Overview of student reacti
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Koos Winnips et al. Students liked
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A Holistic Approach to Instructiona
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Li Zhong Zhang There is a wealth of
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Figure 1: An integrated design fram
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6.1 Design implications Li Zhong Zh
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894
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896
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Nahla Aljojo et al. Adaptive hyperm
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Nahla Aljojo et al. Email: The emai
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Nahla Aljojo et al. Table 3: 16 typ
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Table 7: The results of pairwise co
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Nahla Aljojo et al. fact misleading
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Nahla Aljojo et al. Aljojo, N. & Ad
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Andy Coverdale media and related on
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Andy Coverdale A former interdisci
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Andy Coverdale Whilst new initiativ
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Andy Coverdale the participant inte
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Michael Flavin In a subsequent work
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Michael Flavin labour” nodes) in
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Michael Flavin The lecturer also sp
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Michael Flavin Quality Assurance Ag
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Fortunate Gunzo and Lorenzo Dalvit
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4. Possible scenarios 4.1 Computer
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Fortunate Gunzo and Lorenzo Dalvit
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Collaborative eLearning in a Develo
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Evelyn Kigozi Kahiigi et al. implem
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Evelyn Kigozi Kahiigi et al. includ
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Evelyn Kigozi Kahiigi et al. had ve
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Evelyn Kigozi Kahiigi et al. consid
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Evelyn Kigozi Kahiigi et al. So, H.
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Fabio Serenelli et al. is to identi
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Figure 3: Screenshots of LO3 - Lear
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Managing Essential Processing Foste
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6. Results and analysis Fabio Seren
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Fabio Serenelli et al. Mangiatordi,
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1.2 VLE (Virtual Learning Environme
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Nazime Tuncay and Hüseyin Uzunboyl
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Figure 4 Response Screen Nazime Tun
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Figure 12 An Example of Recorded Vi
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Figure 15 VirtualNeu General Menus
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972
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Liz Falconer and Manuel Frutos-Pere
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Liz Falconer and Manuel Frutos-Pere
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Extreme Scaffolding in the Teaching
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Dan-Adrian German first exposure to
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Benefits and Barriers: Applying eLe
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Simon McGinnes view on demand. OSD
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986
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988
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Olivia Billingham 2010); gains in c
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Olivia Billingham Deneen, L., (2010
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Karin Levinsen et al. conference or
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Karin Levinsen et al. in order to s
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Peps Mccrea professional engagement
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A Framework for Understanding Onlin
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Sónia Sousa et al. little sense re
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Sónia Sousa et al. Figure 4: The e
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Trust in Distributed Personal Learn
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2.2 LePress Sónia Sousa et al. Per
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Sónia Sousa et al. 3. Elicitation
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Breaking Down Barriers: Development
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Karen Strickland et al. qualitative
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Novita Yulianti et al. Research con
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