Volume Two - Academic Conferences

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Koos Winnips et al. Students liked to respond and answer questions during the lecture, and found the discussed questions during and after the lecture (via Blackboard) useful. These effects on motivation can be explained in three ways: Contact between lecturer and students is improved. Students indicate that the lecturer can better adapt to what they know. Students did not mention that they got a better view of what is expected of them. There was no mention that students got better personal contact with the lecturer, or that they would like this. Except for one student’s question (about the lecturers conference visit) the contact between lecturer and student was purely focused on course content. Students indicate they are taken seriously, as the lecturer makes an effort to hear their opinions and comments. The lecturer indicated that, because of opening up the lecture for reactions, students were more likely to visit him for face-to-face questions. Confidence of students can increase. Being provided with direct feedback on their answers can give students confidence that they will be able to master the course content. As a side effect, lecturers indicated their own motivation for lecturing increased, as they were now able to “get something back” from the audience. Uninterrupted lecturing can be unpleasant for a lecturer: “Do they understand?”, “Was this covered in another course?”, “Is the lecture getting boring?”. Getting audience reactions thus improves the lecturers’ motivation. What students did not appreciate was that they themselves had to pay for the SMS messages. When using mobile Internet to respond, this was not a problem. Most of the lecture rooms at the University of Groningen have wifi connection. What forms of providing open comments during lectures can be used? From students open comments in the questionnaire, a general issue was that students would have liked more moments for interaction in the lecture. The lectures now had only one fixed block of reactions (after the coffee break). By specifically building in more moments for interaction, students indicated they would be less distracted. For future use of the reactionlecture, it would be a good idea to build in these specific blocks of interaction, so students do not get distracted by sending in their comments, but use it as a way to help the lecturer adapt to the entry knowledge of the students. Some students indicated that they wanted to ask a question, but lost the phone number. Showing the phone number to send questions to, on every slide of the lecturers presentation might have helped to get more reactions. It took more time than expected for students to think up and send in comments. The time for reacting needs to be taken into account. Reacting via SMS messages takes more time then reacting via Personal Response Systems (sometimes called Clickers). Using the mobile Internet, reacting would take about the same time as reacting via Clickers. Reactions and discussions take time, which needs to be planned into the lecture. This stresses the point that the reactions and discussions need to focus on the main topics of the lecture. In this way, instead of wasting valuable lecture time, the time for reactions is used to help students focus on what is important, and will help students to process this information. During conferences nowadays, a backchannel seems to be a “must-have”. The audience sends in reactions on presentations via Twitter, resulting in further reactions, lively discussions, and making contact between the participants (getting “followers”). For this study, this model of interaction could not be copied to the lecture room, as the audience and setting are different. This group of second year Bachelor’s students is more reticent in asking questions and making comments. They prefer to have a structure planned, with dedicated response time. Furthermore, students prefer to have direct contact with their lecturer based on course content, not with their peers (in or out of the lecture room). Planning in more moments of interaction can make the reactionlecture more effective, with more student reactions and dedicated key topics for discussion. With students using tools such as Twitter and Facebook, and phones with mobile Internet being used more and more in lecture halls, a more free form of the reactionlecture can work. But for now, it seems this “Facebook generation” does not behave like the earlier mentioned conference audience. 884
Koos Winnips et al. Rather, they like to have structured activities around main lecture topics, taking the lecturer as their source of knowledge. References Atkinson, C. (2010) The Backchannel: How Audiences are Using Twitter and Social Media and Changing Presentations Forever, New Riders Press, Berkeley. Brakel, R. (2011) Smartphones onder studenten [Students’ use of smartphones], [online], http://onderwijsingrafieken.blogspot.com/2011/05/onderwijsgrafiek-62-smartphones-onder.html Caldwell, J. E. (2007) “Clickers in the Large Classroom: Current Research and Best-Practice Tips”, Life sciences education, Vol 6, No. 1, pp 9-20. D’Inverno, R., Davis, H. and White, S. (2003) “Using a Personal Response System for Promoting Student Interaction”, Teaching Mathematics and its applications, Vol. 22, No. 4, pp 163-169. Hancock, T. M. (2010) “Use of audience response systems for summative assessment in large classes”, Australasian Journal of Educational Technology, Vol 26, No. 2, pp 226-237. Johnstone, A. H. and Percival, F. (1976) “Attention Breaks in Lectures”, Education in Chemistry, Vol 13, No. 2, pp 49-50. Poulis, J., Massen, C., Robens, E. and Gilbert, M. (1998) “Physics lecturing with audience paced feedback”, American Journal of Physics, Vol 66, No. 5, pp 439-441. Online: http://tinyurl.com/mrmvsb Kumar, S. (2003) “An Innovative Method to Enhance Interaction during Lecture Sessions”, Advances in Physiology Education, Vol 27, No. 1, pp 20-25. Mazur, E. (1997) Peer instruction: a user’s manual, Prentice Hall, Englewood Cliffs NJ. Macmanaway, L. A. (1970) “Teaching methods in higher education-innovation and research”, Universities Quarterly, Vol 24, No. 3, pp 321-329. Tlhoaele, M., Hofman, W.H.A., Naidoo, A., and Winnips, J.C. (2011) “Using Information and Communication Technology to support interactive engagement in higher education” Article submitted to South African Journal of Higher Education. Torenbeek, M. (2011) “Hop, skip and jump? The fit between secondary school and university”, [online], Doctoral dissertation, University of Groningen, http://irs.ub.rug.nl/ppn/331690829. Winnips, J.C., and Thlaoele, M. (2010) “Using SMS to increase interaction in large lectures: models and results”, Paper read at Online Educa Berlin, Berlin, Germany, December. 885
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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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Fauziah Redzuan et al. A second sur
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Fauziah Redzuan et al. understand t
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Fauziah Redzuan et al. to explain t
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Fauziah Redzuan et al. Websites", P
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Changing Teacher Beliefs Through IC
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Bart Rienties et al. substantial di
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Bart Rienties et al. videoed for re
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5. Discussion Bart Rienties et al.
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Moodle and Affective Computing: Kno
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Manuel Rodrigues et al. Moodle does
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Manuel Rodrigues et al. Other sever
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Manuel Rodrigues et al. Doing this
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Using Google Applications to Facili
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Eleni Rossiou and Erasmia Papadopou
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Andrée Roy determines if eLearning
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Andrée Roy Table 3: Profiles of eL
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Andrée Roy the cost of production
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Andrée Roy Lawless, N., Allan, J.
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Zuzana Šaffková comment metacogni
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Zuzana Šaffková Moodle applicatio
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Zuzana Šaffková the other propert
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Zuzana Šaffková In the last phase
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Zuzana Šaffková prior knowledge,
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A Mobile aid Tool for Crafting Acti
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Ahmed Salem Question difficulty in
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Ahmed Salem Figure 2: The Simple le
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Ahmed Salem Table 1: The two groups
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King-Sized eLearning - how Effectiv
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Marie Sams et al. MOB was set up in
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Marie Sams et al. attaching the new
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Marie Sams et al. include time cons
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Rowena Santiago et al. However, whe
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Rowena Santiago et al. 6.1.2 Assign
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Rowena Santiago et al. the original
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Rowena Santiago et al. Together, th
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Vitor Santos and Luis Amaral To bui
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Vitor Santos and Luis Amaral Althou
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Figure 4: Technical architecture Vi
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Implementing and Evaluating Problem
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Maggi Savin-Baden et al. different
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Maggi Savin-Baden et al. and second
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Maggi Savin-Baden et al. important
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The Evolution of eLearning Platform
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Adriana Schiopoiu Burlea et al. Hyp
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Adriana Schiopoiu Burlea et al. Tab
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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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Page 358 and 359: References Nicolet Theunissen and H
Page 360 and 361: Tone Vold This idea phase was under
Page 362 and 363: Tone Vold process. A synchronous di
Page 364 and 365: The Effects of Self-Directed Learni
Page 366 and 367: Chien-hwa Wang and Cheng-ping Chen
Page 372 and 373: Usage Cases: A Useful way to Improv
Page 374 and 375: Cristina Wanzeller and Orlando Belo
Page 380 and 381: The Virtual Path to Academic Transi
Page 382 and 383: Julie Watson course overall, with s
Page 384 and 385: Julie Watson practical and economic
Page 386 and 387: 6. First phase Julie Watson Followi
Page 388 and 389: Identifying and Locating Frames of
Page 390 and 391: Ethical approval Katherine Wimpenny
Page 392 and 393: Katherine Wimpenny et al. SL was a
Page 394 and 395: Katherine Wimpenny et al. This in t
Page 396 and 397: Reaction Lecture: Text Messaging to
Page 398 and 399: Koos Winnips et al. order to make a
Page 400 and 401: Table 2: Overview of student reacti
Page 404 and 405: A Holistic Approach to Instructiona
Page 406 and 407: Li Zhong Zhang There is a wealth of
Page 408 and 409: Figure 1: An integrated design fram
Page 410 and 411: 6.1 Design implications Li Zhong Zh
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Page 416 and 417: Nahla Aljojo et al. Adaptive hyperm
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Page 420 and 421: Nahla Aljojo et al. Table 3: 16 typ
Page 422 and 423: Table 7: The results of pairwise co
Page 424 and 425: Nahla Aljojo et al. fact misleading
Page 426 and 427: Nahla Aljojo et al. Aljojo, N. & Ad
Page 428 and 429: Andy Coverdale media and related on
Page 430 and 431: Andy Coverdale A former interdisci
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Page 434 and 435: Andy Coverdale the participant inte
Page 436 and 437: Michael Flavin In a subsequent work
Page 438 and 439: Michael Flavin labour” nodes) in
Page 440 and 441: Michael Flavin The lecturer also sp
Page 442 and 443: Michael Flavin Quality Assurance Ag
Page 444 and 445: Fortunate Gunzo and Lorenzo Dalvit
Page 446 and 447: 4. Possible scenarios 4.1 Computer
Page 448 and 449: Fortunate Gunzo and Lorenzo Dalvit
Page 450 and 451: 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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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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