October 2007 Volume 10 Number 4 - Educational Technology ...

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Eastin, M. S., & LaRose, R. (2005). Alt.support: Modeling social support online. Computers in Human Behavior, 21, 977-992. Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72, 227-243. Farber, B. A. (1984). Stress and burnout in suburban teachers. The Journal of Educational Research, 77, 325-331. Friedman, I. A. (1991). High-and-low-burnout schools: School culture aspects of teacher burnout. Journal of Educational Research, 84 (6), 325-333. Guglielmi, R. S., & Tatrow, K. (1998). Occupational stress, burnout, and health in teachers: A methodological and theoretical analysis. Review of Educational Research, 68, 61-99. Hara, N., Bonk, C. J., & Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28, 115-152. Hawkes, M., & Romiszowski, A. (2001). Examining the reflective outcomes of asynchronous computer-mediated communication on inservice teacher development. Journal of Technology and Teacher Education, 9 (2), 285-308. Hendley, D., Stables, S., & Stables, A. (1996). Pupils’ subject preferences at key stage 3 in South Wales. Educational Studies, 22, 177-186. Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53 (1), 27-35. MEB. (2004). Temel eğitim ikinci faz başlangıç semineri, Ankara: Imaj. MEB. (2005a). Bilgisayarlı eğitime destek kampanyası başladı, Retrieved on October 15, 2007, from http://www.meb.gov.tr/. MEB. (2005b). Milli eğitim istatistikleri 2004-2005, Ankara: Devlet Kitapları Basımevi. Naidu, S., & Järvelä, S. (2006). Analyzing CMC content for what? Computers & Education, 46, 96-103. Nicholson, S, A., & Bond, N. (2003). Collaborative reflection and professional community building: An analysis of preservice teachers’ use of an electronic discussion board. Journal of Technology and Teacher Education, 11 (2), 259-279. Olkun, S., Altun, A., & Smith, G. (2005). Computers and 2D geometric learning of Turkish fourth and fifth graders. British Journal of Educational Technology, 36 (2), 317-326. Pines, A. M. (2002). Teacher burnout: A psychodynamic existential perspective. Teachers and Teaching: Theory and Practice, 8 (2), 121-140. Rourke, L., & Anderson, T. (2004). Validity in quantitative content analysis. Educational Technology Research & Development, 52 (1), 5-18. Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (2001). Methodological issues in the content analysis of computer conference transcripts. International Journal of Artificial Intelligence in Education, 12, 8-22. Russell, D. W., Altmaier, E., & Van Velzen, D. (1987). Job-related stress, social support, and burnout among classroom teachers. Journal of Applied Psychology, 72 (2), 269-274. Schwab, R. L., & Iwanicki, E. F. (1982). Perceived role conflict, role ambiguity, and teacher burnout. Educational Administration Quarterly, 18, 60-74. 141
Schwab, R. L., Jackson, S. E., & Schuler, R. S. (1986). Educator burnout: Sources and consequences. Educational Research Quarterly, 10 (3), 14-30. Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication and Information, 2, 23-49. van Dick, R., & Wagner, U. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology, 71, 243-259. Walther, J. B., & Parks, M. R. (2002). Cues filtered out, cues filtered in: Computer-mediated communication and relationships. In M. L. Knapp, J. A. Daly, & G. R. Miller (Eds.), The handbook of interpersonal communication (3 rd Ed.), Thousand Oaks, CA: Sage, 529-563. Weisskirch, R. S., & Milburn S. S. (2003). Virtual discussion: Understanding college students’ electronic bulletin board use. Internet and Higher Education, 6, 215-225. Wolpin, J., Burke, R. J., & Greenglass, E. R. (1991). Is job satisfaction an antecedent or a consequence of psychological burnout? Human Relations, 44 (2), 193-209. Wright, K. (2000). Computer-mediated social support, older adults and coping. Journal of Communication, 50, 100- 119. 142
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October 2007 Volume 10 Number 4
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Abstracting and Indexing Educationa
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The Relationship of Kolb Learning S
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a question about learning together
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affordances of networked learning s
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included a unit on collaborative le
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on at different times and work indi
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• the numerous evaluation studies
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wanted to work. The same inquiry pr
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usability studies have a place in t
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Milrad, M., & Jackskon, M. (2007).
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information- and communication tech
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Interactive Examination, the studen
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Table 1. Criteria for grading OD st
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content. Differences in the attitud
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Even though further research on the
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Olofsson, A. D. (2007). Participati
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Etzioni (1993) points out that an i
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programme. They are rather construc
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to be that each individual trainee
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Bernmark-Ottosson, A. (2005). Demok
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The Knowledge Foundation (2005). IT
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Figure 1. Design Theories in contex
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attention as we frequently discuss
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Blog Reflection This design concept
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Narrative Structure (Form) Content
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Löwgren, J., & Stolterman, E. (200
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critique, neither do the single ind
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suggested by Ljungberg (1999b) we c
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the del.icio.us site (see figure 3)
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Device cultures It is not only the
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uilt using a camera-equipped PDA ru
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Jones, C., Dirckinck-Holmfeld, L.,
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Milrad, M., & Spikol, D. (2007). An
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components to be able to deal with
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compulsory throughout the project.
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only with their existing day-today
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As our work continues, we will try
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cognition as well as self-regulated
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Mobile mind map tool for stimulatin
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the pictorial knowledge representat
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Ericsson, K. A., & Simon, H. A. (19
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Al-A'ali, M. (2007). Implementation
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complex cognitive skills involve em
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Table 1. CAT and a linear mathemati
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It is agreed that the difficulty le
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Figure 7. Our newly added factors i
Page 95 and 96: question factors according to IRT;
Page 97 and 98: Instructure 1 Login User-ID Passwor
Page 99 and 100: Shute, V., & Towle, B. (2003). Adap
Page 101 and 102: distinguish between partial knowled
Page 103 and 104: esponse is identified, then the sco
Page 105 and 106: are stored in the answer record and
Page 107 and 108: 2 (7) MNSQ = ∑WniZ ni ∑ Wni =
Page 109 and 110: in the course. A randomized block d
Page 111 and 112: To test whether ET can effectively
Page 113 and 114: course, more comparison tests could
Page 115 and 116: Fleischmann, K. R. (2007). Standard
Page 117 and 118: educational standards in practice t
Page 119 and 120: laboratory activities, which are bu
Page 121 and 122: process is currently a largely top-
Page 123 and 124: Hsu, Y.-S., Wu, H.-K., & Hwang, F.-
Page 125 and 126: evolution with computing technology
Page 127 and 128: Resources 0.55 0.72 e17 In my schoo
Page 129 and 130: teachers’ instructional evolution
Page 131 and 132: Regression models indicating relati
Page 133 and 134: of beliefs about integrating comput
Page 135 and 136: Sinko, M., & Lehtinen, E. (1999). T
Page 137 and 138: concept of social support. Lastly,
Page 139 and 140: Procedure Content analysis procedur
Page 141 and 142: and mice are out of order. I have t
Page 143 and 144: feature of supportive online groups
Page 145: Anderson, J., & Lee, A. (1995). Lit
Page 149 and 150: Investigating the problem An extens
Page 151 and 152: meets the anywhere, anytime require
Page 153 and 154: minimise housekeeping tasks and fre
Page 155 and 156: 3. Join Group Discussion 4. Attend
Page 157 and 158: Figure 4. Learning Shell showing He
Page 159 and 160: engineering the Learning Shell so i
Page 161 and 162: Olfos, R., & Zulantay, H. (2007). R
Page 163 and 164: portion of CourseInfo requires that
Page 165 and 166: Table 2. Assignment evaluation resp
Page 167 and 168: E-3c. Likert scale on usability: Th
Page 169 and 170: organized in four groups, namely: T
Page 171 and 172: The correlations were not high enou
Page 173 and 174: Data illustrate some reliability an
Page 175 and 176: nature, some specific core objectiv
Page 177 and 178: Frederiksen, J.R., & Collins, A. (1
Page 179 and 180: Bottino, R. M., & Robotti, E. (2007
Page 181 and 182: The Text Editor allows the editing
Page 183 and 184: Mathematical content and structure
Page 185 and 186: Consolidation exercises Solution co
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Page 191 and 192: Lagrange, J. B., Artigue, M., Labor
Page 193 and 194: processed information was classifie
Page 195 and 196: Method Participants The participant
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Table 5. Learning outcomes of diffe
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peers and benefited most from discu
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Kayes, D.C. (2005). Internal validi
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This paper considers the potential
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The first assumption ensures that c
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allowed to rise when external fundi
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The second option, lowering the cos
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Downes, S. (2003). Design and Reusa
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Appendix A. Good-enough approaches
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Rapid Prototyping and Design Based
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Initial Design Because the field-ba
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• reducing the number of required
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that they felt this hindrance; I fe
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goals” (Edelson, 2002, p. 114) wa
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more and more from the periphery of
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Edelson, M. (1988). The hermeneutic
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Wang, H.-Y., & Chen, S. M. (2007).
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If the universe of discourse U is a
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we can see that S( X ) − S( Y ) S
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Example 1: Let Ã and B ~ be two va
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columns shown in Table 2, where 1
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(3) Find the maximum value among th
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By applying Eq. (7), we can get the
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Q.2 carries 25 marks, Q.3 carries 2
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the proposed methods can evaluate s
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Gogoulou, A., Gouli, E., Grigoriado
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enabling learner (subject) to work
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• Self-, Peer- and Collaborative-
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(iii) Regulates the communication:
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Figure 3. A screen shot of the SCAL
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2 nd study: Thirty-five students pa
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them characterized it as time and e
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Soller, A. (2001). Supporting Socia
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making reference to the others wher
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Solution 2.2: Deliberately select h
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just near a deadline, when it may b
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assessed on an individual basis. Wi
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- and even appreciated - by student
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Panitz, T., & Panitz, P. (1998). En
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Concept Mapping Concept mapping by
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Research Questions In order to dete
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with their teacher but rather than
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Tukey’s HSD post hoc test reveale
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collaboratively during study time?
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Jegede, O.J., Alaiyemola, F.F., & O
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esources. The use of synchronous te
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The use of digital communication mo
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contributed more information and en
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3. Use the second screen for the le
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• Use drawing to develop writing
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student and teacher on the synchron
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Vogel, J. J., Vogel, D. S., Cannon-
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Cases The first set of ten case stu
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Kılıçkaya, F. (2007). Website re
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