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

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Journal of Educational Technology & Society Volume 10 Number 4 2007 Table of contents Special issue articles Theme: Current Approaches to Network-Based Learning in Scandinavia Guest Editors: Marcelo Milrad and Per Flensburg Current Approaches to Network-Based Learning in Scandinavia (Guest Editorial) Marcelo Milrad and Per Flensburg Design and Use of Collaborative Network Learning Scenarios: The DoCTA Experience Barbara Wasson Dynamic Assessment and the “Interactive Examination” Anders Jönsson, Nikos Mattheos, Gunilla Svingby and Rolf Attström Participation in an Educational Online Learning Community Anders D. Olofsson Framing Work-Integrated e-Learning with Techno-Pedagogical Genres Lars Svensson and Christian Östlund Netlearning and Learning through Networks Mikael Wiberg Anytime, Anywhere Learning Supported by Smart Phones: Experiences and Results from the MUSIS Project Marcelo Milrad and Daniel Spikol Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and Mobile Tools Sanna Järvelä, Piia Näykki, Jari Laru and Tiina Luokkanen Full length articles Implementation of an Improved Adaptive Testing Theory Mansoor Al-A'ali Measures of Partial Knowledge and Unexpected Responses in Multiple-Choice Tests Shao-Hua Chang, Pei-Chun Lin and Zih-Chuan Lin Standardization from Below: Science and Technology Standards and Educational Software Kenneth R. Fleischmann Factors Influencing Junior High School Teachers’ Computer-Based Instructional Practices Regarding Their Instructional Evolution Stages Ying-Shao Hsu, Hsin-Kai Wu and Fu-Kwun Hwang Analysis of Computer Teachers’ Online Discussion Forum Messages about their Occupational Problems Deniz Deryakulu and Sinan Olkun The learning computer: low bandwidth tool that bridges digital divide Russell Johnson, Elizabeth Kemp, Ray Kemp and Peter Blakey Reliability and Validity of Authentic Assessment in a Web Based Course Raimundo Olfos and Hildaura Zulantay Transforming classroom teaching & learning through technology: Analysis of a case study Rosa Maria Bottino and Elisabetta Robotti ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are ISSN not 1436-4522. made or distributed © International for profit Forum or commercial of Educational advantage Technology and that copies & Society bear the (IFETS). full citation The authors on the first and page. the forum Copyrights jointly for retain components the copyright of this work of the owned articles. by others Permission than to IFETS make must digital be or honoured. hard copies Abstracting of part or with all of credit this work is permitted. for personal To copy or classroom otherwise, use to is republish, granted without to post fee on provided servers, or that to copies redistribute are not to made lists, requires or distributed prior specific for profit permission or commercial and/or advantage a fee. Request and that permissions copies bear from the the full editors citation at on kinshuk@ieee.org. the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@massey.ac.nz. 1-2 3-16 17-27 28-38 39-48 49-61 62-70 71-79 80-94 95-109 110-117 118-130 131-142 143-155 156-173 174-186 iii
The Relationship of Kolb Learning Styles, Online Learning Behaviors and Learning Outcomes Hong Lu, Lei Jia, Shu-hong Gong and Bruce Clark In an Economy for Reusable Learning Objects, Who Pulls the Strings? Tim Linsey and Christopher Tompsett I Design; Therefore I Research: Revealing DBR through Personal Narrative Dave S. Knowlton Artificial Intelligence Approach to Evaluate Students’ Answerscripts Based on the Similarity Measure between Vague Sets Hui-Yu Wang and Shyi-Ming Chen A Web-based Educational Setting Supporting Individualized Learning, Collaborative Learning and Assessment Agoritsa Gogoulou, Evangelia Gouli, Maria Grigoriadou, Maria Samarakou and Dionisia Chinou Seven Problems of Online Group Learning (and Their Solutions) Tim S. Roberts and Joanne M. McInnerney Using Computers to Individually-generate vs. Collaboratively-generate Concept Maps So Young Kwon and Lauren Cifuentes Instructional Design for Best Practice in the Synchronous Cyber Classroom Megan Hastie, Nian-Shing Chen and Yen-Hung Kuo Book review(s) Cases on global e-learning practices: successes and pitfalls Reviewer: Richard Malinski Website review(s) WordChamp: Learn Language Faster Reviewer: Ferit Kılıçkaya ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others ISSN than 1436-4522. IFETS must © International be honoured. Forum Abstracting of Educational with credit Technology is permitted. & To Society copy otherwise, (IFETS). The to republish, authors and to post the on forum servers, jointly or to retain redistribute the copyright to lists, of requires the articles. prior specific Permission permission to make and/or digital a fee. or hard Request copies permissions of part or all from of this the editors work for at personal kinshuk@ieee.org. or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@massey.ac.nz. 187-196 197-208 209-223 224-241 242-256 257-268 269-280 281-294 295-297 298-299 iv
Page 1 and 2: October 2007 Volume 10 Number 4
Page 3: Abstracting and Indexing Educationa
Page 7 and 8: a question about learning together
Page 9 and 10: affordances of networked learning s
Page 11 and 12: included a unit on collaborative le
Page 13 and 14: on at different times and work indi
Page 15 and 16: • the numerous evaluation studies
Page 17 and 18: wanted to work. The same inquiry pr
Page 19 and 20: usability studies have a place in t
Page 21 and 22: Milrad, M., & Jackskon, M. (2007).
Page 23 and 24: information- and communication tech
Page 25 and 26: Interactive Examination, the studen
Page 27 and 28: Table 1. Criteria for grading OD st
Page 29 and 30: content. Differences in the attitud
Page 31 and 32: Even though further research on the
Page 33 and 34: Olofsson, A. D. (2007). Participati
Page 35 and 36: Etzioni (1993) points out that an i
Page 37 and 38: programme. They are rather construc
Page 39 and 40: to be that each individual trainee
Page 41 and 42: Bernmark-Ottosson, A. (2005). Demok
Page 43 and 44: The Knowledge Foundation (2005). IT
Page 45 and 46: Figure 1. Design Theories in contex
Page 47 and 48: attention as we frequently discuss
Page 49 and 50: Blog Reflection This design concept
Page 51 and 52: Narrative Structure (Form) Content
Page 53 and 54: 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
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question factors according to IRT;
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Instructure 1 Login User-ID Passwor
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Shute, V., & Towle, B. (2003). Adap
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distinguish between partial knowled
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esponse is identified, then the sco
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are stored in the answer record and
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2 (7) MNSQ = ∑WniZ ni ∑ Wni =
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in the course. A randomized block d
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To test whether ET can effectively
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course, more comparison tests could
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Fleischmann, K. R. (2007). Standard
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educational standards in practice t
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laboratory activities, which are bu
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process is currently a largely top-
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Hsu, Y.-S., Wu, H.-K., & Hwang, F.-
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evolution with computing technology
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Resources 0.55 0.72 e17 In my schoo
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teachers’ instructional evolution
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Regression models indicating relati
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of beliefs about integrating comput
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Sinko, M., & Lehtinen, E. (1999). T
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concept of social support. Lastly,
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Procedure Content analysis procedur
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and mice are out of order. I have t
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feature of supportive online groups
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Anderson, J., & Lee, A. (1995). Lit
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Schwab, R. L., Jackson, S. E., & Sc
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Investigating the problem An extens
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meets the anywhere, anytime require
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minimise housekeeping tasks and fre
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3. Join Group Discussion 4. Attend
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Figure 4. Learning Shell showing He
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engineering the Learning Shell so i
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Olfos, R., & Zulantay, H. (2007). R
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portion of CourseInfo requires that
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Table 2. Assignment evaluation resp
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E-3c. Likert scale on usability: Th
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organized in four groups, namely: T
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The correlations were not high enou
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Data illustrate some reliability an
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nature, some specific core objectiv
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Frederiksen, J.R., & Collins, A. (1
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Bottino, R. M., & Robotti, E. (2007
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The Text Editor allows the editing
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Mathematical content and structure
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Consolidation exercises Solution co
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As to course components, the activi
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handle more formal representations
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Lagrange, J. B., Artigue, M., Labor
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processed information was classifie
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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-
Page 301 and 302:
Cases The first set of ten case stu
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Kılıçkaya, F. (2007). Website re
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