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

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interactive learning environments, and studying in different domains. Azevedo and his colleagues (Azevedo, Guthrie & Seibert, 2004) have investigated the effects of goal-setting conditions on the ability of learners to regulate their learning in hypermedia environment. Their research results show that students use various types of self-regulatory behavior in learning with hypermedia, such as planning, monitoring, strategy use, task difficulty and demands and interest statements, but that students differ in their ability to regulate their learning. Later studies have put effort into designing computer-based scaffolds for self-regulated learning (Azevedo & Hadwin, 2005). For example, in a study that focused on collaborative planning and monitoring of students working within an online scientific inquiry learning environment, Manlove, Lazonder and de Jong (2006) examined the effect of a tool designed to support planning and monitoring in a scientific inquiry into the fluid dynamics on students’ model quality. The results showed a significant correlation between planning and model quality, indicating an overall positive effect for the support tool. Three studies of using wireless network and mobile tools in higher education In this paper our three design experiments on mobile, handheld supported collaborative learning are presented in order to demonstrate different pedagogical models and levels of scaffolds for socially-shared learning. Each experiment is aimed at investigating novel uses to structure and regulate collaborative learning with mobile tools. Mobile lecture interaction tool for activating students’ participation to the lecture interaction The aim of this study was to explore how the Mobile Lecture Interaction tool (M.L.I.) can be used for regulating and supporting students’ thinking and participation in the lecture interaction. It was studied how higher education students used the M.L.I. tool during lectures and in what ways the students view the M.L.I. tool as a support for their learning. Participating in the study were 173 higher education students (114 male and 59 female). The data were collected as a part of the authentic lecture situations in nine lectures where five lectures were in economics studies, two lectures in technical studies and two lectures in educational psychology studies. The lecture interaction was supported with the M.L.I.-tool, which was developed for this experiment (©Costa, 2006). The basic idea of the M.L.I.-tool is as follows: using personal, mobile devices (smartphones), students can anonymously ask questions, answer polls, and give feedback during the lecture (See Table 1). The tool allows every student and the lecturer to see these lists of questions. Furthermore, students have a possibility to vote on presented questions. Voting raises questions ranking in the display, encouraging the lecturer to give those questions precedence. Table 1. The M.L.I Pedagogical Structure Description of activities in the Lecture Pedagogical idea Send a question Encourage students’ cognitive activity and self-regulation in the lecture, engage students to the learning in the lecture Send a comment Enhance reflection Vote for a question or comment Enhance students’ metacognition and engage students’ learning in the lecture The data were collected via a questionnaire (including likert-scale questions as well as open ended questions), group interviews, lecture observations and log files. The process-oriented data, in a form of observation and log files, were collected in order to explore how students use M.L.I. tools as a part of their lecture interaction, e.g. what kind of questions or comments students present. The questionnaire and the interview data were collected to explore how students reflect the use of the M.L.I. tool. The results show that the students used the M.L.I. tool mostly for voting. The students reported that with the M.L.I. tool they were more active in thinking of questions and evaluating the presented questions’ meaning for themselves than they normally are during the lectures. Furthermore, the use of the M.L.I. tool supported students’ feelings of belonging to a group. The students mentioned that the use of the M.L.I tool supported their engagement in the content of the lecture. Their concentration did not stray as much as it did in lectures. Awareness of other students’ questions offered new ideas for the students and therefore that was seen as valuable for their learning. 73
Mobile mind map tool for stimulating collaborative knowledge construction in groups The aim of this study was to investigate the process of collaborative knowledge construction when technology and self-generated pictorial knowledge representations are used for visualizing individual and group shared ideas (See Näykki & Järvelä, <strong>2007</strong>). In particular, the aim was to find out how students contribute to the group’s co-regulation of collaborative knowledge construction and use each other’s ideas and cognitive tools as a provision for their jointly evolving cognitive systems. The participants of this study were teacher education students (N = 13, 5 male, 8 female) who were randomly assigned to work in groups. Their working was scaffolded with the Mobile Mind Map tool (© Scheible, 2005, see Figure 1.), and a problem-oriented pedagogical structure. Student activities were structured around different phases in which they brainstormed, explored real-life examples to visualize their thinking, and used pictures as knowledge representations to answer to the learning task. The Mobile Mind Map tool allowed students to take pictures with a smart phone and to add text annotations to the pictures. The annotated pictures were sent to the server and they were used to construct a mind map with the computer (See Table 2). Table 2. “The Mobile mind map” pedagogical structure Description of group activities Pedagogical idea Outcome 1. Mind mapping with paper and pen Grounding Mind map with paper & pen 2. Campus area exploration for evidence with mobile phones Inquiring Annotated pictures 3. Mind mapping with Mind Map Tool and pictures by the laptop computer Constructing Mind map with pictures 4. Reflection on the experience Reflecting Shared experiences Figure 1. The Mind map tool The process-oriented data involved students’ videotaped face-to-face group activities (mind-mapping with paper and pen and mind-mapping with a Mobile Mind Map tool and pictorial knowledge representations) as well as stimulated 74
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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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Page 41 and 42: Bernmark-Ottosson, A. (2005). Demok
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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-
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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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October 2007 Volume 10 Number 4 - Educational Technology ...

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