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

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Updated Stage info user-id and Edited info 2.4 Edit stage 2.5 Edit Subject Updated Subject info Admin admin-id password User 2.11 Edit user info Reject info 1 login user-id and Allowed Edited info edited stage info edited Subject info Deleted Subject info Updated Class info User’s Id and password User info Deleted subject info 2.6 Edit Class edited Class info edited user-info Email & pass & logid 2.13 Self-edit user info New stage info Stage storage Subject storage 2.8 Delete Subject User file modified Email & pass & logid user info Detailed Stage info New Subject info Detailed Subject info New Class Info Class storage Deleted Stage info 2.3 Add Class Deleted Class info New user info deteted info user-id 2.12 deleted info Reject Delete 2.2 Add Subject Detailed Class info Figure 12. Detailed questions process 2.7 Delete stage Class info Subject info Deleted user info 2.1 Add Stage Deleted Stage info Deleted Class info 2.9 Delete Class Admin 2.<strong>10</strong> Add-user Admin Stage info New user Existing user 91
Instructure 1 Login User-ID Password Instructure user-ID,password User storage 4.1 Select Exam with exam type Exam-id To conventional 4.2 select Question Exam id edited Exam info Exam id test-title 3.1 Define Exam or Assignment 3.3 Delete Exam or assignment 3.8 update Exam or assignment info Instructure Question data exam-Id Exam- Assignment info Exam details info Deleted Exam info Question file Exam detailed info 3.2 Generate Question New Question Info and answer Exam details info Question detailed info Updated Exam info Exam id 3.4 Search exam Exam info Exam info Question_id For deletion 3.5 Selecting Question 3.6 Delete Question Deleted quesion Question file question Factors(IRT) question details info 3.9 Estimate Question Factors(IRT) Instructure Question edited info Question_id 3.7 editing Question Updated Question edited info solutions Solutions file Figure 13. Detailed question generator process Exam-id To adaptive exist-eaxm-id stu-id Question solution stu-id Question solaition end exam exam-id 4.3 select Question adaptively Question storage stu-id Termination details Student Level of student Question details Student Student level 4.7 terminate end exam stu-id Question solution Stu-id & student level 4.4 Solve question Solution & Question id Update level Student file Figure 14. Detailed question solution process 4.5 update student level Student previvoes level 92
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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
Page 41 and 42:
Bernmark-Ottosson, A. (2005). Demok
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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
Page 55 and 56: critique, neither do the single ind
Page 57 and 58: suggested by Ljungberg (1999b) we c
Page 59 and 60: the del.icio.us site (see figure 3)
Page 61 and 62: Device cultures It is not only the
Page 63 and 64: uilt using a camera-equipped PDA ru
Page 65 and 66: Jones, C., Dirckinck-Holmfeld, L.,
Page 67 and 68: Milrad, M., & Spikol, D. (2007). An
Page 69 and 70: components to be able to deal with
Page 71 and 72: compulsory throughout the project.
Page 73 and 74: only with their existing day-today
Page 75 and 76: As our work continues, we will try
Page 77 and 78: cognition as well as self-regulated
Page 79 and 80: Mobile mind map tool for stimulatin
Page 81 and 82: the pictorial knowledge representat
Page 83 and 84: Ericsson, K. A., & Simon, H. A. (19
Page 85 and 86: Al-A'ali, M. (2007). Implementation
Page 87 and 88: complex cognitive skills involve em
Page 89 and 90: Table 1. CAT and a linear mathemati
Page 91 and 92: It is agreed that the difficulty le
Page 93 and 94: Figure 7. Our newly added factors i
Page 95: question factors according to IRT;
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 and 146: 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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