July 2006 Volume 9 Number 3 - CiteSeerX

More documents

Recommendations

Info

Journal of Educational Technology & Society Volume 9 Number 3 2006 Table of contents Special issue articles Theme: Next Generation e-Learning Systems: Intelligent Applications and Smart Design Editorial: Next Generation e-Learning Systems: Intelligent Applications and Smart Design Demetrios G. Sampson and Peter Goodyear A Particle Swarm Optimization Approach to Composing Serial Test Sheets for Multiple Assessment Criteria Peng-Yeng Yin, Kuang-Cheng Chang, Gwo-Jen Hwang, Gwo-Haur Hwang and Ying Chan Modeling Peer Assessment as Agent Negotiation in a Computer Supported Collaborative Learning Environment K. Robert Lai and Chung Hsien Lan Ontology Mapping and Merging through OntoDNA for Learning Object Reusability Ching-Chieh Kiu and Chien-Sing Lee FODEM: developing digital learning environments in widely dispersed learning communities Jarkko Suhonen and Erkki Sutinen From Research Resources to Learning Objects: Process Model and Virtualization Experiences José Luis Sierra, Alfredo Fernández-Valmayor, Mercedes Guinea and Héctor Hernanz Mining Formative Evaluation Rules Using Web-based Learning Portfolios for Web-based Learning Systems Chih-Ming Chen, Chin-Ming Hong, Shyuan-Yi Chen and Chao-Yu Liu Formal Method of Description Supporting Portfolio Assessment Yasuhiko Morimoto, Maomi Ueno, Isao Kikukawa, Setsuo Yokoyama and Youzou Miyadera A Systemic Activity based Approach for Holistic Learning & Training Systems Hansjörg von Brevern and Kateryna Synytsya Full length articles Campus Laptops: What Logistical and Technological Factors are Perceived Critical? Robert Cutshall, Chuleeporn Changchit and Susan Elwood Students’ Preferences on Web-Based Instruction: linear or non-linear Nergiz Ercil Cagiltay, Soner Yildirim and Meral Aksu Student-Generated Visualization as a Study Strategy for Science Concept Learning Yi-Chuan Jane Hsieh and Lauren Cifuentes On Improving Spatial Ability Through Computer-Mediated Engineering Drawing Instruction Ahmad Rafi, Khairul Anuar Samsudin and Azniah Ismail Massively multiplayer online games (MMOs) in the new media classroom Aaron Delwiche A Web environment to encourage students to do exercises outside the classroom: A case study Laurence Capus, Frédéric Curvat, Olivier Leclair and Nicole Tourigny The effect of LEGO Training on Pupils’ School Performance in Mathematics, Problem Solving Ability and Attitude: Swedish Data Shakir Hussain, Jörgen Lindh and Ghazi Shukur The Effects of a Computer-Assisted Interview Tool on Data Quality Justus J. Randolph, Marjo Virnes, Ilkka Jormanainen and Pasi J. Eronen Data for School Improvement: Factors for designing effective information systems to support decisionmaking in schools Andreas Breiter and Daniel Light ISSN 1436-4522 1436-4522. (online) © International and 1176-3647 Forum (print). of Educational © International Technology Forum & of Society Educational (IFETS). Technology The authors & Society and the (IFETS). forum The jointly authors retain and the the copyright forum jointly of the retain articles. the Permission copyright of to the make articles. digital Permission or hard copies to make of part digital or all or of hard this copies work for of part personal or all or of classroom this work use for is personal granted or without classroom fee provided use is granted that copies without are fee not provided made or that distributed copies are for profit not made or commercial or distributed advantage for profit and or that commercial copies bear advantage the full and citation that copies on the bear first page. the full Copyrights citation on for the components first page. Copyrights of this work for owned components by others of than this work IFETS owned must by be others honoured. than Abstracting IFETS must with be honoured. credit is permitted. Abstracting To with copy credit otherwise, is permitted. to republish, To copy to post otherwise, on servers, to republish, or to redistribute to post on to lists, servers, requires or to prior redistribute specific to permission lists, requires and/or prior a specific fee. Request permission permissions and/or from a fee. the Request editors permissions at kinshuk@massey.ac.nz. from the editors at kinshuk@ieee.org. 1-2 3-15 16-26 27-42 43-55 56-68 69-87 88-99 100-111 112-121 122-136 137-148 149-159 160-172 173-181 182-194 195-205 206-217 iii
Component Exchange Community: A model of utilizing research components to foster international collaboration Yi-Chan Deng, Taiyu Lin, Kinshuk and Tak-Wai Chan A Visualization Tool for Managing and Studying Online Communications William J. Gibbs, Vladimir Olexa and Ronan S. Bernas An ICT-mediated Constructivist Approach for increasing academic support and teaching critical thinking skills Dick Ng’ambi and Kevin Johnston ISSN 1436-4522 1436-4522. (online) © International and 1176-3647 Forum (print). of Educational © International Technology Forum of & Educational Society (IFETS). Technology The authors & Society and (IFETS). the forum The jointly authors retain and the copyright forum jointly of the retain articles. the copyright Permission of the to make articles. digital Permission or hard copies to make of digital part or or all hard of this copies work of for part personal or all of or this classroom work for use personal is granted or without classroom fee use provided is granted that without copies are fee not provided made or that distributed copies are for not profit made or or commercial distributed advantage for profit and or commercial that copies advantage bear the full and citation that copies on the bear first the page. full Copyrights citation on the for components first page. Copyrights of this work for owned components by others of this than work IFETS owned must by be others honoured. than IFETS Abstracting must with be honoured. credit is permitted. Abstracting To with copy credit otherwise, is permitted. to republish, To copy to otherwise, post on servers, to republish, or to redistribute to post on to servers, lists, requires or to redistribute prior specific to lists, permission requires and/or prior a specific fee. Request permission permissions and/or a from fee. the Request editors permissions at kinshuk@massey.ac.nz. from the editors at kinshuk@ieee.org. 218-231 232-243 244-253 iv
Page 1 and 2: July 2006 Volume 9 Number 3
Page 3: Guidelines for authors Submissions
Page 7 and 8: students negotiate in the peer-asse
Page 9 and 10: of relevant test sheets from larger
Page 11 and 12: of each generated test sheet is clo
Page 13 and 14: C. An Illustrative Example Herein,
Page 15 and 16: Figure. 2. Teacher interface for de
Page 17 and 18: Table 4 shows the experimental resu
Page 19 and 20: Acknowledgement This study is suppo
Page 21 and 22: Lai, K. R., & Lan, C. H. (2006). Mo
Page 23 and 24: Web-based peer assessment has recen
Page 25 and 26: Ψ : Π p → [ 0, 1] is an evaluat
Page 27 and 28: K Thus, agent K selected the most l
Page 29 and 30: Analysis of Individual Performance
Page 31 and 32: Lai, K. R., & Lin, M. W. (2004). Mo
Page 33 and 34: identifiers to enable efficient ret
Page 35 and 36: Research Questions We aim to design
Page 37 and 38: conceptual clustering (FCA) Unsuper
Page 39 and 40: (a) (b) (c) Figure 6. (a) The train
Page 41 and 42: Given source ontological element Oe
Page 43 and 44: Generally, a threshold value of 0.8
Page 45 and 46: Learning Object Interoperability in
Page 47 and 48: Klein, M. (2001). Combining and rel
Page 49 and 50: whatever technologies are available
Page 51 and 52: constructive feedback elicited from
Page 53 and 54: Computer Science courses by means o
Page 55 and 56:
University of Joensuu (we used the
Page 57 and 58:
of service would help designers to
Page 59 and 60:
Gerdt, P., Kurhila, J., Meisalo, V.
Page 61 and 62:
Sierra, J. L., Fernández-Valmayor,
Page 63 and 64:
activity could be better based on t
Page 65 and 66:
García Santesmases Computing museu
Page 67 and 68:
epositories, enable different acces
Page 69 and 70:
general-purpose LMS, like WebCT. In
Page 71 and 72:
In Figure 8 we show some snapshots
Page 73 and 74:
Rehberg, S., Ferguson, D., McQuilla
Page 75 and 76:
Campbell et al, 2000; Lankes, 1995)
Page 77 and 78:
Figure 2 shows the entire layout of
Page 79 and 80:
that learners cannot understand the
Page 81 and 82:
of each learning factor in learning
Page 83 and 84:
ac1 aci acc Class1 Classi Classc ar
Page 85 and 86:
the non-fired linguistic terms. Thi
Page 87 and 88:
various linguistic terms to describ
Page 89 and 90:
Number of patterns with unknown lea
Page 91 and 92:
Table 13. The discovered learning p
Page 93 and 94:
Morimoto, Y., Ueno, M., Kikukawa, I
Page 95 and 96:
Figure 2 outlines a model illustrat
Page 97 and 98:
Lesson form Assessment Portfolios W
Page 99 and 100:
Formal description method Developme
Page 101 and 102:
Although Figure 3 is a description
Page 103 and 104:
Figure 6. Screen of teacher’s por
Page 105 and 106:
Von Brevern, H. & Synytsya, K. (200
Page 107 and 108:
he or she resolved a correspondent
Page 109 and 110:
SSTA builds the necessary formal gr
Page 111 and 112:
Task Decomposition Task decompositi
Page 113 and 114:
Preliminary task decomposition buil
Page 115 and 116:
on mere engineering principles. Ins
Page 117 and 118:
Cutshall, R., Changchit, C., & Elwo
Page 119 and 120:
Data Collection Surveys were distri
Page 121 and 122:
Figure 2. The factors perceived as
Page 123 and 124:
References Al-Khaldi, M. A., & Al-J
Page 125 and 126:
Appendix 1: Critical Success Factor
Page 127 and 128:
Cagiltay, N. E., Yildirim, S., & Ak
Page 129 and 130:
as well as a way of approaching lea
Page 131 and 132:
case studies also yield to better u
Page 133 and 134:
opportunities to choose any subject
Page 135 and 136:
If everything had been designed in
Page 137 and 138:
Teacher or self-study preferences:
Page 139 and 140:
go between these two approaches and
Page 141 and 142:
Microsoft (2000). Microsoft's clip
Page 143 and 144:
One of the visualization techniques
Page 145 and 146:
the interrelationships among concep
Page 147 and 148:
The control group. On the first day
Page 149 and 150:
among concepts although they had no
Page 151 and 152:
learners to be attentive to learnin
Page 153 and 154:
Jonassen, D. H. (2000). Computers a
Page 155 and 156:
1985; Voyer et al.,1995) show that
Page 157 and 158:
Procedure This study employed a fac
Page 159 and 160:
Total (Females+Males) Spatial Visua
Page 161 and 162:
Given the absence of any significan
Page 163 and 164:
Ellis, T. (2001). Animating to impr
Page 165 and 166:
Delwiche, A. (2006). Massively mult
Page 167 and 168:
Gee (2003) argues that all knowledg
Page 169 and 170:
attempted to guess which students w
Page 171 and 172:
computers. There might also have be
Page 173 and 174:
On the whole, the gaming community
Page 175 and 176:
Bradley, C., & Froomkin, M. (2003).
Page 177 and 178:
Pearce, C. (2001) Story as play spa
Page 179 and 180:
How to encourage students to do exe
Page 181 and 182:
dependent on field. This is an impo
Page 183 and 184:
(preferences, history, etc.). The u
Page 185 and 186:
expected from them. The teaching te
Page 187 and 188:
Hussain, S., Lindh, J., & Shukur, G
Page 189 and 190:
Moore & Ray (1999) argue for more a
Page 191 and 192:
Quantitative methods The quantitati
Page 193 and 194:
marginal homogeneity by comparing g
Page 195 and 196:
with the attitude questions include
Page 197 and 198:
materials to help teachers instruct
Page 199 and 200:
Appendix A Statement 1. LEGO materi
Page 201 and 202:
alternatives to high-quality, but r
Page 203 and 204:
Because number of statements made i
Page 205 and 206:
questions. If the student was instr
Page 207 and 208:
Participant 45.16 19 2.38 6.50 .000
Page 209 and 210:
condition, however, do not drastica
Page 211 and 212:
Breiter, A., & Light, D. (2006). Da
Page 213 and 214:
Today, MIS literature has moved for
Page 215 and 216:
(Drucker, 1989). Therefore, data, p
Page 217 and 218:
of the information provided. Second
Page 219 and 220:
Supporting Conversations: Most of t
Page 221 and 222:
Gorry, G. A., & Scott Morton, M. S.
Page 223 and 224:
Deng, Y.-C., Lin, T., Kinshuk, Chan
Page 225 and 226:
2. Being the platform to foster 1:1
Page 227 and 228:
1. Learning devices which are hardw
Page 229 and 230:
component provider is not required
Page 231 and 232:
e-Bay Model vs. Amazon-model A comp
Page 233 and 234:
A Scenario of Collaboration Figure
Page 235 and 236:
Quality: researchers with higher po
Page 237 and 238:
Gibbs, W. J., Olexa, V., & Bernas,
Page 239 and 240:
Visualization of Online Discussions
Page 241 and 242:
MTRDS Design MTRDS is a Web-based p
Page 243 and 244:
ather than of initiating dialogue,
Page 245 and 246:
dominance or apprehension, and part
Page 247 and 248:
Jeong, A. (2004). Methods and tools
Page 249 and 250:
Ng’ambi, D., & Johnston, K. (2006
Page 251 and 252:
understanding of how students acqui
Page 253 and 254:
A message is not only an expressive
Page 255 and 256:
Figure 2: DFAQ screen showing the n
Page 257 and 258:
Comparing the results of the same s
show all

July 2006 Volume 9 Number 3 - CiteSeerX

Create successful ePaper yourself

Delete template?

Save as template?