October 2012 Volume 15 Number 4 - Educational Technology ...

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The category browsing function Figure 6 displays the student interface of using the “category browsing” function to obtain information for problem solving. The student can follow the steps as below, and then browse the content that might be relevant to the question. Step 1: select a main category. Step 2: select a secondary category based on the selected main category. Step 3: select a title based on the selected secondary category and main category. The title browsing function Figure 7 illustrates the student interface for using the “title browsing” function to collect information for problem solving. The student can select a title, and then browse the content that might be relevant to the question. Select a title Figure 7. Example of using the “title browsing” function to collect information for problem solving Step 1: select an author Step 2: select a title Title browsing Content Content Author browse Figure 8. Example of using the “author browse” function to collect information for problem solving 257
The author browse function Figure 8 shows the student interface of using the “author browse” function to gather information for problem solving. The student can select an author, and then select a title based on the selected author to browse the content that might be relevant to the question. Study 1: Teachers’ feedback of using Library-Quest An experiment has been conducted to evaluate the “perceived ease of use,” “perceived usefulness” and “attitude toward using” of 103 elementary and high school teachers (the learning activity designers). The participants first experienced the learning activity development and analysis functions as well as the problem-solving interface of Library-Quest; next, they were arranged to use the problem-solving interface of Library-Quest to search for data from the electronic library to answer the questions concerning the ecological issues of the Chiku wetland in southern Taiwan. The Chiku wetland is the largest and the most intact lagoon in Taiwan. The main water source of the wetland is the Zengwun River which brings large varieties of biological, nutritive products, forming the excellent habitat. Many shorebirds, wildfowl and egrets gather on sandbars in the river, the most famous being the black-faced spoonbill. There are less than 2,000 black-faced spoonbills on the planet, of which 850 stay on the fish farm in the Chiku wetland each year from <strong>October</strong> to February. In this learning activity, the participants were asked to answer the following questions concerning the Chiku wetland: (1) What are the representative birds in the Chiku ecological region in Taiwan? How are they distributed in this region? (2) What are the migratory birds in Tainan which forage in the Chiku fish ponds? Does this area provide enough food for them? (3) What are the representative plants in the Chiku wetlands? Do they have special features that are different from the plants in other areas? (4) The government would like to urbanize the Chiku region. Do you agree with this? Why or why not? After experiencing the use of the electronic library and the learning activity development procedure, the teachers were asked to complete a questionnaire that consists of three scales (six items for each scale), presented with strongly agree/disagree statements on a six-point Likert scale. Two experts in the field of Internet-based instruction had commented on the items of the questionnaire for face validity, and two elementary school teachers had been selected to clarify the wording of each item. A detailed description of the three scales is presented below. (1) Perceived usefulness scale: assessing perceptions of the degree to which teachers expect that using Library- Quest will enhance students’ learning performance. (2) Attitude toward using scale: measuring perceptions of the degree to which teachers will be willing to use it and recommend it to peers. (3) Perceived ease of use scale: exploring perceptions of the degree to which teachers expect Library-Quest to be free of effort. Teachers’ feedback via exploratory factor analysis In accordance with the suggestions of Henson and Roberts (2006), Lee, Johanson, and Tsai (2008), and Worthington and Whittaker (2006), this study first examined the KMO measure of sampling adequacy index and Bartlett’s test of sphericity to ensure whether the samples are appropriate for exploratory factor analysis. The results indicated that the KMO measure of sampling adequacy index was 0.84, and Bartlett’s test of sphericity was significant (χ 2 (df = 78, n =103) = 966.99, p < .0001), showing that the samples are appropriate for this kind of analysis. Then, a principle components analysis with an oblique rotation was implemented on these items. According to the factors of the questionnaire seemed to be correlated, an oblique rotation was applied in this study. In addition, a combination of methods (e.g., conceptual clarity, eigenvalue > 1, and scree plots) were utilized to decide the number of the retained factors, suggesting that three factors should be retained. For the final version of the questionnaire, an item within a factor was retained only when its pattern coefficient (factor loading) was greater than 0.50 on the relevant factor and less than 0.50 on the non-relevant factor. Consequently, the initial 18 items were reduced to 13 items in the final version of the questionnaire (shown in Appendix A), and the total variance explained is 75.10%. 258
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October 2012 Volume 15 Number 4
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Supporting Organizations Centre for
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Peer Evaluation in Blended Team Pro
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The contribution entitled “Semant
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with the group exploration activity
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Data collection This study collecte
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Table 2. The mind mapping activitie
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On the contrary, the students in th
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Elwart-Keys M., Halonen D., Horton
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Zualkernan, I. A., Raza, A., & Kari
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In summary, a large base of school
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Usability deals with how easy it is
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As Figure 5 shows, the adoption mod
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Adoption Factors of Adoption An ari
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that the particular way of using th
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Stoyanova, E. (2005). Problem posin
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The impact of peer assessment has b
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e used for the setup of diagnostic
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RQ2: Does assessing solutions of ot
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Both components, authoring tool and
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Supervision We enhanced the player
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Stepanyan, K., Mather, R., Jones, H
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international group of experts and
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1. Web application development over
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In Mike’s terminal window, run
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Chen, L.-C., & Lin, C. (2007). Comb
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To address these drawbacks some app
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LOM LOM objects Universia RDF repos
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Obtain DBpedia categories. In this
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This is not the usual result since
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The algorithm returns a set of DBpe
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shows. However, the benefit of expl
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Conclusions An approach for the ext
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Zhao, G., Ailiya, & Shen, Z. (2012)
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Apart from these, a project “SimS
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Autonomy is related to the sense of
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practice” for practicability, and
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secondary school students in Singap
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desirable; the event endurer is the
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Gartner, A. (1971). Children Teach
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experience and the guidance which i
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is further augmented with the numbe
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shown in the central part of Figure
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useful when choosing a learning pat
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competences helped them to specific
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model (Maier & Schmidt, 2007) as an
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Margaryan, A., Milligan, C., Little
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Being a Digital Native, however, is
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Pre-adolescent information seeking
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The significance of the study rests
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The middle school site followed a s
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A similar process for the middle sc
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have developed a new design model
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Davidson, J., & Wright, J. (1994).
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Mostmans, L., Vleugels, C., & Banni
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productive and needing more time to
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the location of computers: In eleme
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Accordingly, informants in the BOM-
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Goodman, L., MacCallum-Stewart, E.d
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Chen, M.-Y., Chang, F. M.-T., Chen,
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information systems (system quality
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participant’s usage intentions we
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service quality of IS functions. We
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the e-Portfolio system. Therefore,
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other colleges/universities to avoi
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Cho, C.-W., Yeh, T.-K., Cheng, S.-W
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them search for resources, they wer
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A user’s tags can be visible or i
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a month. Note that, since social ta
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(Fujimura et al., 2007). The aim of
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Rainie, L. (2007, January 31). 28%
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Moreover, teacher pedagogical belie
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However, Singer and Maher (2007) ex
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Data analysis After collecting data
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interpretations of effect size of c
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places to develop teaching skills,
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Kajder, S. B. (2005). Preservice En
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Huang, Y.-M., Liu, C.-H., Lee, C.-Y
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organized in a didactic way that co
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Front-end subsystem A front-end sub
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possible location of the visitor, t
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Procedure Figure 7. The participant
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Results of user satisfaction evalua
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Table 8. The comparison of the PSQ
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system for recommendation purpose i
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affiliation network models as a col
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Choosing the most suitable viewer i
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visualization, user-friendly operat
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Figure 3. Example of cutting tool w
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imported in Adobe Acrobat Pro Exten
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10 points, if it fully meets the re
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The overall competitive assessment
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Ramos Barbero, B., García Maté, E
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connected devices such as iPods and
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The common constructivist themes su
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Data analysis Data was gathered fro
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...I do my downloads through iTunes
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podcasts. In Case Study 2, although
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Rüdel, C. (2006). A work in progre
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issues in undergraduate economics c
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money market affect the equilibrium
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Through the simulation program the
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However, group A presents a better
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Thus, we can confirm the advantages
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Clark, D., Nelson, B., Sengupta, P.
Page 211 and 212: centered approach to learning inste
Page 213 and 214: Research question and population Th
Page 215 and 216: Learning effectiveness was analyzed
Page 217 and 218: that have turned experimental equip
Page 219 and 220: Lee, H.-J., & Lim, C. (2012). Peer
Page 221 and 222: Message Analysis Frameworks Existin
Page 223 and 224: social messages, whereas the latter
Page 225 and 226: This finding has significant implic
Page 227 and 228: These results imply that students e
Page 229 and 230: Lee, H.-J. & Kim, I. (2011). Develo
Page 231 and 232: We have successfully experimented o
Page 233 and 234: Figure 1. Analysis of the XO-1, the
Page 235 and 236: Figure 4. The most popular coping s
Page 237 and 238: other way too, when children were a
Page 239 and 240: judge or ridicule them. It is impor
Page 241 and 242: Acknowledgements This research rece
Page 243 and 244: Tambouris, E., Panopoulou, E., Tara
Page 245 and 246: participatory or collaborative prac
Page 247 and 248: My Desk is a workspace personal to
Page 249 and 250: While the notion of grouping learne
Page 251 and 252: Teacher controlled Teacher controll
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Page 255 and 256: Acknowledgements Work presented in
Page 257 and 258: Tsai, P.-S., Hwang, G.-J., Tsai, C.
Page 259 and 260: owsing, title browsing and author b
Page 261: The simple search function Figure 4
Page 265 and 266: Comparisons of usage feedback betwe
Page 267 and 268: Conclusions In the past decades, va
Page 269 and 270: Appendix A: The final version of qu
Page 271 and 272: as validity should be investigated.
Page 273 and 274: of the assessment results across th
Page 275 and 276: Figure 1. Teachers were allowed to
Page 277 and 278: Table 3 summarized the Pearson’s
Page 279 and 280: achievement test scores. Given thes
Page 281 and 282: Russell, J. D., & Butcher, C. (1999
Page 283 and 284: Attitude 4-5. Reflection on peer pe
Page 285 and 286: universities participate in new mar
Page 287 and 288: Agreement on a joint diploma/degree
Page 289 and 290: 1. Awareness of the benefits for st
Page 291 and 292: Institutional resistance to change
Page 293 and 294: Business model A business model can
Page 295 and 296: The identity provider is responsibl
Page 297 and 298: Sample scenario Business layer The
Page 299 and 300: executed to fulfil collaboration ag
Page 301 and 302: Cadima, R., Ojeda, J., & Monguet, J
Page 303 and 304: Centrality metrics measure the exte
Page 305 and 306: Results Social Networks During the
Page 307 and 308: performance of the executives educa
Page 309 and 310: Song, S., Nerur, S., & Teng, J. (20
Page 311 and 312: We also propose a specific implemen
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assessment outputs gathering during
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is an authoring platform created wi
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Figure 4. Example of an assessment
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ate of errors in “Level 3” foll
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The evaluation of reusing pedagogic
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Shute, V. J., & Spector, J. M. (200
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Literature Review Cognitive apprent
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questions. Meta-Analyzer has been r
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presentation as a conclusion. Simil
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Interaction effect between cognitiv
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References Abouserie, R., & Moss, D
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Oloruntegbe, K. O., Ikpe, A., & Kuk
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Young, M.-L. (2012). An Exploratory
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use is simply an expedited form of
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In order to elicit narratives about
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Findings The study shows that deliv
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With the changes in the teaching en
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Bostrom, R. & Heinen, J. S. (1977a)
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Lindgren, R., & McDaniel, R. (2012)
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those that allow for less agentic a
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whether the adoption of a novel des
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AEM Course Features. A subset of po
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Figure 4 shows the average pre and
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Ford, M. (1992). Motivating humans:
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Liang, T.-H., Huang, Y.-M., & Tsai,
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TSL1: Teacher as a coach TSL2: Teac
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instructional event (the upper part
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Table 3. The results of the chi-squ
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simultaneously complied with ISL an
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Finally, several pedagogical implic
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Hung, C.-M., Hwang, G.-J., & Huang,
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theory of Piaget (1950) and the soc
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Learning activities The unit of “
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subgroup in the control group neede
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When asked about the differences be
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Delialioglu, O., Cakir, H., Bichelm
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Anderson, T., & McGreal, R. (2012).
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This belief in the correlation of r
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and sometimes to compel, faculty to
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Part time versus full time faculty
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The open universities have a partic
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