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

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(2) IST versus ISL IST was significantly associated with ISL according to the results of the chi-square test (χ 2 =123.970, p
simultaneously complied with ISL and SIL behaviors. As described earlier, we found that the ISL events coded in scale 1 all complied with ISL3, and the SIL events coded in scale 2 almost all complied with SIL1 and SIL2. Thus, students presented learning interest and active participation in these circumstances, and the use of IWB simultaneously increased their learning efficacy. However, a total of 31.33% instructional events turned out no SIL events (scale 0) with corresponding ISL events in scale 0, which indicates some circumstances are without any IWB supported learning or student interactive learning behaviors. Discussion Teacher’s teaching According to the analysis of the instructional events, there were over 70% instructional events that had both IST and TSL behaviors simultaneously and nearly a medium degree of association between IST and TSL. Hennessy et al. (2007, p. 291) revealed that whole-class teaching was the predominant mode of IWB use, with the teacher and students focusing on the board for an average of 72% of the lesson time. This was similar to the results of this study. We found that the teacher played mainly a coach role and extensively used IWB supported intuitive manipulation, integrated the Internet and multimedia resources, and conducted the interactive teaching design. Use of the IWB increased the interaction quality of teaching, helping the teacher to guide student learning. With regard to teachersupported learning with ICT, teachers differ in the degree to which they act as coaches, observers, and facilitators of learning, and thus differences may occur in stimulating students’ knowledge construction. These pedagogic changes would influence the whole-class and group activities, even the use of the textbook. The observations show the teacher adopted this new technology to guide students’ conceptual learning. However, the premise for wellconstructed IWB integration into instruction is that the teacher would then tailor lesson plans to maximize the use of these techniques, and not simply use the IWB for illustrative purposes (Glover et al., 2005). Student’s learning Compared to a teacher’s instruction, we found about 30% instructional events that were without both ISL and SIL behaviors. Moreover, we found another 35% of instructional events without ISL or SIL behaviors and only less than 20% in which the students revealed learning interest, active participation, and simultaneously increased learning efficacy by using the IWB. This result might be due to the fact that the classes observed in this study did not include the extracurricular learning activities. Therefore, we suggest that future studies include observations of student selflearning situations to better understand the effects of teaching and learning interaction associated with IWB. Dhindsa and Emran (2006) suggested that the teacher should allow students to learn collaboratively in order to acquire, construct and reorganize their knowledge. Obviously, in this study, the student peer cooperation (SIL3) was unusual in the classroom. Thus, the teacher should consider how to change the pedagogic strategy in order to meet the students’ learning needs. For example, in Wall et al.’s study (2005), the students made major comments on how the visual and verbal elements complemented each other and promoted effective learning. This tendency illustrated how the students felt about the IWB supporting their thinking and learning. Glover et al. (2005) pointed out that when teachers perceive the potential of IWB to affect interaction between themselves and their students, they need pedagogic change, especially in regard to integrating technology and media into instructional design and using more interactive approaches. Teaching and learning interaction While there were over 90% instructional events that simultaneously comprised both IST and TSL behaviors in regard to teaching and learning interaction, the results of IST and TSL as compared to ISL and SIL showed that only about half of the instructional events revealed teacher’s instruction associated with student learning behaviors. This meant that about 40% of teaching behaviors were not associated with student learning behaviors. In total, at least 30% instructional events were observed without both ISL and SIL behaviors, especially in regard to learning with high interest (SIL1), active participation (SIL2), and IWB increased learning efficacy (ISL3). To further investigate these phenomena, we reviewed and compared the IST and TSL instructional events with the ISL and SIL results. In IST’s 364
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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.
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centered approach to learning inste
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Research question and population Th
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Learning effectiveness was analyzed
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that have turned experimental equip
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Lee, H.-J., & Lim, C. (2012). Peer
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Message Analysis Frameworks Existin
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social messages, whereas the latter
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This finding has significant implic
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These results imply that students e
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Lee, H.-J. & Kim, I. (2011). Develo
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We have successfully experimented o
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Figure 1. Analysis of the XO-1, the
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Figure 4. The most popular coping s
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other way too, when children were a
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judge or ridicule them. It is impor
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Acknowledgements This research rece
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Tambouris, E., Panopoulou, E., Tara
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participatory or collaborative prac
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My Desk is a workspace personal to
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While the notion of grouping learne
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Teacher controlled Teacher controll
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opinion of collaboration facilities
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Acknowledgements Work presented in
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Tsai, P.-S., Hwang, G.-J., Tsai, C.
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owsing, title browsing and author b
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The simple search function Figure 4
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The author browse function Figure 8
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Comparisons of usage feedback betwe
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Conclusions In the past decades, va
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Appendix A: The final version of qu
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as validity should be investigated.
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of the assessment results across th
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Figure 1. Teachers were allowed to
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Table 3 summarized the Pearson’s
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achievement test scores. Given thes
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Russell, J. D., & Butcher, C. (1999
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Attitude 4-5. Reflection on peer pe
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universities participate in new mar
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Agreement on a joint diploma/degree
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1. Awareness of the benefits for st
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Institutional resistance to change
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Business model A business model can
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The identity provider is responsibl
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Sample scenario Business layer The
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executed to fulfil collaboration ag
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Cadima, R., Ojeda, J., & Monguet, J
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Centrality metrics measure the exte
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Results Social Networks During the
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performance of the executives educa
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Song, S., Nerur, S., & Teng, J. (20
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We also propose a specific implemen
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assessment outputs gathering during
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is an authoring platform created wi
Page 317 and 318: Figure 4. Example of an assessment
Page 319 and 320: ate of errors in “Level 3” foll
Page 321 and 322: The evaluation of reusing pedagogic
Page 323 and 324: Shute, V. J., & Spector, J. M. (200
Page 325 and 326: Literature Review Cognitive apprent
Page 327 and 328: questions. Meta-Analyzer has been r
Page 329 and 330: presentation as a conclusion. Simil
Page 331 and 332: Interaction effect between cognitiv
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Page 337 and 338: Young, M.-L. (2012). An Exploratory
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Page 341 and 342: In order to elicit narratives about
Page 343 and 344: Findings The study shows that deliv
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Page 359 and 360: Ford, M. (1992). Motivating humans:
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Page 363 and 364: TSL1: Teacher as a coach TSL2: Teac
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Page 367: Table 3. The results of the chi-squ
Page 371 and 372: Finally, several pedagogical implic
Page 373 and 374: Hung, C.-M., Hwang, G.-J., & Huang,
Page 375 and 376: theory of Piaget (1950) and the soc
Page 377 and 378: Learning activities The unit of “
Page 379 and 380: subgroup in the control group neede
Page 381 and 382: When asked about the differences be
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Page 387 and 388: This belief in the correlation of r
Page 389 and 390: and sometimes to compel, faculty to
Page 391 and 392: Part time versus full time faculty
Page 393 and 394: The open universities have a partic
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