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October 2011 Volume 14 Number 4 - Educational Technology ...

October 2011 Volume 14 Number 4 - Educational Technology ...

October 2011 Volume 14 Number 4 - Educational Technology

October 2011 Volume 14 Number 4

  • Page 2 and 3: Educational Technology & Society An
  • Page 4 and 5: Journal of Educational Technology &
  • Page 6 and 7: Aedo, I., Jemmi, M., Spector, J. M.
  • Page 8 and 9: them independently but under a unif
  • Page 10 and 11: eceive the same information about V
  • Page 12 and 13: Open Wonderland Client The visual c
  • Page 14 and 15: This research is supported by the f
  • Page 16 and 17: Berlanga, A. J., Kalz, M., Stoyanov
  • Page 18 and 19: how an individual student organizes
  • Page 20 and 21: Initial explorations In view of the
  • Page 22 and 23: Post activity questionnaire using a
  • Page 24 and 25: Conclusions In this paper we argued
  • Page 26 and 27: Afzal, S., & Robinson, P. (2011). D
  • Page 28 and 29: different emotion sets like anxiety
  • Page 30 and 31: Zakharov, Mitrovic & Johnston (2008
  • Page 32 and 33: However, specification and fusion o
  • Page 34 and 35: facilitating an engaging and optima
  • Page 36 and 37: classification achieved. Overall, f
  • Page 38 and 39: de Vicente, A., & Pain, H. (2002).
  • Page 40 and 41: Nešić, S., Gašević, D., Jazayer
  • Page 42 and 43: document without a need to obtain a
  • Page 44 and 45: It can contain web-based applicatio
  • Page 46 and 47: and previews of the top ranked text
  • Page 48 and 49: The set of tasks that we considered
  • Page 50 and 51: mostly due to time-unlimited sessio
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    ig lack of tools that would enable

  • Page 54 and 55:

    Li, Y., Dong, M., & Huang, R. (2011

  • Page 56 and 57:

    is about, which is the basic inform

  • Page 58 and 59:

    Comparison Retrieval Figure 3. The

  • Page 60 and 61:

    The Architecture of SWiCLE Figure 4

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    An experimental study is conducted

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    deliver their scientific resources,

  • Page 66 and 67:

    “yonghe zhang” as well as “sh

  • Page 68 and 69:

    Azouaou, F., Chen, W., & Desmoulins

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    commonly accepted definition of the

  • Page 72 and 73:

    disabilities) then modifications to

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    function of “Develop” a new LO.

  • Page 76 and 77:

    Table 2. Identified Costs of the Pr

  • Page 78 and 79:

    Discussion Based on the proposed me

  • Page 80 and 81:

    Cervera, J.F., López-López, M.G.,

  • Page 82 and 83:

    Al-Ruz, J. A., & Khasawneh, S. (201

  • Page 84 and 85:

    considered to be influential factor

  • Page 86 and 87:

    the usefulness of technology. An ex

  • Page 88 and 89:

    The chi-square value (x 2 (339) = 1

  • Page 90 and 91:

    administrators in higher education

  • Page 92 and 93:

    O’Dwyer, L., Russell, M., & Bebel

  • Page 94 and 95:

    narration, speech, and animation on

  • Page 96 and 97:

    Reading aloud on demand (8) Cogniti

  • Page 98 and 99:

    The following demonstrates how user

  • Page 100 and 101:

    etween reading conditions and the r

  • Page 102 and 103:

    eview the key concepts of the conte

  • Page 104 and 105:

    Lau. P. N. K., Lau, S. H., Hong, K.

  • Page 106 and 107:

    correct responses for a given test

  • Page 108 and 109:

    The use of NRET as a scoring method

  • Page 110 and 111:

    lower 30% of the sample ranked acco

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    Table 6. NR and NRET scoring taxono

  • Page 114 and 115:

    References Agble, P. K. (1999). A p

  • Page 116 and 117:

    Hsu, J. S.-C., Huang, H.-H., & Lind

  • Page 118 and 119:

    neglect, or perceive as unimportant

  • Page 120 and 121:

    the outcome satisfaction. Although

  • Page 122 and 123:

    which contained detailed message co

  • Page 124 and 125:

    Data analysis Item reliability, con

  • Page 126 and 127:

    their decision, people may be again

  • Page 128 and 129:

    Sinitsa, K. (2000). Learning indivi

  • Page 130 and 131:

    E-learning and TAM The TAM has been

  • Page 132 and 133:

    Compatibility Agarwal and Prasad (1

  • Page 134 and 135:

    Research methodology The subjects a

  • Page 136 and 137:

    the average variance-extracted valu

  • Page 138 and 139:

    Table 6: Hypotheses testing results

  • Page 140 and 141:

    efore they decide whether to adopt

  • Page 142 and 143:

    Taylor, S., & Todd, P. A. (1995). A

  • Page 144 and 145:

    educational contexts will not per s

  • Page 146 and 147:

    increase of individual learning and

  • Page 148 and 149:

    schizophrenia - Moskaliuk et al. (2

  • Page 150 and 151:

    Discussion conceptual knowledge 2 1

  • Page 152 and 153:

    Acknowledgments The first author of

  • Page 154 and 155:

    Sultan, W. H., Woods, P. C., & Koo,

  • Page 156 and 157:

    E-learning resources In this study,

  • Page 158 and 159:

    H1: Students’ ‘Personal relevan

  • Page 160 and 161:

    understanding. Learning to learn (s

  • Page 162 and 163:

    cognitive perspective, three princi

  • Page 164 and 165:

    academic tasks set (metacognition),

  • Page 166 and 167:

    Hair, J. F. (2006). Research method

  • Page 168 and 169:

    Turner, J. C., Midgley, C., Meyer,

  • Page 170 and 171:

    ubiquitous learning system that pro

  • Page 172 and 173:

    materials. The translation and pron

  • Page 174 and 175:

    The reading guidance mechanism take

  • Page 176 and 177:

    V FV ( ax ) LV ( ax ) DPF ( ax )

  • Page 178 and 179:

    a fit arg max K ayE E arg max ayE

  • Page 180 and 181:

    Cronbach α coefficient is above 0.

  • Page 182 and 183:

    Assessment of System Acceptance The

  • Page 184 and 185:

    Drachsler, H., Hummel, H., van den

  • Page 186 and 187:

    Xu, Y., Park, H., & Baek, Y. (2011)

  • Page 188 and 189:

    content areas and across the curric

  • Page 190 and 191:

    esearch showed that learners acquir

  • Page 192 and 193:

    7. I can construct appropriate dial

  • Page 194 and 195:

    e explained as the contribution of

  • Page 196 and 197:

    Park, H. S., & Jung, J. Y., & Chris

  • Page 198 and 199:

    Morris (2000) extended the Technolo

  • Page 200 and 201:

    Figure 2(a) Title search Figure 2(b

  • Page 202 and 203:

    Perceived Ease of Use Davis (1989,

  • Page 204 and 205:

    Table 2. Cronbach's alpha Factors I

  • Page 206 and 207:

    (1998) were used to measure any sig

  • Page 208 and 209:

    H3 are supported although H2 is onl

  • Page 210 and 211:

    Hair, J. F., Anderson, R. E., Tatha

  • Page 212 and 213:

    Shih, W.-C., Tseng, S.-S., Yang, C.

  • Page 214 and 215:

    Related Work This work addresses th

  • Page 216 and 217:

    constructed and maintained to serve

  • Page 218 and 219:

    We have proposed a preliminary clas

  • Page 220 and 221:

    The flow of the aforementioned Inte

  • Page 222 and 223:

    consideration for the performance o

  • Page 224 and 225:

    Tutors’ opinions are summarized a

  • Page 226 and 227:

    Khan, J. I., & Haque, A. U. (2008).

  • Page 228 and 229:

    Based on a similar thought, some re

  • Page 230 and 231:

    general Internet self-efficacy (ISE

  • Page 232 and 233:

    Recently, to establish a theoretica

  • Page 234 and 235:

    within a variety of forms of the IB

  • Page 236 and 237:

    As mentioned earlier, other researc

  • Page 238 and 239:

    Tsai (2009) To examine differences

  • Page 240 and 241:

    Besides, in an attempt to investiga

  • Page 242 and 243:

    learners’ final achievement in th

  • Page 244 and 245:

    Karsten, R., & Roth, R. (1998). Com

  • Page 246 and 247:

    Yoo, S. J., & Huang, W.-H. D. (2011

  • Page 248 and 249:

    Among the four dimensions of cultur

  • Page 250 and 251:

    survey. But they can access the onl

  • Page 252 and 253:

    Social Influence People who influen

  • Page 254 and 255:

    Discussion This study has shown tha

  • Page 256 and 257:

    Bearden, W. O., Money, R. B., Nevin

  • Page 258 and 259:

    Bringula, R. P., & Basa, R. S. (201

  • Page 260 and 261:

    transactions and online research) a

  • Page 262 and 263:

    Finally, in the study of Bricolo et

  • Page 264 and 265:

    The web portal design-related facto

  • Page 266 and 267:

    Table 6. Frequency of Use as to Onl

  • Page 268 and 269:

    Abdous, M. (2005). Designing a facu

  • Page 270 and 271:

    Appendix Guidelines for Web Portal

  • Page 272 and 273:

    trees are applied to illustrate lea

  • Page 274 and 275:

    contained within data (Chen, Hsu an

  • Page 276 and 277:

    and very useful technique for accur

  • Page 278 and 279:

    After identifying the algorithm whi

  • Page 280 and 281:

    about the destination of a link pri

  • Page 282 and 283:

    Lee, W., Chen, S.Y., Crysostomou, K

  • Page 284:

    creating a strong sense of communit

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