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

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H1: Students’ ‘Personal relevance’ understanding of constructivist practices using e-learning resources is positively related to their ‘Perceived e-learning outcome’. H2: Students’ ‘Uncertainty’ understanding of constructivist practices using e-learning resources is positively related to their ‘Perceived e-learning outcome’. H3: Students’ ‘Critical voice’ understanding of constructivist practices using e-learning resources is positively related to their ‘Perceived e-learning outcome’. H4: Students’ ’Shared control’ understanding of constructivist practices using e-learning resources is positively related to their ‘Perceived e-learning outcome’. H5: ‘Student’ negotiation’ understanding of constructivist practices using e-learning resources is positively related to their ‘Perceived e-learning outcome’. Research Method Overview Figure 2: Hypothetical CLEs Model The study used quantitative research methods. The purpose of quantitative research is to describe phenomena numerically and to answer specific research questions. The aim of this study was to assess students’ perceptions of their classroom experiences with 1:1 learning of computing and their understanding of the dimensions of Constructivist Learning Environments (CLEs) identified in this study. The study elicited data from Malaysian students from MOE-Intel schools which were utilizing in 1:1 learning resources through the introduction of Intel classmate PC (CMPC) program. A new Malaysia-version of the Constructivist Learning Environment Questionnaire (CLEQ) was developed to provide researchers or teachers with important information that could help improve the quality of the teaching and learning process. The internal consistency of CLEQ was examined using Cronbach’s Alpha values (Table 1). Constructivist Learning environment (CLE) factors (“Personal relevance”, “Uncertainty”, “Critical voice”, “Shared control”, and “Students’ Negotiation”) was multiply regressed against student perceived learning outcomes (PRCVD) to identify level of classroom practices in a constructivist learning environment. Methods and sample Personal relevancy Uncertainty Critical voice Shared control Student negotiation H1 H2 H3 H4 H5 Perceived e‐ learning outcome The population of this study was Malaysian students who utilizing in 1:1 learning resources through the introduction of Intel classmate PC (CMPC) program. The questionnaire survey contains demographic questions and different parts of evaluations segmented as: (a) an evaluation of students’ personal relevance of e-learning, (b) their uncertainty of science subjects, (c) their experience to speak out, (d) their shared control, (e) their learning negotiation, and (f) their assessments of perceived e-learning outcomes. In general, seven high schools and three primary schools were chosen by Malaysian MOE as a 1st phase to apply 1:1 e-learning Project (MOE report, 2007). Target students for this study were computer literate; able to speak in English; had exposure to different e- 153
learning resources; and able to access Internet. In addition, classroom is equipped with Wi-Fi connection; students’ seats were allocated to facilitate groups’ discussion, and equipped with small laptop for each student named Classmate PC (CMPC). From 10 selected schools of 10 different states, a total of 304 out of 608 students were randomly selected to participate in ‘Constructivism Learning Environment Questionnaire (CLEQ) survey. After cleaning the data, this resulted in 291 usable questionnaires. Thus, 96% usable responses rate was achieved. Analysis of the measurement of the constructs The construction of CLEs Model was accomplished among several stages: (a) exploratory list of terms identified as: relevancy, uncertainty, critical voice, shared control, and student negotiation, (b) content validity which had been employed by careful selection of dimensions based on related literature revision and suggested methods for constructs and scale development obtained from pretested studies (Churchill, 1978, 1999), (c) construct validity with implementing discriminant validity that showed correlation among constructs are less than 0.9. (Hair et al., 2006), and convergent validity that, all items had loadings higher than 0.40. Further, convergent validity was ensured with Composite Reliability (CR) of 0.92 and an average variance extracted (AVE) of 0.53 (Hair et al., 2006). (d) Consistency reliability has been evaluated by computing the Cronbach’s alpha coefficients for each scale (Table 1). All six of the subscales possess internal reliability of alpha greater than .70. The Kaiser-Meyer- Olkin (KMO) value is .805, and Bartlett's Test of Sphericity indicates that the significance level (sig) for Sphericity (2263.059) for the six-item correlation matrix is highly significant (p
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October 2011 Volume 14 Number 4
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Supporting Organizations Centre for
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Time-Quality Tradeoff of Waiting St
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Ibáñez, M. B., García, J. J., Ga
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Situated learning. It states that k
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executed in the client, the server
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The participants were twelve non-na
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Huang, H. M., Rauch, U., & Liaw, S.
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Theoretical background Feedback, is
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There are already a number of tools
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output used were blogs, written by
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Question Table 2: Perceived Relevan
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Black, P., & Wiliam, D. (2009). Dev
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detection, and analysis of affectiv
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experience is a suitable method of
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Collins, 1998). The appraisal theor
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encompasses the finer shades of an
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and can also track faces with glass
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Acknowledgements This research was
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Merill, D. C., Reiser, B. J., Traft
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to the above-discussed issues of th
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The annotation part of the SDM onto
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that enables the office users to ac
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Figure 4. Semantic document browser
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to the group’s shared semantic do
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participants performed less mouse c
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Bastili, V.R., Gianluigi, C., & Rom
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esource contribution, enabling conv
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Semantic Search In contrast to the
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Participation: P i i i NiVadd Vde
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and comment on each page as well. T
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Table 1. Questionnaire results (N=2
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propose for him, as well as calenda
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Discussion and Conclusion Collabora
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Sampson, D. G., & Zervas, P. (2011)
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Obtaining: the first step of the li
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process (Palmer & Richardson, 2004)
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and ratings (the use of star rating
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(K1) is the number of non-reusable
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Case 3: The process of reusing a se
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Washizaki, H., Yamamoto, Y. & Fukaz
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to examine determinants for pre-ser
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Overview of the model The first res
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significance of relationships. All
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Discussion This study represents a
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Davis, F., Bagozzi, R., & Warshaw,
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Ko, C.-C., Chiang, C.-H., Lin, Y.-L
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Interestingly, the Universal Design
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Figure 1. Framework of the TriAcces
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Experiment This experiment aimed to
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Table 2. Descriptive statistics for
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Foulds, R., & Camacho, C. (2003). T
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answer. However, students can choos
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Page 109 and 110: Subjects Figure 4. Partial misconce
Page 111 and 112: correct for a four-option MC item i
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Page 115 and 116: Kansup, W. (1973). A comparison of
Page 117 and 118: The theory of mental models explain
Page 119 and 120: computer-mediated counter-arguments
Page 121 and 122: Learning in this study refers to, w
Page 123 and 124: the experiment process was anonymou
Page 125 and 126: supported. However, significant dif
Page 127 and 128: Cannon-Bowers, J. A., Salas, E., &
Page 129 and 130: Lee, Y.-H., Hsieh, Y.-C., & Hsu, C.
Page 131 and 132: Many researchers have conducted emp
Page 133 and 134: Trialability Some studies have empi
Page 135 and 136: Results Instrument validation Two c
Page 137 and 138: In this study, Amos 6.0 was employe
Page 139 and 140: Our results strongly supported the
Page 141 and 142: Fornell, C., & Larcker, D. F. (1981
Page 143 and 144: Kimmerle, J., Moskaliuk, J., & Cres
Page 145 and 146: What becomes clear from this short
Page 147 and 148: Figure 1. Distribution of informati
Page 149 and 150: Results In order to test the hypoth
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Page 153 and 154: Kolbitsch, J., & Maurer, H. (2006).
Page 155 and 156: A conceptual framework of this stud
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Page 161 and 162: Discussion This study suggests that
Page 163 and 164: 146). Also, role of constructivist
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Page 167 and 168: McNaughton, S. (2002). Meeting of m
Page 169 and 170: Wu, T.-T., Sung, T.-W., Huang, Y.-M
Page 171 and 172: Ubiquitous English-Reading Learning
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Page 175 and 176: initial value for the predetermined
Page 177 and 178: The following Eq. (18) expresses th
Page 179 and 180: Limitations This experiment adopted
Page 181 and 182: Table 3 shows the analysis of the p
Page 183 and 184: enhance learning outcomes, it impor
Page 185 and 186: Ogata, H., & Yano, Y. (2004a). Cont
Page 187 and 188: Communication seems to be more effe
Page 189 and 190: the audience only listened, one whe
Page 191 and 192: Step 5) Writing the story On the ba
Page 193 and 194: As indicated in Table 2, the differ
Page 195 and 196: References Armstrong, S. (2003). Th
Page 197 and 198: Goh, T.-T. (2011). Exploring Gender
Page 199 and 200: OPAC has been transformed into AirP
Page 201 and 202: Perceived Self-Efficacy Figure 3. H
Page 203 and 204: were asked to rate their confidence
Page 205 and 206: (2001). The correlation table begin
Page 207 and 208: Discussion and Implications Note. S
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will become important to identify i
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Parker, A. (2007). SMS - Its use in
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Find the perimeter of the rectangle
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Wait Time Management Issues related
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Precision Reduced_Precision ( T T0
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learning concept. If the Specialty
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Two criteria have been adopted to e
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Reduced Recall 0.07 0.06 0.05 0.04
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In this work, both recall-oriented
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Tsai, C.-C., Chuang, S.-C., Liang,
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confidence and self-belief in their
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Peng et al. (2006) To explore ISE &
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Torkzadeh, Chang, and Demirhan (200
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educational level, locus of control
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Internet-based learning self-effica
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Though Lee and Lee (2008) did not d
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Regarding the category of ISE resea
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Bandura, A. (1997). Self-efficacy:
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Pintrich, P. R., & de Groot, E. V.
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In formal learning, Safran, Helic,
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that culture is essential when user
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Table 3. Analysis of usage frequenc
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7 1.16 137.73 0.25 0.29 0.25 Social
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discussions freely. So Korean stude
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Johnson, L., Levine, A., & Smith, R
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Figure 1. The UE Faculty Web Portal
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2006), and consistency (Sindhuja &
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Independent Variables Dependent Var
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Meanwhile, as shown in Table 4, Ava
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design methods in the development o
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Pearson, J. M., & Pearson, A. (2008
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Clewley, N., Chen, S. Y., & Liu, X.
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As shown in this Table, Holists wil
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satisfaction or dissatisfaction wit
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8 I would prefer to learn from huma
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the examples need to be more practi
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Brotherton, J. A,. & Abowd, G. D. (
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Cobos, D. L. (2011). Book review: T
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