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

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(1998) were used to measure any significant differences in the path coefficients between models. Table 8 shows that hypotheses H1, H2, H3, H4 and H5 were supported but not H6, H7 and H8. Table 6. Male regression model Note. Standardized betas are reported, * P
Discussion and Implications Note. Standardized betas are reported, ** 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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Hartley & Collins-Brown, 1999; Morl
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Subjects Figure 4. Partial misconce
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correct for a four-option MC item i
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from −3 to 3 for any four-option
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Kansup, W. (1973). A comparison of
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The theory of mental models explain
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computer-mediated counter-arguments
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Learning in this study refers to, w
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the experiment process was anonymou
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supported. However, significant dif
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Cannon-Bowers, J. A., Salas, E., &
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Lee, Y.-H., Hsieh, Y.-C., & Hsu, C.
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Many researchers have conducted emp
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Trialability Some studies have empi
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Results Instrument validation Two c
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In this study, Amos 6.0 was employe
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Our results strongly supported the
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Fornell, C., & Larcker, D. F. (1981
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Kimmerle, J., Moskaliuk, J., & Cres
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What becomes clear from this short
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Figure 1. Distribution of informati
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Results In order to test the hypoth
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esults of the present study with th
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Kolbitsch, J., & Maurer, H. (2006).
Page 155 and 156: A conceptual framework of this stud
Page 157 and 158: eveal positive effects on students
Page 159 and 160: learning resources; and able to acc
Page 161 and 162: Discussion This study suggests that
Page 163 and 164: 146). Also, role of constructivist
Page 165 and 166: eform strategy, namely, the MOE-Int
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
Page 173 and 174: include the number of times and ran
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: (2001). The correlation table begin
Page 209 and 210: will become important to identify i
Page 211 and 212: Parker, A. (2007). SMS - Its use in
Page 213 and 214: Find the perimeter of the rectangle
Page 215 and 216: Wait Time Management Issues related
Page 217 and 218: Precision Reduced_Precision ( T T0
Page 219 and 220: learning concept. If the Specialty
Page 221 and 222: Two criteria have been adopted to e
Page 223 and 224: Reduced Recall 0.07 0.06 0.05 0.04
Page 225 and 226: In this work, both recall-oriented
Page 227 and 228: Tsai, C.-C., Chuang, S.-C., Liang,
Page 229 and 230: confidence and self-belief in their
Page 231 and 232: Peng et al. (2006) To explore ISE &
Page 233 and 234: Torkzadeh, Chang, and Demirhan (200
Page 235 and 236: educational level, locus of control
Page 237 and 238: Internet-based learning self-effica
Page 239 and 240: Though Lee and Lee (2008) did not d
Page 241 and 242: Regarding the category of ISE resea
Page 243 and 244: Bandura, A. (1997). Self-efficacy:
Page 245 and 246: Pintrich, P. R., & de Groot, E. V.
Page 247 and 248: In formal learning, Safran, Helic,
Page 249 and 250: that culture is essential when user
Page 251 and 252: Table 3. Analysis of usage frequenc
Page 253 and 254: 7 1.16 137.73 0.25 0.29 0.25 Social
Page 255 and 256: 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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October 2011 Volume 14 Number 4 - Educational Technology ...

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