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

More documents

Recommendations

Info

Lee, W., Chen, S.Y., Crysostomou, K., & Liu, X. (2009). Mining students’ behavior in web-based learning programs. Expert Systems with Applications, 36(2), 3459-3464. Liu, H., & Kešelj, V. (2007). Combined mining of Web server logs and web contents for classifying user navigation patterns and predicting users future requests. Data & Knowledge Engineering, 61(2), 304-330. Ma, Z., Pant, G., & Sheng, O. R. (2007). Interest-based personalized search. ACM Transactions on Information Systems, 25(1), Article 5. Messick S. (1976). Individuality in learning. San Francisco: Jossey-Bass. Mitchell, T. J. F., Chen, S. Y., & Macredie, R. D. (2005). Hypermedia Learning and Prior Knowledge: Domain Expertise vs. System Expertise. Journal of Computer Assisted Learning, 21, 53-64. Pask, G. (1979). Styles and strategies of learning. British Journal of Educational Psychology, 46, 128-148. Quinlan, J.R. (1993). C4.5: Programs for Machine Learning. Massachusetts: Morgan Kaufmann. Riding, R. & Rayner, S. G. (1998). Cognitive Styles and Learning Strategies. London: David Fulton. Ruiz, R., Riquelme, J.C., & Aguilar-Ruiz, J.S. (2006). Incremental wrapper-based gene selection from microarray data for cancer classification. Pattern Recognition, 39, 2383-2392. Romero, C., & Ventura, S. (2006). Data Mining in e-learning. Boston: Wit Press. Romero, C., & Ventura, S. (2007) Educational Data Mining: A Survey from 1995-2005. Expert Systems with Applications, 33(1), 135-145. Sears, A., & Jacko, J. A. (2009). The Human-Computer Interaction Handbook: Fundamentals, Evolving Technologies and Emerging Applications. New York: Taylor & Francis. Tang, C., Yin, H., Li, T., Lau, R., Li, Q., & Kilis, D. (2000). Personalized courseware construction based on web data mining. Paper presented at the first international conference on Web Information Systems Engineering, June 19-20, Hong Kong, China. Urtubia, A., Perez-Correa, J.R., Soto, A., & Pszczolkowski, P. (2007). Using data mining techniques to predict industrial wine problem fermentations. Food Control, 18(1), 1512-1517. Witkin, H.A. (1976). Cognitive style in academic performance and in teacher-student relations. In S. Messick (Ed.), Individuality in learning: Implications of cognitive style and creativity for human development. San Francisco: Jossey-Bass. Yang, J., & Olafsson, S. (2006). Optimization-based feature selection with adaptive instance sampling. Computers and Operations Research, 33(11), 3088-3106. 277
Cobos, D. L. (2011). Book review: Teaching Online: Tools and Techniques, Options and Opportunities (Nicky Hockly and Lindsay Clandfield). Educational Technology & Society, 14 (4), 278-279. Teaching Online: Tools and Techniques, Options and Opportunities (Book Review) Reviewer: David Leal Cobos Teacher of English at Secondary Education Colegio los Ángeles (Getafe) Calle Dehesillas 8, Portal 4, 4ºD Fuenlabrada, Madrid, Spain ancolla@hotmail.com Textbook Details: Teaching Online: Tools and Techniques, Options and Opportunities Nicky Hockly and Lindsay Clandfield Delta Publishing, pp. 112 ISBN 978-1-905085-35-4 Teaching Online. Tools and Techniques, Options and Opportunities belongs to the praised Delta Teacher Development Series which has become one of the most innovative and important resources for ELT professionals in the past few years. This book is designed to reach a wide variety of readers immersed in the teaching of the English language at all levels. Not only will it be useful for professionals who are already experts in online tools and environments, but also for educators whose teaching methodologies have not yet included online or computer based activities and tasks. Thus, this work is aimed at a wide range of audience, from beginners who may not feel sure about the use of computer technologies in class, to advanced users who look forward to learning new teaching practices related to this field. Teaching Online. Tools and Techniques, Options and Opportunities is also commendable because it is clear, reassuring and motivating because it removes the terms “complexity” and “difficulty” from the general understanding of online teaching. The book is divided into three main sections (A, B, and C) that cover the basic rudiments to start an online course, a lot of practical activities to be carried out by both teachers and students, and possibilities for further online development. Section A deals with the growing importance of online teaching and learning, as well as the different possibilities to establish courses depending on the level of online work. The reader is informed of the differences between online learning and blended learning, (combining both face-to-face and online learning elements) and its advantages and disadvantages. The authors then highlight the importance of organisation regarding different aspects such as the number of classes a week, duration of the course, and the type of students. Having taken into account these elements, the reader is guided to reflect on the amount and purpose of online components in the course, the role of the teachers themselves, different learning scenarios and options to establish the most suitable type of course depending on the variables mentioned beforehand (mainly face-to-face, half-and-half, and mainly online). Section A also highlights the importance of the right choice of software for the online sections. The use of a Virtual Learning Environment (VLE) is mainly recommended to deliver the online course content, apart from other course site tools such as Social Networking Sites, Wikis and Discussion Groups. These “Web 2.0” tools are expanded and studied in depth where the reader is presented with a wide array of free activity tools ranging from the traditional blogs and word clouds to the more advanced screen capture tools and shared whiteboards. Finally, this section informs the reader of the importance of the human factor when working on the online part of a course. Aspects of meeting and greeting, setting of objectives, celebration of achievements, deadlines, manners and netiquette are brought to the front so that the potential online teacher knows how to act and establish the basic grounds for online co-existence. Section B offers a varied set of practical activities with possible variations, follow-up tasks, and feedback options designed to cover the whole duration of the course. To attain the goal of clarity and easy accessibility, the authors have divided this section into five chapters. The first subsection, “The Starting Line”, is designed to facilitate the process of the teacher getting to know the learners online and the learners getting to know themselves. In addition, the reader is given effective advice on how to make this initial period of the course easier by means of, for example, ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 278
Page 1 and 2:
October 2011 Volume 14 Number 4
Page 3 and 4:
Supporting Organizations Centre for
Page 5 and 6:
Time-Quality Tradeoff of Waiting St
Page 7 and 8:
Ibáñez, M. B., García, J. J., Ga
Page 9 and 10:
Situated learning. It states that k
Page 11 and 12:
executed in the client, the server
Page 13 and 14:
The participants were twelve non-na
Page 15 and 16:
Huang, H. M., Rauch, U., & Liaw, S.
Page 17 and 18:
Theoretical background Feedback, is
Page 19 and 20:
There are already a number of tools
Page 21 and 22:
output used were blogs, written by
Page 23 and 24:
Question Table 2: Perceived Relevan
Page 25 and 26:
Black, P., & Wiliam, D. (2009). Dev
Page 27 and 28:
detection, and analysis of affectiv
Page 29 and 30:
experience is a suitable method of
Page 31 and 32:
Collins, 1998). The appraisal theor
Page 33 and 34:
encompasses the finer shades of an
Page 35 and 36:
and can also track faces with glass
Page 37 and 38:
Acknowledgements This research was
Page 39 and 40:
Merill, D. C., Reiser, B. J., Traft
Page 41 and 42:
to the above-discussed issues of th
Page 43 and 44:
The annotation part of the SDM onto
Page 45 and 46:
that enables the office users to ac
Page 47 and 48:
Figure 4. Semantic document browser
Page 49 and 50:
to the group’s shared semantic do
Page 51 and 52:
participants performed less mouse c
Page 53 and 54:
Bastili, V.R., Gianluigi, C., & Rom
Page 55 and 56:
esource contribution, enabling conv
Page 57 and 58:
Semantic Search In contrast to the
Page 59 and 60:
Participation: P i i i NiVadd Vde
Page 61 and 62:
and comment on each page as well. T
Page 63 and 64:
Table 1. Questionnaire results (N=2
Page 65 and 66:
propose for him, as well as calenda
Page 67 and 68:
Discussion and Conclusion Collabora
Page 69 and 70:
Sampson, D. G., & Zervas, P. (2011)
Page 71 and 72:
Obtaining: the first step of the li
Page 73 and 74:
process (Palmer & Richardson, 2004)
Page 75 and 76:
and ratings (the use of star rating
Page 77 and 78:
(K1) is the number of non-reusable
Page 79 and 80:
Case 3: The process of reusing a se
Page 81 and 82:
Washizaki, H., Yamamoto, Y. & Fukaz
Page 83 and 84:
to examine determinants for pre-ser
Page 85 and 86:
Overview of the model The first res
Page 87 and 88:
significance of relationships. All
Page 89 and 90:
Discussion This study represents a
Page 91 and 92:
Davis, F., Bagozzi, R., & Warshaw,
Page 93 and 94:
Ko, C.-C., Chiang, C.-H., Lin, Y.-L
Page 95 and 96:
Interestingly, the Universal Design
Page 97 and 98:
Figure 1. Framework of the TriAcces
Page 99 and 100:
Experiment This experiment aimed to
Page 101 and 102:
Table 2. Descriptive statistics for
Page 103 and 104:
Foulds, R., & Camacho, C. (2003). T
Page 105 and 106:
answer. However, students can choos
Page 107 and 108:
Hartley & Collins-Brown, 1999; Morl
Page 109 and 110:
Subjects Figure 4. Partial misconce
Page 111 and 112:
correct for a four-option MC item i
Page 113 and 114:
from −3 to 3 for any four-option
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
Page 151 and 152:
esults of the present study with th
Page 153 and 154:
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 and 206:
(2001). The correlation table begin
Page 207 and 208:
Discussion and Implications Note. S
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
Page 257 and 258: Johnson, L., Levine, A., & Smith, R
Page 259 and 260: Figure 1. The UE Faculty Web Portal
Page 261 and 262: 2006), and consistency (Sindhuja &
Page 263 and 264: Independent Variables Dependent Var
Page 265 and 266: Meanwhile, as shown in Table 4, Ava
Page 267 and 268: design methods in the development o
Page 269 and 270: Pearson, J. M., & Pearson, A. (2008
Page 271 and 272: Clewley, N., Chen, S. Y., & Liu, X.
Page 273 and 274: As shown in this Table, Holists wil
Page 275 and 276: satisfaction or dissatisfaction wit
Page 277 and 278: 8 I would prefer to learn from huma
Page 279 and 280: the examples need to be more practi
Page 281: Brotherton, J. A,. & Abowd, G. D. (
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?