January 2012 Volume 15 Number 1 - Educational Technology ...

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flow: poem recommendation, sensory experience, action experience and reflection tagging. The third stage “action experience” is designed according to Dewey’s “learning by doing” theory (Dewey, 1938) which emphasizes the effect of action while learning. Based on Wood et al.’s (1976) definition of scaffolding and Vygotsky’s (1978) model of instruction, the proposed four-stage learning guidance mechanism can be seen as assistance from more knowledgeable peers and teachers that enables children to achieve what is beyond their capability to complete by themselves. Therefore, teachers can help learners to appreciate Chinese poems within their zones of proximal development (Vygotsky, 1978). Situated learning emphasizes the value of acquiring knowledge in both social and situational contexts (Brown et al., 1989). Based on situated learning theory (Billett, 1996; Lave & Wenger, 1991; Young, 1993), we propose to learn Chinese poems outdoors with the help of the proposed u-learning guidance mechanism. The weakness or limitation of the proposed system is the granularity of context information. Since this work adopts “coarse-grained” context information (GPS information), instead of “fine-grained” context information (RFID information), the proposed system cannot acquire real-time interaction from environments. However, using GPS information results in easy deployment and application of u-learning environments compared with previous ulearning studies. Conclusions Chinese scenic poems describe scenery in high-level ancient Chinese, which is difficult for children to understand by vocabulary explanation and recitation. Context-aware ubiquitous learning outdoors, which combines real-world and cyber-world resources, is a promising way for children to learn Chinese scenic poetry by experiencing real scenery. However, most existing ubiquitous learning systems are based on experts’ efforts to construct the knowledge and content for learning guidance. Our idea is to propose a folksonomy-based approach which can accumulate the knowledge about poems and their corresponding scenic spots. A user can use a “Tagging” operation by a smart phone to associate a concept (a word, a phrase or a sentence) with a scenic spot. These associations will be automatically integrated into a folksonomy to support a u-learning system. To show the effectiveness of the innovative approach, a context-aware ubiquitous learning environment was implemented for the “Chinese poetry” unit of a fifth-grade Chinese language course in Taiwan, and forty-eight students participated in the learning activity. From the surveys and interviews that were conducted to understand the functionalities of the system and the learning effectiveness for the students, the results show that the system had a positive impact on students’ learning, especially on the affective domain, including participation, motivation and interaction. From the survey and interviews with the teachers who experienced the innovative learning environment, we saw that this environment was highly accepted by most of the teachers. They agreed that, with the folksonomy-based scaffolding in the outdoor learning environment, students can better learn about experiences related to the poems; therefore, it was suggested that more learning activities for other courses that aim to enhance students’ ability and desire to think about the subject matter can be conducted in this test field. In addition, we observed that the folksonomy-based guidance mechanism integrated in the course seems to be effective in enhancing students’ learning motivation, especially with new tools and innovative teaching methods. The statistical data show that, no matter whether students have used a smart phone before or not, they think using one to learn is not only interesting, but also helpful. The students also indicated that their learning motivation is high thanks to the use of smart phones, including their convenience and ease of use, and guidance with the folksonomy-based scaffolding. Therefore, it is worth conducting long-term and large-scale experiments in the future to observe the learning effectiveness of such an innovative approach. Acknowledgements This research was partially supported by National Science Council of Republic of China under the number of NSC97-2511-S-468-004-MY3, NSC98-2511-S-468-004-MY3, NSC98-2511-S-468-002, NSC99-2511-S-468-003 and NSC99-2221-E-009-130-MY2. 99
References Abowd, G. D., & Atkeson, C. G. (1997). CyberGuide: A Mobile Context-Aware Tour Guide. Wireless Networks, 3(5). Bai, Q.-H., & Li, X.-D. (1999). The opinion of Chinese Classical poetry. Journal of Xuzhou Education College. Billett, S. (1996). Situated learning: bridging sociocultural and cognitive theorising. Learning and Instruction, 6(3), 263-280. Bloom, B. S. (Ed.). (1956). Taxonomy of Educational Objectives: The classification of educational goals: Handbook I, cognitive domain. New York: David McKay Company Inc. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32- 42. Cai, L.-W. (2003). Integrating information technology into Chinese language teaching, Nine-Year Integrated Curriculum and learning, Tainan: Office of Teacher Internship, Placement and Education Guidance. National University of Tainan. Cai, Z. Q. (2008). How to read a Chinese poetry. New York: Columbia university press. Cheng, Z., & Han, Q. (2006). A Proposal on a Learner's Context-aware Personalized Education Support Method based on Principles of Behavior Science. Paper presented at the International Conference on Advanced Information Networking and Application (AINA). Chiou, C.-K., Tseng, J. C. R., Hwang, G.-J., & Heller, S. (2010). An adaptive navigation support system for conducting contextaware ubiquitous learning in museums. Computers & Education, 55(2), 834-845. Chu, H.-C., Hwang, G.-J., & Tsai, C.-C. (2010). A knowledge engineering approach to developing mindtools for context-aware ubiquitous learning. Computers & Education, 54(1), 289-297. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(1), 319-340. Dewey, J. (1938). Experience and Education. New York, NY: Macmillan. Dey, A. K., & Futakawa, M. (1999). The Conference Assistant: Combining context-awareness with wearable computing. Paper presented at the 3rd International Symposium on Wearable Computers, October 18-19, San Francisco, CA. El-Bishouty, M. M., Ogata, H., & Yano, Y. (2006). Learner-Space Knowledge Awareness Map in Computer Supported Ubiquitous Learning. Paper presented at the WMTE 2006, 16-17 November, Athens, Greece. Hardaker, G., & Smith, D. (2000). E-learning innovation through the implementation of an Internet supported learning environment. Educational Technology and Society, 3(3), 422-432. Hung, S.-H. (2007). Integrating information technology into Tang poetry teaching for second-grade elementary school students, Unpublished master's thesis, National Taipei University of Education, Taipei. Hwang, G.-J., Chu, H.-C., Shih, J.-L., Huang, S.-H., & Tsai, C.-C. (2010). A Decision-Tree-Oriented Guidance Mechanism for Conducting Nature Science Observation Activities in a Context-Aware Ubiquitous Learning Environment. Educational Technology and Society, 13(2), 53-64. Hwang, G.-J., Kuo, F.-R., Yin, P.-Y., & Chuang, K.-H. (2010). A Heuristic Algorithm for planning personalized learning paths for context-aware ubiquitous learning. Computers & Education, 54(2), 404-415. Hwang, G.-J., Tsai, C.-C., & Yang, S. J. H. (2008). Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning. Educational Technology and Society, 11(2), 81-91. Hwang, G.-J., Yang, T.-C., Tsai, C.-C., & Yang, S. J. H. (2009). A context-aware ubiquitous learning environment for conducting complex science experiments. Computers & Education, 53(2), 402-413. Hwang, G. J., Tseng, J. C. R., & Hwang, G. H. (2008). Diagnosing student learning problems based on historical assessment records. Innovations in Education and Teaching International, 45, 77-89. Jaschke, R., Hotho, A., Schmitz, C., Ganter, B., & Stumme, G. (2008). Discovering shared conceptualizations in folksonomies. Journal of Web Semantics, 6, 38-53. Kolb, D. (1984). Experiential Learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. 100
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January 2012 Volume 15 Number 1
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Supporting Organizations Centre for
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Analyzing the Learning Process of a
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Angeli, C., & Valanides, N. (2012).
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ased on an integration and evaluati
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ased on the assumption that no sing
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Diagram type D thinking (shown in F
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collaborative task in terms of inte
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Table 4. Descriptive statistics for
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Hong, N. S., Jonassen, D. H., & McG
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commercial off-the-shelf digital ga
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The post-questionnaire was used aft
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Phase Table 1. Phases and activitie
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Research results Describing student
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Assessment results for each one of
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References Annetta, L.A., Minogue,
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Huang, T.-W. (2012). Aberrance Dete
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Detection power Typically, the rela
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Results Detection rates As seen in
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2 .00 .05 3 .02 .10 1 .60 .40 ECI 4
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their easily understandable devices
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Ifenthaler, D. (2012). Determining
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activities is assumed to be reflect
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that the problem representations (i
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deductive reasoning inventory (33 m
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HIMATT structural measures The part
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Page 55 and 56: Azevedo, R. (2009). Theoretical, co
Page 57 and 58: Seel, N. M. (1999b). Educational se
Page 59 and 60: Initially this paper explores defin
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Page 63 and 64: Teachers underwent eight hours of p
Page 65 and 66: A correlation analysis was used to
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Page 69 and 70: Yu, F. Y. (2012). Any Effects of Di
Page 71 and 72: Considering that identity concealme
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Page 75 and 76: Attitudes toward assessors Percepti
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Page 79 and 80: Appendix A: Attitudes toward Peer-A
Page 81 and 82: Appendix C: Perception toward the I
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Page 85 and 86: Research participants The target po
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Page 89 and 90: The canonical variable for the emot
Page 91 and 92: Literature in the field of online l
Page 93 and 94: Cornelius, R. R. (1996). The scienc
Page 95 and 96: Shih, W.-C., Tseng, S.-S., Yang, C.
Page 97 and 98: To provide personalized (e-)learnin
Page 99 and 100: Figure 3. An illustrative example o
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Page 109 and 110: Figure 1. The five stages of KT (Gi
Page 111 and 112: The use of learning strategies, mon
Page 113 and 114: Additionally, the above two scales
Page 115 and 116: Figure 3. Canonical structure betwe
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Page 119 and 120: Langan-Fox, J., Platania-Phung, C.,
Page 121 and 122: Gömleksiz, M. N. (2012). Elementar
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Page 127 and 128: conditions of a learning environmen
Page 129 and 130: Kahle, J. B. (1983). The disadvanta
Page 131 and 132: Appendix A Science and Technology S
Page 133 and 134: (Guuawardena, Nola, Wilson, Lopez-I
Page 135 and 136: Questionnaire on student satisfacti
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Page 139 and 140: across the five levels of knowledge
Page 141 and 142: Santhanam, R., Sasidharan, S., Webs
Page 143 and 144: This paper reports only the early e
Page 145 and 146: Figure 1 illustrates how the abovem
Page 147 and 148: teacher/instructor continues to dom
Page 149 and 150: The instructor plays a significant
Page 151 and 152: Data collection and data sources Fi
Page 153 and 154: y turning over the responsibility t
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Brophy, J. (1999). Toward a model o
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Lawanto, O., Santoso, H. B., & Liu,
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such as grades and evaluation by ot
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students’ interest, expectancy fo
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constructs that measure students’
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Bandura, A. (1978). Reflections on
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Lin, J. M.-C., & Liu, S.-F. (2012).
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Table 1. The MSWLogo commands learn
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other words, we had prepared a set
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lab. When she returned and found th
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Attitudes toward Programming and Co
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Table 5 successfully, it took four
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Kuter, S., Altinay Gazi, Z., & Alti
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not only the means for trainees’
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Data Collection Techniques and Anal
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organizations was highlighted by on
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provides the means for professional
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Kohonen, V. (2001). Towards experie
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As Rogers (1995) postulates in his
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Instrument and data collection Afte
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“Raising our computer skills in C
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teachers deploy ICT tools in langua
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Ma, W., Anderson, R., & Streith, K.
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APPENDIX A. Questionnaire for Dista
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consistency with other ideas, and a
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conceptions, justifying their belie
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each group. The experimental group
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specifically, instructional approac
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Table 3 shows that the mean frequen
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previous Web-based instructional le
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Millar, R., & Osborne, J.F. (1998).
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Several studies explore the roles t
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understand the content structures o
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teacher was not allowed to provide
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two coding schemes, as illustrated
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also very limited. Teachers and sof
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learning activities. British Journa
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2009; Bernard & Cathryn, 2006) or p
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In this study, the focus of the ins
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The student’s degree of mastery i
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The questionnaire for the acceptanc
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the t-test result, it is found that
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Scale Questionnaire item Mean S.D.
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Hwang, G. J. (2003). A conceptual m
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sharing, problem solving, and achie
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Virtual learning environment In the
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Class Table 1. The survey questions
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“…the distance and the lack of
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collaboration within EVS, thus prev
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Huang, T.-H., Liu, Y.-C., & Chang,
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y personalised context examples in
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Students’ Problem-Solving Guidanc
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Research Method Figure 8. The scree
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Table 4. Abstract of Pairwise Compa
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questions designed for the system h
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Lee, J. (2012). Patterns of Interac
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This study focused on online fora i
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Results and Discussion Due date-cen
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In addition, all groups developed 8
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future. Therefore, they had an oppo
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surprising that most interaction wa
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Pawan, F., Paulus, T. M., Yalcin, S
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systems by using 18 personalization
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Short-Term Sensory Memory is a temp
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with respect to articles by using a
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system also computes a review value
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DFL. d ( yi ) is the degree of mem
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the experimental group can understa
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Finally, Figure 10(A) and Figure 10
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Appendix # Question Description Par
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mental models, are cognitive struct
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Based on the theoretical implicatio
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Data analysis To test the model fit
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may be considered an effective inte
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Hsu, I.-C. (2012). Intelligent Disc
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(Gradinarova, Zhelezov et al. 2006)
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RLO denotes a remote learning objec
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Figure 2. The flow-oriented LOFinde
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if x include with y, and y include
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Similarly, the relation metadata of
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(defrule student-advisor (triple (p
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References ADL. (2006). Sharable Co
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determinants of how people think, b
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Mediating effect of learning flow A
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The instrument used to measure lear
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addition, the cross-loadings of the
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and ease of use had significant eff
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Connell, J. P., Spencer, M. B., & A
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Despotović-Zrakić, M., Marković,
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Learning is a cognitive activity th
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The survey consisted of 30 question
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Created data mining model needs to
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dealt with the matter taught at the
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Conclusion Conducted research showe
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Romero, C., Ventura S., García E.,
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prompts as scaffolding strategy to
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Reflection Types This study attempt
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All the three groups completed the
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Results Learning Outcomes Pre- and
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Map Analysis in Transfer Test Figur
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Generic Prompts and Specific Prompt
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Biswas, G., Schwartz, D., Bransford
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Chen, Y.-H., Looi, C.-K., Lin, C.-P
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of correct response, answer until c
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Figure 7 shows a screenshot of one
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Collaboration Questionnaire results
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following diagrams. The double-arro
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“Most students were encouraged to
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Bangert-Drowns, R.L., Kulick, C. C.
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primary research questions. First,
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Individual learning Figure 2. Scree
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Experimental Tools This study emplo
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Table 3 shows that almost all items
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I usually engaged myself in listeni
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References Bloom, B. S. (Ed.). (195
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APPENDIX 2. Taxonomy for Informatio
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understand how we can effectively u
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5. Is there a relationship between
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correlation between teachers’ IWB
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Q7. IWB provides advantages to me t
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training regarding this topic. This
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Conclusion This study provides a so
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Smith, H. J., Higgins, S., Wall, K.
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