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

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aspects of online learning, such as peer collaboration, online learning resources, and cognitive and meta-cognitive support, were readily built into the learning environment. Figure 5.Home page Figure 6. Task negotiation panel on My Negotiated Task page Figure 7: Task negotiated by learner 145
Data collection and data sources Figure 8: Instant feedback on task on My Status page Figure 9. Graphical representation of the learner’s progress As the intention was to gather information on users’ experiences in order to provide a basis for future use of the learning console as a support tool, in-depth semi-structured interviews with learners and instructors became the centre of the data collection process. Face-to-face interviews as well as email and phone interviews were conducted with the research participants. Additional data collected from a survey and session data such as session statistics and session patterns data were gathered to support the interview data and to enable the move from description to explanation. The survey which included thirteen five-point Likert scales anchored in strongly disagree and strongly agree items was developed corresponding to the design objectives that were validated during the expert reviews. Session statistics included the frequency and overall length in terms of time visited. Session patterns described the behaviour of students in a session. This pertained to the usage of the support elements, help sought, and messages sent during the session. The learning console interface was assessed by the experts based on a rating scale adapted from Reeves and Harmon (1993). Several tryouts and user evaluation sessions took place before a group of fifteen learners were given access to the learning console. The learning consoleunderwent revision and a second prototype was developed before the group of fifteen used it for the duration of a semester.The researcher employed an integrated approach that tested not just the product, but also all parts of the package that the users would receive, such as training, procedures, manuals, and online help.The basic questions that guided the revision of the learning console are illustrated in Table 5. 146
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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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outcomes, r = .297, p < .01. Accord
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Azevedo, R. (2009). Theoretical, co
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Seel, N. M. (1999b). Educational se
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Initially this paper explores defin
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gamers were boys, and 35% were girl
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Teachers underwent eight hours of p
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A correlation analysis was used to
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playing the game. This would mean P
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Yu, F. Y. (2012). Any Effects of Di
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Considering that identity concealme
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In the nickname group, the student
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Attitudes toward assessors Percepti
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Liu, Z. F., Chiu, C. H., Lin, S. S.
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Appendix A: Attitudes toward Peer-A
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Appendix C: Perception toward the I
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Han, H., & Johnson, S. D. (2012). R
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Research participants The target po
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that its value of cross-loading is
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The canonical variable for the emot
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Literature in the field of online l
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Cornelius, R. R. (1996). The scienc
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Shih, W.-C., Tseng, S.-S., Yang, C.
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To provide personalized (e-)learnin
Page 99 and 100: Figure 3. An illustrative example o
Page 101 and 102: elementary schools. Thus they are b
Page 103 and 104: Table 5. Descriptive statistics for
Page 105 and 106: References Abowd, G. D., & Atkeson,
Page 107 and 108: Tseng, K.-H., Chang, C.-C., Lou, S.
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
Page 117 and 118: highly positive perception of CM an
Page 119 and 120: Langan-Fox, J., Platania-Phung, C.,
Page 121 and 122: Gömleksiz, M. N. (2012). Elementar
Page 123 and 124: any statistically significant diffe
Page 125 and 126: consideration in an educational set
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
Page 137 and 138: G4 53 (12.5) 48.9 (13.4) 0.39 G5 51
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: The instructor plays a significant
Page 153 and 154: y turning over the responsibility t
Page 155 and 156: Brophy, J. (1999). Toward a model o
Page 157 and 158: Lawanto, O., Santoso, H. B., & Liu,
Page 159 and 160: such as grades and evaluation by ot
Page 161 and 162: students’ interest, expectancy fo
Page 163 and 164: constructs that measure students’
Page 165 and 166: Bandura, A. (1978). Reflections on
Page 167 and 168: Lin, J. M.-C., & Liu, S.-F. (2012).
Page 169 and 170: Table 1. The MSWLogo commands learn
Page 171 and 172: other words, we had prepared a set
Page 173 and 174: lab. When she returned and found th
Page 175 and 176: Attitudes toward Programming and Co
Page 177 and 178: Table 5 successfully, it took four
Page 179 and 180: Kuter, S., Altinay Gazi, Z., & Alti
Page 181 and 182: not only the means for trainees’
Page 183 and 184: Data Collection Techniques and Anal
Page 185 and 186: organizations was highlighted by on
Page 187 and 188: provides the means for professional
Page 189 and 190: Kohonen, V. (2001). Towards experie
Page 191 and 192: As Rogers (1995) postulates in his
Page 193 and 194: Instrument and data collection Afte
Page 195 and 196: “Raising our computer skills in C
Page 197 and 198: teachers deploy ICT tools in langua
Page 199 and 200: 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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January 2012 Volume 15 Number 1 - Educational Technology ...

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