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

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lack of self-directing ability necessitates task scaffolding that can be implemented in stages, with the learners’ negotiating existing or instructor-assigned tasks and then proceeding to initiate their own tasks. Figure 10 exemplifies a simple framework for scaffolding the learner that can be further explored. Figure 10. Suggested types and stages of scaffolding related to learning console use This research was the first iteration of a developmental cycle that encompassed a preliminary investigation and an active approach to design, redesign, and investigate constructs that are relevant to the researcher, learners, and instructors. Several iterations of data collection are recommended in order to allow the evaluation of the impact of the learning console and the learning outcomes of the learners. These include researching multiple sites and increasing the number of groups under different instructor management that will add to the dependability of results. Future work will deal with added functions of the learning console, such as the types of tasks negotiated, the effectiveness of group negotiations, the incorporation of other motivational elements, and the dynamics of learnerinstructor interaction. References Early stage Intermediate Later stage Induction to the learning console Types of scaffolding Technological Procedural Motivational Example of mechanism Walkthrough page Trial login Andersson, A. (2008). Seven major challenges for e-learning in developing countries: Case study eBIT, Sri Lanka, International Journal of Education and Development Using ICT, 4(3). Retrieved February 5, 2010, from http://ijedict.dec.uwi.edu/viewissue.php?id=17#Refereed_Articles Azevedo, R., Cromley, J. G., Thomas, L., Seibert, D., &Tron, M.(2003). Online process scaffolding and students’ self-regulated learning with hypermedia. Paper presented at the Annual Conference of the American Educational Research Association, Chicago, Illinois. Azevedo, R. &Hadwin, A. F. (2005).Scaffolding self-regulated learning and metacognition: Implications for the design of computer-based scaffolds, Instructional Science (2005)33, 367–379. Bannan-Ritland, B. (2003). The role of design in research: The integrative learning design framework. Educational Researcher, 32(1), 21–24. Guided task negotiation Types of scaffolding Procedural Task-related Motivational Example of mechanism Task reminder Sample negotiated task Self-initiated task negotiation Types of scaffolding Task-related Motivational Example of mechanism Template for negotiation Task checklist Task reminder Bauman, M. (1997). Online learning communities. Retrieved October 2, 2004, from http://leahi.kcc.hawaii. edu/org/tcc_conf97/pres/bauman.html#STUDIFF Boyer, N. R., & Maher, P.A. (2004). Constructing scaffolds for social online learning: Using self-directed frameworks with virtual groups, International Journal of Self-directed learning, 1(1), 26–38. Boyer, K. E., Phillips, R., Wallis, M,,Vouk, M., & Lester, J. (2008). Balancing cognitive and motivational scaffolding in tutorial dialogue. In B. Woolf et al. (Eds.): ITS 2008, LNCS 5091, 239–249, Berlin: Springer-Verlag. Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, concept makers, educators, teachers, and students. Learning and Instruction, 7(2), 161–186. 149
Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34, 75–86. Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of Learning Science 2(2), 141–178. Chang, C. (2003). Towards a distributed web based learning community, Innovation in Education and Teaching International, 40(1), 27–42. Cho, K., & Jonassen, D. H. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technology Research and Development, 50(3), 5–22. Churton, M. (2003, November). Transitioning to e-learning: Pedagogical and support considerations. Keynote address at the 17 th AAOU Annual Conference, Bangkok, Thailand. Cicognani, A.(2000). Concept mapping as a collaborative tool for enhanced online learning. Educational Technology and Society, 3(3), 150–158. El Saadawi, M., Azevedo, R., Castine, M., Payne, V., Medvedeva, M., Tseytlin, E., Legowski, E., Jukic, D., & Crowley, R. S. (2010). Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a metacognitive scaffold, Advances in Health Sciences Education, 15(1), 9–30. Flagg, B. N. (1990). Formative evaluation for educational technologies. Hillsdale, NJ: Lawrence Erlbaum Associates. Grant, A. M. (2001, November). Coaching for enhanced performance: Comparing cognitive and behavioural approaches to coaching. Paper presented at the 3 rd International Spearman Seminar, Sydney, Australia. Hara, N., & Kling, R. (1999). Students’ frustrations with a web-based distance education course. First Monday, 4 (12). Retrieved August 15, 2003, from http://firstmonday.org/issues/issue4_12/hara/index.html Hisham Dzakiria & Rozhan Idrus. (2003). Teacher-learner interactions in distance education: A case of two Malaysian universities. Turkish Online Journal of Distance Education, 4(3). Retrieved March 5, 2004, http://tojde. anadolu. edu. tr /tojde11/abs/idrus_abs.htm Jain, K. K., Abu, N. K., Akhbar, A., &Amat-Sapuan, D. (2004). Retaining e-learners: A case study of Universiti Tun Abdul Razak. Pranjana: The Journal of Management Awareness, IMANTEC, 7 (2). Retrieved January 15, 2010, from www.indianmba.com/Journals/J47/j47.html Kawachi, P. (2003). Initiating intrinsic motivation in online education: Review of the current state of the art, Interactive Learning Environments , 11(1), 59–81. Kim, Y., Hamilton, E. R., Zheng, J., Baylor, A. L. (2006). Scaffolding learner motivation through a virtual peer, Proceedings of the 7 th International Conference on Learning Sciences 2006 (pp.335–341), Bloomington, Indiana. Ludwig-Hardman, S., & Dunlap, J. C. (2003). Learner support services for online students: Scaffolding for success. International Review of Research in Open and Distance Learning, April 2003. Retrieved March 16, 2004, from http://www.irrodl.org/index.php/irrodl/article/view/131/211 McMahon, M. (2002). Designing an on-line environment to scaffold cognitive self-regulation, in Quality Conversations, Proceedings of the 25th HERDSA Annual Conference, Perth, Western Australia, 7–10 July 2002, 457–46. McLoughlin, C., & Marshall, L. (2000, February). Scaffolding: A model for learner support in an online teaching environment. Paper presented at the 9 th Annual Teaching Learning Forum, 2–4 February 2000.Perth, Australia: Curtin University of Technology. McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. Australian Journal of Educational Technology, 16(1), 58–72. Norton, P. (2005). Scaffolding online learning: The art of mentoring. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 2025–2032). Chesapeake, VA: AACE. Oliver, R., & Herrington, J. (2001). Teaching and learning online: A beginner’s guide to e-learning and e-teaching in higher education. Edith Cowan University Publication, Western Australia. Patton, M. Q (2002). Qualitative research and evaluation methods. Newbury Park CA: Sage Publications. Plomp, T., & Nieveen, N. (2007). Introduction to Educational Design Research. Enschede, The Netherlands: SLO Netherlands Institute for Curriculum Development. 150
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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
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Figure 3. An illustrative example o
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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 and 150: The instructor plays a significant
Page 151 and 152: Data collection and data sources Fi
Page 153: y turning over the responsibility t
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.
Page 201 and 202: APPENDIX A. Questionnaire for Dista
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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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