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

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Educational Technology & Society An International Journal Aims and Scope Educational Technology & Society is a quarterly journal published in January, April, July and October. Educational Technology & Society seeks academic articles on the issues affecting the developers of educational systems and educators who implement and manage such systems. The articles should discuss the perspectives of both communities and their relation to each other: Educators aim to use technology to enhance individual learning as well as to achieve widespread education and expect the technology to blend with their individual approach to instruction. However, most educators are not fully aware of the benefits that may be obtained by proactively harnessing the available technologies and how they might be able to influence further developments through systematic feedback and suggestions. Educational system developers and artificial intelligence (AI) researchers are sometimes unaware of the needs and requirements of typical teachers, with a possible exception of those in the computer science domain. In transferring the notion of a 'user' from the human-computer interaction studies and assigning it to the 'student', the educator's role as the 'implementer/ manager/ user' of the technology has been forgotten. The aim of the journal is to help them better understand each other's role in the overall process of education and how they may support each other. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to Educational Technology & Society and three months thereafter. The scope of the journal is broad. Following list of topics is considered to be within the scope of the journal: Architectures for Educational Technology Systems, Computer-Mediated Communication, Cooperative/ Collaborative Learning and Environments, Cultural Issues in Educational System development, Didactic/ Pedagogical Issues and Teaching/Learning Strategies, Distance Education/Learning, Distance Learning Systems, Distributed Learning Environments, Educational Multimedia, Evaluation, Human-Computer Interface (HCI) Issues, Hypermedia Systems/ Applications, Intelligent Learning/ Tutoring Environments, Interactive Learning Environments, Learning by Doing, Methodologies for Development of Educational Technology Systems, Multimedia Systems/ Applications, Network-Based Learning Environments, Online Education, Simulations for Learning, Web Based Instruction/ Training Editors Kinshuk, Athabasca University, Canada; Demetrios G Sampson, University of Piraeus & ITI-CERTH, Greece; Nian-Shing Chen, National Sun Yat-sen University, Taiwan. Editors’ Advisors Ashok Patel, CAL Research & Software Engineering Centre, UK; Reinhard Oppermann, Fraunhofer Institut Angewandte Informationstechnik, Germany Editorial Assistant Barbara Adamski, Athabasca University, Canada. Associate editors Vladimir A Fomichov, K. E. Tsiolkovsky Russian State Tech Univ, Russia; Olga S Fomichova, Studio "Culture, Ecology, and Foreign Languages", Russia; Piet Kommers, University of Twente, The Netherlands; Chul-Hwan Lee, Inchon National University of Education, Korea; Brent Muirhead, University of Phoenix Online, USA; Erkki Sutinen, University of Joensuu, Finland; Vladimir Uskov, Bradley University, USA. Advisory board Ignacio Aedo, Universidad Carlos III de Madrid, Spain; Mohamed Ally, Athabasca University, Canada; Luis Anido-Rifon, University of Vigo, Spain; Gautam Biswas, Vanderbilt University, USA; Rosa Maria Bottino, Consiglio Nazionale delle Ricerche, Italy; Mark Bullen, University of British Columbia, Canada; Tak-Wai Chan, National Central University, Taiwan; Kuo-En Chang, National Taiwan Normal University, Taiwan; Ni Chang, Indiana University South Bend, USA; Yam San Chee, Nanyang Technological University, Singapore; Sherry Chen, Brunel University, UK; Bridget Cooper, University of Sunderland, UK; Darina Dicheva, Winston-Salem State University, USA; Jon Dron, Athabasca University, Canada; Michael Eisenberg, University of Colorado, Boulder, USA; Robert Farrell, IBM Research, USA; Brian Garner, Deakin University, Australia; Tiong Goh, Victoria University of Wellington, New Zealand; Mark D. Gross, Carnegie Mellon University, USA; Roger Hartley, Leeds University, UK; J R Isaac, National Institute of Information Technology, India; Mohamed Jemni, University of Tunis, Tunisia; Mike Joy, University of Warwick, United Kingdom; Athanasis Karoulis, Hellenic Open University, Greece; Paul Kirschner, Open University of the Netherlands, The Netherlands; William Klemm, Texas A&M University, USA; Rob Koper, Open University of the Netherlands, The Netherlands; Jimmy Ho Man Lee, The Chinese University of Hong Kong, Hong Kong; Ruddy Lelouche, Universite Laval, Canada; Tzu-Chien Liu, National Central University, Taiwan; Rory McGreal, Athabasca University, Canada; David Merrill, Brigham Young University - Hawaii, USA; Marcelo Milrad, Växjö University, Sweden; Riichiro Mizoguchi, Osaka University, Japan; Permanand Mohan, The University of the West Indies, Trinidad and Tobago; Kiyoshi Nakabayashi, National Institute of Multimedia Education, Japan; Hiroaki Ogata, Tokushima University, Japan; Toshio Okamoto, The University of Electro-Communications, Japan; Jose A. Pino, University of Chile, Chile; Thomas C. Reeves, The University of Georgia, USA; Norbert M. Seel, Albert-Ludwigs-University of Freiburg, Germany; Timothy K. Shih, Tamkang University, Taiwan; Yoshiaki Shindo, Nippon Institute of Technology, Japan; Kevin Singley, IBM Research, USA; J. Michael Spector, Florida State University, USA; Slavi Stoyanov, Open University, The Netherlands; Timothy Teo, Nanyang Technological University, Singapore; Chin-Chung Tsai, National Taiwan University of Science and Technology, Taiwan; Jie Chi Yang, National Central University, Taiwan; Stephen J.H. Yang, National Central University, Taiwan. Assistant Editors Yuan-Hsuan (Karen) Lee, National Chiao Tung University, Taiwan. Executive peer-reviewers http://www.ifets.info/ ISSN 1436-4522 1436-4522. (online) © International and 1176-3647 Forum (print). of Educational © International Technology Forum of & Educational Society (IFETS). Technology The authors & Society and (IFETS). the forum The jointly authors retain and the copyright forum jointly of the retain articles. the copyright Permission of the to make articles. digital Permission or hard copies to make of digital part or or all hard of this copies work of for part personal or all of or this classroom work for use personal is granted or without classroom fee use provided is granted that without copies are fee not provided made or that distributed copies are for not profit made or or commercial distributed advantage for profit and or commercial that copies advantage bear the full and citation that copies on the bear first the page. full Copyrights citation on the for components first page. Copyrights of this work for owned components by others of this than work IFETS owned must by be others honoured. than IFETS Abstracting must with be honoured. credit is permitted. Abstracting To with copy credit otherwise, is permitted. to republish, To copy to otherwise, post on servers, to republish, or to redistribute to post on to servers, lists, requires or to redistribute prior specific to lists, permission requires and/or prior a specific fee. Request permission permissions and/or a from fee. the Request editors permissions at kinshuk@massey.ac.nz. from the editors at kinshuk@ieee.org. i
Supporting Organizations Centre for Research and Technology Hellas, Greece Athabasca University, Canada Subscription Prices and Ordering Information For subscription information, please contact the editors at kinshuk@ieee.org. Advertisements Educational Technology & Society accepts advertisement of products and services of direct interest and usefulness to the readers of the journal, those involved in education and educational technology. Contact the editors at kinshuk@ieee.org. Abstracting and Indexing Educational Technology & Society is abstracted/indexed in Social Science Citation Index, Current Contents/Social & Behavioral Sciences, ISI Alerting Services, Social Scisearch, ACM Guide to Computing Literature, Australian DEST Register of Refereed Journals, Computing Reviews, DBLP, Educational Administration Abstracts, Educational Research Abstracts, Educational Technology Abstracts, Elsevier Bibliographic Databases, ERIC, Inspec, Technical Education & Training Abstracts, and VOCED. Guidelines for authors Submissions are invited in the following categories: Peer reviewed publications: Full length articles (4000 - 7000 words) Book reviews Software reviews Website reviews All peer review publications will be refereed in double-blind review process by at least two international reviewers with expertise in the relevant subject area. Book, Software and Website Reviews will not be reviewed, but the editors reserve the right to refuse or edit review. For detailed information on how to format your submissions, please see: http://www.ifets.info/guide.php Submission procedure Authors, submitting articles for a particular special issue, should send their submissions directly to the appropriate Guest Editor. Guest Editors will advise the authors regarding submission procedure for the final version. All submissions should be in electronic form. The editors will acknowledge the receipt of submission as soon as possible. The preferred formats for submission are Word document and RTF, but editors will try their best for other formats too. For figures, GIF and JPEG (JPG) are the preferred formats. Authors must supply separate figures in one of these formats besides embedding in text. Please provide following details with each submission: Author(s) full name(s) including title(s), Name of corresponding author, Job title(s), Organisation(s), Full contact details of ALL authors including email address, postal address, telephone and fax numbers. The submissions should be uploaded at http://www.ifets.info/ets_journal/upload.php. In case of difficulties, please contact kinshuk@ieee.org (Subject: Submission for Educational Technology & Society journal). ISSN 1436-4522 1436-4522. (online) © International and 1176-3647 Forum (print). of Educational © International Technology Forum of & Educational Society (IFETS). Technology The authors & Society and (IFETS). the forum The jointly authors retain and the copyright forum jointly of the retain articles. the copyright Permission of the to make articles. digital Permission or hard copies to make of digital part or or all hard of this copies work of for part personal or all of or this classroom work for use personal is granted or without classroom fee use provided is granted that without copies are fee not provided made or that distributed copies are for not profit made or or commercial distributed advantage for profit and or commercial that copies advantage bear the full and citation that copies on the bear first the page. full Copyrights citation on the for components first page. Copyrights of this work for owned components by others of this than work IFETS owned must by be others honoured. than IFETS Abstracting must with be honoured. credit is permitted. Abstracting To with copy credit otherwise, is permitted. to republish, To copy to otherwise, post on servers, to republish, or to redistribute to post on to servers, lists, requires or to redistribute prior specific to lists, permission requires and/or prior a specific fee. Request permission permissions and/or a from fee. the Request editors permissions at kinshuk@massey.ac.nz. from the editors at kinshuk@ieee.org. ii
Page 1: January 2012 Volume 15 Number 1
Page 5 and 6: Analyzing the Learning Process of a
Page 7 and 8: Angeli, C., & Valanides, N. (2012).
Page 9 and 10: ased on an integration and evaluati
Page 11 and 12: ased on the assumption that no sing
Page 13 and 14: Diagram type D thinking (shown in F
Page 15 and 16: collaborative task in terms of inte
Page 17 and 18: Table 4. Descriptive statistics for
Page 19 and 20: Hong, N. S., Jonassen, D. H., & McG
Page 21 and 22: commercial off-the-shelf digital ga
Page 23 and 24: The post-questionnaire was used aft
Page 25 and 26: Phase Table 1. Phases and activitie
Page 27 and 28: Research results Describing student
Page 29 and 30: Assessment results for each one of
Page 31 and 32: References Annetta, L.A., Minogue,
Page 33 and 34: Huang, T.-W. (2012). Aberrance Dete
Page 35 and 36: Detection power Typically, the rela
Page 37 and 38: Results Detection rates As seen in
Page 39 and 40: 2 .00 .05 3 .02 .10 1 .60 .40 ECI 4
Page 41 and 42: their easily understandable devices
Page 43 and 44: Ifenthaler, D. (2012). Determining
Page 45 and 46: activities is assumed to be reflect
Page 47 and 48: that the problem representations (i
Page 49 and 50: deductive reasoning inventory (33 m
Page 51 and 52: HIMATT structural measures The part
Page 53 and 54:
outcomes, r = .297, p < .01. Accord
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
Page 61 and 62:
gamers were boys, and 35% were girl
Page 63 and 64:
Teachers underwent eight hours of p
Page 65 and 66:
A correlation analysis was used to
Page 67 and 68:
playing the game. This would mean P
Page 69 and 70:
Yu, F. Y. (2012). Any Effects of Di
Page 71 and 72:
Considering that identity concealme
Page 73 and 74:
In the nickname group, the student
Page 75 and 76:
Attitudes toward assessors Percepti
Page 77 and 78:
Liu, Z. F., Chiu, C. H., Lin, S. S.
Page 79 and 80:
Appendix A: Attitudes toward Peer-A
Page 81 and 82:
Appendix C: Perception toward the I
Page 83 and 84:
Han, H., & Johnson, S. D. (2012). R
Page 85 and 86:
Research participants The target po
Page 87 and 88:
that its value of cross-loading is
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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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
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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
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G4 53 (12.5) 48.9 (13.4) 0.39 G5 51
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across the five levels of knowledge
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Santhanam, R., Sasidharan, S., Webs
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This paper reports only the early e
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Figure 1 illustrates how the abovem
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teacher/instructor continues to dom
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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
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.
Page 201 and 202:
APPENDIX A. Questionnaire for Dista
Page 203 and 204:
consistency with other ideas, and a
Page 205 and 206:
conceptions, justifying their belie
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each group. The experimental group
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specifically, instructional approac
Page 211 and 212:
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).
Page 217 and 218:
Several studies explore the roles t
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understand the content structures o
Page 221 and 222:
teacher was not allowed to provide
Page 223 and 224:
two coding schemes, as illustrated
Page 225 and 226:
also very limited. Teachers and sof
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learning activities. British Journa
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2009; Bernard & Cathryn, 2006) or p
Page 231 and 232:
In this study, the focus of the ins
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The student’s degree of mastery i
Page 235 and 236:
The questionnaire for the acceptanc
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the t-test result, it is found that
Page 239 and 240:
Scale Questionnaire item Mean S.D.
Page 241 and 242:
Hwang, G. J. (2003). A conceptual m
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sharing, problem solving, and achie
Page 245 and 246:
Virtual learning environment In the
Page 247 and 248:
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
Page 253 and 254:
Huang, T.-H., Liu, Y.-C., & Chang,
Page 255 and 256:
y personalised context examples in
Page 257 and 258:
Students’ Problem-Solving Guidanc
Page 259 and 260:
Research Method Figure 8. The scree
Page 261 and 262:
Table 4. Abstract of Pairwise Compa
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questions designed for the system h
Page 265 and 266:
Lee, J. (2012). Patterns of Interac
Page 267 and 268:
This study focused on online fora i
Page 269 and 270:
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
Page 277 and 278:
Pawan, F., Paulus, T. M., Yalcin, S
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systems by using 18 personalization
Page 281 and 282:
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
Page 287 and 288:
DFL. d ( yi ) is the degree of mem
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the experimental group can understa
Page 291 and 292:
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
Page 301 and 302:
may be considered an effective inte
Page 303 and 304:
Hsu, I.-C. (2012). Intelligent Disc
Page 305 and 306:
(Gradinarova, Zhelezov et al. 2006)
Page 307 and 308:
RLO denotes a remote learning objec
Page 309 and 310:
Figure 2. The flow-oriented LOFinde
Page 311 and 312:
if x include with y, and y include
Page 313 and 314:
Similarly, the relation metadata of
Page 315 and 316:
(defrule student-advisor (triple (p
Page 317 and 318:
References ADL. (2006). Sharable Co
Page 319 and 320:
determinants of how people think, b
Page 321 and 322:
Mediating effect of learning flow A
Page 323 and 324:
The instrument used to measure lear
Page 325 and 326:
addition, the cross-loadings of the
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and ease of use had significant eff
Page 329 and 330:
Connell, J. P., Spencer, M. B., & A
Page 331 and 332:
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
Page 347 and 348:
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
Page 355 and 356:
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
Page 363 and 364:
Figure 7 shows a screenshot of one
Page 365 and 366:
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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