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

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the activity of “fill in the figure in the expression,” the students had five methods of calculations: individual calculation, comparison, relay, assisted calculation and through-out calculation. Students also showed four different ways of calculation: free calculation, calculate from the top, calculate from the bottom and calculate from both the top and bottom. They did the calculation in three different collaborative ways: each student calculates the whole thing him/herself; one student started from the top and the other started from the bottom; and they did backwards calculation for checking. Interactive patterns Three interactive patterns were found in this study. Among these, the ideal interaction occurred most often. The students all did well in their collaboration. The groups doing fragment and unresponsive interaction were not as interactive as the ideal groups. They had fewer communication and little cooperation. Future work Based on these findings in this study, we make the following recommendations for future research. More experiments to further probe the “Cross Number Puzzle” Our study has limitations of time and scale. To make the cross number puzzle more applicable, we may need to do more experiments and expand the number of users. Larger shared screen A big screen to display the public board for all group members could assist the discussion within a group by providing a focal point of attention. The individual board could still be retained in the screen of the students’ personal Tablet PC for their private cognition. Adaptive feedback We only offered phased hints to students in this “Feedback system”. The feedback only includes the general direction of calculation concept and the problem solving process. If system can diagnose and evaluate the individual student’s errors, system can provide each student with the individual corresponding solutions or suggestions to fit his skills. Incorporating a timer From our analysis of the frequency of feedback in this study, a timer could be added to the system to record the duration of problem solving by each user. This would also enable the teacher to gauge the time used by the students at each stage of their problem-solving. References Alexander, J. M., & Shih, S. S. (2000). Interacting effects of goal setting and self- or other-referenced feedback on children’s development of self-efficacy and cognitive skill within the Taiwanese classroom. Journal of Educational Psychology, 92(3), 536- 543. Balacheff, N., & J. Kaput (1996). Computer-Based Learning Environments in Mathematics. International handbook of mathematics education, 469-504. 365
Bangert-Drowns, R.L., Kulick, C. C., Kulik, J.A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61(2), 213-238. Carey, D. (1991). "Number sentences: Linking addition and subtraction word problems and symbols. Journal for Research in Mathematics Education, 22(4), 266-280 Carpenter, T. P., Hiebrt, J., & Moser, J. M. (1981). Problem Structure and First-Grade Children’s Initial Solution Processes for Simple Addition and Subtraction Problems. Journal for Research in Mathematics Education, 12(1), 27-39. Carpenter, T. P., & Moser, J. M. (1984). The Acquistion of Addition and Subtraction Concepts in Grades One through Three. Journal for Research in Mathematics Education, 15(3), 179-202 Carpenter, T. P., Ansell, E., Franke, M., Fennema, E., & Weisbeck, L. (1993). Models of problem solving: A study of kindergarten children's problem-solving processes. Journal for Research in Mathematics Education, 24(5), 428-441. Carnine, D. (1997). Instructional design in mathematics for students with learning disabilities. Journal of learning disabilities, 30(2), 134-141. Chaudhury, S. R., Roschelle, J., Schank, P., Brecht, J., & Tatar, D. (2006). Coordinating Student Learning in the Collaborative Classroom with Interactive Technologies. Paper presented at the 3rd International Society for the Scholarship of Teaching and Learning Conference (ISSOTL 2006), Washington D.C. USA Cohen, V. B. (1985). A reexamination of feedback in computer-based instruction: Implications for instructional design. Educational Technology, 25(1), 33-37. Collins, M., Carnine, D., & Gersten, R. (1987). Elaborated corrective feedback and the acquisition of reasoning skills: A study of computer-assisted instruction. Exceptional Children, 154(3), 254-262 English, L. D. (1998). Children’s problem posing within formal and informal contexts, Journal for Research in Mathematics Education, 29(1), 83-106. Fuson, K. C. (1992). Research on whole number addition and subtraction. Douglas A. Grouws (Eds.). Handbook of Research Mathematics Teaching and Learning (pp.243-275), Macmillan Library Reference: National Council of Teachers of Mathematics. Gustein, E., & Romberg, T. A. (1995). Teaching Children to Add and Subtract, Journal of Mathematical Behavior, 14(3), 283- 324 Keh, N. C. (1992). Students’ use of teacher feedback during badminton instruction. Unpublished doctoral dissertation, Louisiana State University, LA: Baton Rouge. Kulhavy, R. W., & Stock, W. A. (1989). Feedback in written instruction: The place of response certitude. Educational Psycholohy Review, 1(4), 279-308. Looi, C.K., Chen, W. & Ng, F-K. (2010). Collaborative activities enabled by GroupScribbles (GS): An exploratory study of learning effectiveness. Computers & Education. 54(1), 14-26. Milson, F. (1973 ). A Introduction to Group Work Skill. London: Routledge and Kegan Paul. Sales, G. C. (1998). Designing feedback for CBI: Matching Feedback to learning and outcomes, Computers in the Schools, 5, 225-239. Peterson, P.L., Fennema, E., & Carpenter, T.P. (1991). “Teachers' knowledge of students' mathematics problem-solving knowledge” In J. Brophy (Ed.), Advances in research on teaching: Vol.2 Teachers' knowledge of subject matter as it relates to their teaching practice Greenwich, CN: JAI press, pp.49-86. Schmidt, R. A. (1991). Motor learning and performance from principles to practice, Champaign, L: Human Kinetics Publications. Schmidt, R. A., & Wrisberg, C. A. (2000). Motor learning and performance (2nd Ed.). Champaign, IL: Human Kinetics. Siedentop, D. (1991). Developing teaching skills in physical education. (3rd Ed.). Mountain View, CA: Mayfield. Thompson, C., & Hendrickson, A. D. (1983). Verbal addition and subtraction problems: New research focusing on levels of difficulty of the problems and of the related number sentences. Focus on Learning Problems in Mathematics, 5, 33-35. Van de Walle, J. A. (2001). Elementary and Middle School Mathematics Teaching Developmentally (Fourth Edition). Addison Wesley Longman, Inc. 366
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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
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Table 5. Descriptive statistics for
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References Abowd, G. D., & Atkeson,
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Tseng, K.-H., Chang, C.-C., Lou, S.
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Figure 1. The five stages of KT (Gi
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The use of learning strategies, mon
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Additionally, the above two scales
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Figure 3. Canonical structure betwe
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highly positive perception of CM an
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Langan-Fox, J., Platania-Phung, C.,
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Gömleksiz, M. N. (2012). Elementar
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any statistically significant diffe
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consideration in an educational set
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conditions of a learning environmen
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Kahle, J. B. (1983). The disadvanta
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Appendix A Science and Technology S
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(Guuawardena, Nola, Wilson, Lopez-I
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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
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Data collection and data sources Fi
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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
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
Page 327 and 328: 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,
Page 333 and 334: Learning is a cognitive activity th
Page 335 and 336: The survey consisted of 30 question
Page 337 and 338: Created data mining model needs to
Page 339 and 340: dealt with the matter taught at the
Page 341 and 342: Conclusion Conducted research showe
Page 343 and 344: Romero, C., Ventura S., García E.,
Page 345 and 346: prompts as scaffolding strategy to
Page 347 and 348: Reflection Types This study attempt
Page 349 and 350: All the three groups completed the
Page 351 and 352: Results Learning Outcomes Pre- and
Page 353 and 354: Map Analysis in Transfer Test Figur
Page 355 and 356: Generic Prompts and Specific Prompt
Page 357 and 358: Biswas, G., Schwartz, D., Bransford
Page 359 and 360: Chen, Y.-H., Looi, C.-K., Lin, C.-P
Page 361 and 362: of correct response, answer until c
Page 363 and 364: Figure 7 shows a screenshot of one
Page 365 and 366: Collaboration Questionnaire results
Page 367 and 368: following diagrams. The double-arro
Page 369: “Most students were encouraged to
Page 373 and 374: primary research questions. First,
Page 375 and 376: Individual learning Figure 2. Scree
Page 377 and 378: Experimental Tools This study emplo
Page 379 and 380: Table 3 shows that almost all items
Page 381 and 382: I usually engaged myself in listeni
Page 383 and 384: References Bloom, B. S. (Ed.). (195
Page 385 and 386: APPENDIX 2. Taxonomy for Informatio
Page 387 and 388: understand how we can effectively u
Page 389 and 390: 5. Is there a relationship between
Page 391 and 392: correlation between teachers’ IWB
Page 393 and 394: Q7. IWB provides advantages to me t
Page 395 and 396: training regarding this topic. This
Page 397 and 398: Conclusion This study provides a so
Page 399: Smith, H. J., Higgins, S., Wall, K.
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