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

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Results and Discussion In this section the results of the study are presented as they relate to each research question and the pedagogical implications. Research question (1): What are the students’ perceptions and behavioral intentions regarding using STR technology in a synchronous learning environment? The questionnaire survey data analysis revealed that almost all items in the dimension, “Perceived ease of STR use” were ranked high, as shown in Table 2. This indicates that students generally agreed that STR application was easy to use. However, item number (no.) 2 was ranked as the lowest in this dimension. The interviews with students revealed the reason behind this phenomenon. The students mentioned some particular cases when it was difficult to attain a high recognition accuracy rate of STR. One example is recognizing homophones, the words with the same pronunciation but different meanings. Another example related to the speech of a speaker. When the speaker spoke too slowly, the STR application recognized one spoken word as two. Conversely, when the speaker spoke too quickly, the STR application recognized two spoken words as one (Wald & Bain, 2008; Way et al., 2008). No. Item 1. Learning to operate the STR is easy for me. 2. I find it easy to get the STR to do what I want it to do. 3. Interacting with the STR does not require a lot of my mental effort. 4. My interaction with the STR is clear and 5. understandable. It is easy for me to become skillful at using STR. 6. Overall, I found the STR easy to use. Table 2. Perceived ease of STR use Strongly disagree Disagree Undecided Agree (1) (2) (3) (4) Strongly agree (5) Mean Standard deviation 1 2 1 11 9 4.04 1.08 1 2 8 11 2 3.46 0.93 1 1 2 18 2 3.79 0.83 0 1 4 13 6 4.00 0.78 0 1 4 16 3 3.87 0.68 0 0 3 16 5 4.08 0.58 Table 3. Perceived usefulness of STR for learning No. Item Strongly disagree (1) Disagree (2) Undecided (3) Agree (4) Strongly agree (5) Mean Standard deviation 7. Using STR improves the quality of my learning. 0 0 4 14 6 4.08 0.65 8. STR helps me to accomplish learning tasks more quickly. 0 0 5 13 6 4.04 0.69 9. Using STR increases my productivity. 0 1 10 10 3 3.62 0.77 10. Using STR enhances my effectiveness for learning. 0 3 6 12 3 3.62 0.87 11. Using STR improves my learning achievement. 0 2 9 10 3 3.58 0.83 12. Overall, I find STR useful in my learning. 0 0 4 13 7 4.12 0.68 373
Table 3 shows that almost all items in the dimension, “Perceived usefulness of STR for learning” were ranked high. This demonstrates that most students agreed about how useful STR technology was for learning (Ryba et al., 2006; Wald, 2010; Wald & Bain, 2008). Only item no. 11 was ranked as the lowest in this dimension. The interviews with the students helped infer such a finding. Some students, for various reasons, did not attend online classes; they preferred to make up missed classes by studying the learning materials from textbooks or via the Internet instead of from recorded archives of online classes. These students had no idea STR-generated texts could be used during and after online classes, nor did they realize the benefits of using STR-generated texts for learning. All items regarding the dimensions, “Perceived usefulness of STR in one-way lectures,” shown in Table 4, and “Behavioral intention to use STR,” shown in Table 5, were ranked with high scores. Most students agreed that STRgenerated text during one-way lectures was useful for learning, and most students were highly motivated to use STR continuously after this study. Table 4. Perceived usefulness of STR in one-way lectures No. Item Strongly disagree (1) Disagree (2) Undecided (3) Agree (4) Strongly agree (5) Mean Standard deviation 13. Use of STR by the teacher during one-way lectures improves the quality of my learning. 1 0 2 7 14 4.37 0.97 14. Use of STR by the teacher during one-way lectures helps me to accomplish 1 0 2 10 11 4.25 0.94 learning quickly. tasks more <strong>15</strong>. Use of STR by the teacher during one-way lectures increases my productivity. 1 0 5 10 8 4.00 0.98 16. Use of STR by the teacher during one-way lectures enhances my effectiveness in learning. 1 0 3 9 11 4.20 0.98 17. Use of STR by the teacher during one-way lectures improves my learning achievement. 1 0 8 6 9 3.92 1.06 18. Overall, I found using STR by the teacher during oneway lectures is useful in my learning. 0 1 1 9 13 4.42 0.77 Table 5. Behavioral intentions to use STR No. Item Strongly disagree (1) Disagree (2) Undecided (3) Agree (4) Strongly agree (5) Mean Standard deviation 19. I intend to continue using STR in the future. 0 0 4 9 11 4.29 0.75 20. I plan to use STR often. 0 0 7 9 8 4.04 0.81 21. I will strongly recommend the use of STR to others. 0 0 5 8 11 4.25 0.79 374
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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
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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
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 and 370: “Most students were encouraged to
Page 371 and 372: Bangert-Drowns, R.L., Kulick, C. C.
Page 373 and 374: primary research questions. First,
Page 375 and 376: Individual learning Figure 2. Scree
Page 377: Experimental Tools This study emplo
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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