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

More documents

Recommendations

Info

competition in a networked gaming learning environment. CyberPsychology & Behavior, 11(4), 511-514. Yu, F. Y., & Hung, C.-C. (2006). An empirical analysis of online multiple-choice question-generation learning activity for the enhancement of students’ cognitive strategy development while learning science. Lecture Series on Computer and Computational Sciences: Recent Progress in Computational Sciences and Engineering. Selected Papers from the International Conference on Computational Methods in Sciences and Engineering (ICCMSE2006) (pp. 585-588). Chania, Crete, Greece. Yu, F. Y., & Liu, Y. H. (2005). Potential values of incorporating multiple-choice question-construction for physics experimentation instruction. International Journal of Science Education, 27(11), 1319-1335. Yu, F. Y., & Liu, Y. H. (2009). Creating a psychologically safe online space for a student-generated questions learning activity via different identity revelation modes. British Journal of Educational Technology, 40(6), 1109-1123. Yu, F. Y., Liu, Y. H., & Chan, T. W. (2005). A web-based learning system for question-posing and peer assessment. Innovations in Education and Teaching International, 42(4), 337-348. 73
Appendix A: Attitudes toward Peer-Assessment 1. Peer-assessment assisted my learning. 2. Peer-assessment allowed me to be aware of the main ideas of the studied materials. 3. Peer-assessment enabled me to recognize more of the demands the instructor had for this course. 4. Peer-assessment improved my written communication skills. 5. Peer-assessment allowed me to understand better other classmates’ thoughts. 6. Peer-assessment put me under quite a lot of pressure. 7. Peer-assessment increased my motivation toward learning 8. Peer-assessment led me to like this course better. 9. Peer-assessment enabled me to interact more with the instructor. 10. Peer-assessment allowed me to have a sense of participation. 11. Peer-assessment enabled me to interact more with peers. 12. Assessment should not be part of student responsibility. 13. Instructors should set up explicit rules by which students abide for peer-assessment. 14. Students should involve in the set-up of the rules for peer-assessment 15. Peer-assessment is an objective assessment method. 16. The comments or ratings that peers provided me were fair. 17. Peer-assessment took up much of my time. 18. When giving comments or ratings to peers performance or work, I felt that it was affected by those given to me in the first place by my peers. 19. If the received comments or ratings were lower than what I expected, I would give lower comments or ratings to peers’ performance or work in return. 74
Page 1 and 2:
January 2012 Volume 15 Number 1
Page 3 and 4:
Supporting Organizations Centre for
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: Liu, Z. F., Chiu, C. H., Lin, S. S.
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
Page 101 and 102: elementary schools. Thus they are b
Page 103 and 104: Table 5. Descriptive statistics for
Page 105 and 106: References Abowd, G. D., & Atkeson,
Page 107 and 108: Tseng, K.-H., Chang, C.-C., Lou, S.
Page 109 and 110: Figure 1. The five stages of KT (Gi
Page 111 and 112: The use of learning strategies, mon
Page 113 and 114: Additionally, the above two scales
Page 115 and 116: Figure 3. Canonical structure betwe
Page 117 and 118: highly positive perception of CM an
Page 119 and 120: Langan-Fox, J., Platania-Phung, C.,
Page 121 and 122: Gömleksiz, M. N. (2012). Elementar
Page 123 and 124: any statistically significant diffe
Page 125 and 126: consideration in an educational set
Page 127 and 128: conditions of a learning environmen
Page 129 and 130:
Kahle, J. B. (1983). The disadvanta
Page 131 and 132:
Appendix A Science and Technology S
Page 133 and 134:
(Guuawardena, Nola, Wilson, Lopez-I
Page 135 and 136:
Questionnaire on student satisfacti
Page 137 and 138:
G4 53 (12.5) 48.9 (13.4) 0.39 G5 51
Page 139 and 140:
across the five levels of knowledge
Page 141 and 142:
Santhanam, R., Sasidharan, S., Webs
Page 143 and 144:
This paper reports only the early e
Page 145 and 146:
Figure 1 illustrates how the abovem
Page 147 and 148:
teacher/instructor continues to dom
Page 149 and 150:
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
Page 207 and 208:
each group. The experimental group
Page 209 and 210:
specifically, instructional approac
Page 211 and 212:
Table 3 shows that the mean frequen
Page 213 and 214:
previous Web-based instructional le
Page 215 and 216:
Millar, R., & Osborne, J.F. (1998).
Page 217 and 218:
Several studies explore the roles t
Page 219 and 220:
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
Page 227 and 228:
learning activities. British Journa
Page 229 and 230:
2009; Bernard & Cathryn, 2006) or p
Page 231 and 232:
In this study, the focus of the ins
Page 233 and 234:
The student’s degree of mastery i
Page 235 and 236:
The questionnaire for the acceptanc
Page 237 and 238:
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
Page 243 and 244:
sharing, problem solving, and achie
Page 245 and 246:
Virtual learning environment In the
Page 247 and 248:
Class Table 1. The survey questions
Page 249 and 250:
“…the distance and the lack of
Page 251 and 252:
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
Page 263 and 264:
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
Page 271 and 272:
In addition, all groups developed 8
Page 273 and 274:
future. Therefore, they had an oppo
Page 275 and 276:
surprising that most interaction wa
Page 277 and 278:
Pawan, F., Paulus, T. M., Yalcin, S
Page 279 and 280:
systems by using 18 personalization
Page 281 and 282:
Short-Term Sensory Memory is a temp
Page 283 and 284:
with respect to articles by using a
Page 285 and 286:
system also computes a review value
Page 287 and 288:
DFL. d ( yi ) is the degree of mem
Page 289 and 290:
the experimental group can understa
Page 291 and 292:
Finally, Figure 10(A) and Figure 10
Page 293 and 294:
Appendix # Question Description Par
Page 295 and 296:
mental models, are cognitive struct
Page 297 and 298:
Based on the theoretical implicatio
Page 299 and 300:
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
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 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.
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?