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Davies, J. (2006). Affinities and beyond! Developing ways of seeing in online spaces, Retrieved January 25, 2009 from http://www.wwwords.co.uk/pdf/freetoview.asp?j=elea&vol=3&issue=2&year=2006&article=8_davies_elea_3_ 2_web. de Smet, M., van Keer, H., & Valcke, M. (2008). Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behavior. Computers & Education, 50, 207–223. Doering, A., Johnson, M., & Dexter, S. (2003). Using asynchronous discussion to support pre-service teachers’ practicum experiences. TechTrends, 47 (1), 52–55. Doering, A., & Beach, R. (2002). Preservice English teachers acquiring literacy practices through technology tools in a practicum experience. Language, Learning, and Technology, 6 (3), 127–146. Gee, J. P. (2007). Pleasure, learning, video games, and life: The projective stance. In Knobel, M. & Lankshear, C. (Eds.), A new literacies sampler (pp. 95–113), New York: Peter Lang. Gee, J. P. (2004). Situate language and learning: A critique of traditional schooling, London: Routledge. Gee, J. P. (2003). What video games have to teach us about learning and literacy, New York: Palgrave Macmillan. Gura, M., & Percy, B. (2005). Recapturing technology for education: Keeping tomorrow in today’s classrooms, Lanham, Maryland: ScarecrowEducation. Hewson, L., & Hughes, C. (2005). Social processes and pedagogy in online learning. AACE Journal, 13 (2), 99-125. Jewitt, C. (2005). Multimodality, “reading”, and “writing” for the 21 st century. Discourse: Studies in the cultural politics of education, 26 (3), 315–331. Johnson, H. (2007). Dialogue and the construction of knowledge in E-learning: Exploring students’ perceptions of their learning while using blackboard asynchronous discussion board, Retrieved January 21, 2009 from http://www.eurodl.org/materials/contrib/2007/Henry_Johnson.htm. Johnson, G. M. (2006). Synchronous and asynchronous text-based CMC in educational contexts: A review of recent research. TechTrends, 50 (4), 46–53. Karppinen, P. (2005). Meaningful learning with digital and online videos: Theoretical perspectives. AACE Journal, 13 (3), 233–250. Kayler, M. & Weller, K. (2007). Pedagogy, self-assessment, and online discussion groups. Educational Technology and Society, 10 (1), 136–147. Kress, G. (1997). Before writing: Rethinking the paths to literacy, London: Routledge. Lee-Baldwin, J. (2005). Asynchronous discussion forums: A closer look at the structure, focus and group dynamics that facilitate reflective thinking. Contemporary Issues in Technology and Teacher Education, 5 (1), 93–115. Lim, C., & Cheah, P. (2003). The role of the tutor in asynchronous discussion boards: A case study of a pre-service teacher course. Education Media International, 40 (1-2), 33-47. Mabrito, M. (2006). A study of synchronous versus asynchronous collaboration in an online business writing class. The American Journal of Distance Education, 20 (2), 93–107. Molebash, P. (2004). Pre-service teacher perceptions of a technology-enrich methods course. Contemporary Issues in Technology and Teacher Education, 3 (4), 412–432. National Research Council (1999). How people learn: Brain, mind, experience, and school, Washington, DC: National Academy Press. Otero, V., Peressini, D., Meymaris, K., Ford, P., Garvin, T., Harlow, D., Reidel, M., Waite, B., & Mears, C. (2005). Integrating technology into teacher education: A critical framework for implementing reform. Journal of Teacher Education, 56 (1), 8–23. Rogers, D. (2000). A paradigm shift: Technology integration for higher education in the new millennium. AACE Journal, 1 (13), 19-33. Schellens, T., & Valcke, M. (2006). Fostering knowledge construction in university students through asynchronous discussion groups. Computers and Education, 46, 349–370. 99
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April 2009 Volume 12 Number 2
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Abstracting and Indexing Educationa
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Engaging students in multimedia-med
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this study discusses computer-based
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Sampling for preliminary study One
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Part 2 Pearson correlation .349** 1
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Figure 1. Box and whisker plot of t
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characteristics and learning styles
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However, critical reflection and in
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novels, so they collected any relat
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1. Theories of teaching: Comments m
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grammatical errors and basic writin
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Ho, B., & Richards, J. C. (1993). R
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Hwang, K.-A., & Yang, C.-H. (2009).
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e deduced from the Affective Domain
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Detection procedure Figure 1 shows
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avoided. Image processing is perfor
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falling asleep) as defined in this
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classmates or left their seats duri
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help teachers to recognize the lear
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Hsieh, P.-H., & Dwyer, F. (2009). T
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significant comprehension effects o
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Treatment 3 (keyword group): Studen
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Criteria of achievement measures Th
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esults. A correlational analysis de
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A 2 x 1 ANOVA analyzed the effect o
Page 53 and 54: References Aragon, S. R. (2004). In
Page 55 and 56: Raphael, T. (1982). Improving quest
Page 57 and 58: educing maintenance costs. The cont
Page 59 and 60: Synchronization functions According
Page 61 and 62: inconsistency) and navigate directl
Page 63 and 64: the suitability of the instructiona
Page 65 and 66: Design of manipulation process The
Page 67 and 68: Table 1: Comparative analysis of au
Page 69 and 70: the convenience of mobile-based ass
Page 71 and 72: According to evaluation result, the
Page 73 and 74: Tan, O. S., Parsons, R. D., Hinson,
Page 75 and 76: At a deeper level, though, there wa
Page 77 and 78: theoretical assumptions. Two theore
Page 79 and 80: The students were not going to have
Page 81 and 82: slightly different. The group who c
Page 83 and 84: every item, not giving any result.
Page 85 and 86: edited and presented to the class u
Page 87 and 88: Figure 10. Screen captures from the
Page 89 and 90: Some of the concerns that emerge fr
Page 91 and 92: Ajayi, L. (2009). An Exploration of
Page 93 and 94: As a result of the confluence of di
Page 95 and 96: peers (Schellens et al. 2005). Sche
Page 97 and 98: The integration of discussion board
Page 99 and 100: ecause the technology allowed the p
Page 101 and 102: The pre-service teachers perceived
Page 103: Furthermore, the study demonstrated
Page 107 and 108: McKean, 2003). Instructors will see
Page 109 and 110: program at The Ohio State Universit
Page 111 and 112: Knowledge and skills of developing
Page 113 and 114: their monthly reflections or assign
Page 115 and 116: Bull, K., Montgomery, D., Overton,
Page 117 and 118: frustrating the student). ITSs make
Page 119 and 120: • Link removal - advanced student
Page 121 and 122: Expert Module Expert Module’s mai
Page 123 and 124: Based on the questionnaire results
Page 125 and 126: students were told that their perfo
Page 127 and 128: thirds of the interviewed students
Page 129 and 130: Throughout the semester, students i
Page 131 and 132: human teacher or question developer
Page 133 and 134: To test the learning effectiveness
Page 135 and 136: APPENDIX A Computer Science and Sof
Page 137 and 138: Thus, the use of computers changes
Page 139 and 140: Specifically, two objectives were p
Page 141 and 142: Nonetheless, both teachers assign a
Page 143 and 144: 48% 35% 53% similar similar 69% 42%
Page 145 and 146: Table 4: Students’ attitudes Stat
Page 147 and 148: activities. Specifically, the histo
Page 149 and 150: Huang, Y.-M., Huang, T.-C., Wang, K
Page 151 and 152: • Could recommended learning sequ
Page 153 and 154: Analysis of sequences prediction me
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Figure 4. The sorting of learning s
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The figures 5a and 5b illustrate th
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Learning sequence recommendation sy
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In this study, forty subjects were
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The potential for LSRS to promote l
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They pointed out that LSRS helped t
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Cover, T. M., & Thomas, J. A. (1991
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Related Efforts An Internet forum i
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with handheld devices and they were
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agent would direct learners to a le
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Mobile RSS Aggregator In order to s
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learning, such as posting question
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With novel technological support, m
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Shen, L., Wang, M., & Shen, R. (200
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as an ‘affective loop’, which r
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Figure 2 is an example of two-dimen
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preference was gathered through dat
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compute the heart rate (HR) as a fu
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sessions. Of all the 18 learning se
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Burleson, W., Picard, R. W., Perlin
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Wu, C.-C., & Lai, C.Y. (2009). Wire
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The wireless handheld learning envi
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the lengthiness of the scales, whic
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Nursing dictionary We constructed a
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them. The computers were networked
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“The major difference was that I
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questionnaire. We do not consider t
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Faruque, F., Hewlett, P. O., Wyatt,
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etween a user and the system. Addit
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Figure 2. A concept map representin
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C5.0 can help teachers to generate
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that a selected programming exercis
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differences between our system and
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1(students can complete without any
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The PADS sometimes assigned very di
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Corno, L. (2000). Looking at Homewo
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Hwang, W.-Y., Hsu, J.-L., Tretiakov
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listed these functions as allowing
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In the research presented in this a
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Research Tools Web-based learning e
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Table 1. Operational definitions of
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action, interaction, and outeractio
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for them was getting the answer as
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Table 6 shows the learners’ prefe
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Bell, P., & Winn, W. (2000). Distri
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Askar, P., & Altun, A. (2009). CogS
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elations, interactions and activiti
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Figure 3. A comparison of knowledge
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ontology will easily be extensible
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Figure 7. Visual Representation of
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Step 5: Use Boolean to combine the
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2) CogSkillNet provides classroom i
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Neo, M., & Neo, T.-K. (2009). Engag
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• Conversation and collaboration
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IMAGE 2 2. Problem identification I
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Methodology At the end of the proje
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presentation skills (m = 3.72), and
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6. Can’t be denying that, sometim
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Lambert, N. M., & McCombs, B. J. (1
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not detected in a previous study, t
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et al. (2001) studied the learning
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all the students. At the midpoint o
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The observed pairs were aware of be
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Table 2 shows the results from a mo
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Table 5: The distribution of time (
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As discussed in the section on prev
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McDowell, C., Werner, L., Bullock,
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Comprehension monitoring is the awa
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or roles in a context, such as “I
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Correlation coefficient was also co
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(a) Text 1 (b) Text 2 (c) Text 3 (d
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Table 3 shows that the average read
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Figure 10. Trace results of the les
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monitor their reading process and h
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Conn, S. R., Roberts, R. L., & Powe
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The technology-mediated groups, wit
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hybrid model of supervision was pos
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Our research indicates that the hyb
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Janoff, D. S., & Schoenholtz-Read,
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goal of using storyboards. But, thi
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In general, learning activities nee
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Furthermore, free subjects, such as
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Storyboarding Roots and related wor
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Referees, on the other hand, may wa
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Symbols Interpretation Defines a un
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Figure 4. Top-level storyboard for
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may take subjects such as practical
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network security information envir
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The concrete procedure and interact
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(e.g., for graduation) using such i
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Thus, academic education modeling b
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Feyer, T., Kao, O., Schewe, K.-D.,
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Richards, G. (2009). Book review: T
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expands the child’s proximal envi
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Chapter 6 exemplifies the activitie
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