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difficult for them. We also asked students about usefulness of the examples that were used throughout the course, and how the course could be improved. The interview revealed that, in general, the students did not have much experience using similar systems. For example, the majority of them (92.85%) have either no or very little experience with learning management systems (Fig.5. – Q.2c)(all the questions that are mentioned (Q.x, x=1,..21) in this section are given in the Appendix). We found that most of them are not familiar with electronic educational tools, and do not use the Internet and web-based learning programs for education (Fig.5. – Q1, Q.2a, b, d). However, the students expressed positive attitude toward computer-assisted learning. More than 70% of them think that computer-assisted learning should be made available to supplement traditional lectures and exercises (Fig.5. – Q.3). However, only few (28,58%) students would not mind using learning programs that are in English (Fig.5. – Q.5). Note that the course offered by DEPTHS is in English while all other lectures are offered in Serbian. The students were supposed to be able to follow lectures in English since they had a mandatory 4 semester long English course as a prerequisite for the course in which DEPTHS was used. Q.1 Q.2a Q.2b Q.2c Q.2d Q.3 Q.5 7.14 14.29 14.29 14.29 14.29 35.71 21.43 14.29 14.29 28.57 57.14 28.57 28.57 28.57 21.43 35.71 14.29 42.86 21.43 21.43 21.43 28.57 28.57 14.29 21.43 21.43 14.29 14.29 7.14 35.71 7.14 0% 20% 40% 60% 80% 100% Not at all Very little Somewhat To a great extent Very much Q.1 How familiar are you with the electronic educational tools? Q.2 How often do you use a computer for learning? To... a) ... search the Internet for relevant web pages. b) ... download papers or similar items (with a known Internet address) c) ... access a learning management system offering a course of interest d) ... use a web-based learning application Q.3 Computer-based learning can replace lectures and exercises Q.5 I have difficulties or I just don’t like working with learning programs which are not in my mother-tongue. Figure 5. The opinions expressed by the interviewed students about computer-assisted learning in general The DEPTHS system received high marks from the students. The majority of the students (78.57%) felt that the DEPTHS system is very easy to use (Fig.6. – Q.8), only 7.14% found navigational tools confusing (Fig.6. – Q.9) and most of them (85.71%) did not experience either any technical problems (64.28%) or at least any significant problems (21.43%) while using the system (Fig.6. – Q.10). More than 90% of the students thought that the learning goal, outcomes, objectives and expectations for the course taught by the DEPTHS system were clearly stated and that the offered course met them (Fig.7. – Q.12 and Q.13). The majority of the students (85.71%) found the course content well organized (Fig.7. – Q.14), but some of them (28.58 %) thought that the amount of content was not suitable for the length of the course (Fig.7. – Q.15). Nearly two 7.14 121
thirds of the interviewed students (64.28%) reported that they were encouraged to take responsibility for their own learning (Fig.7. – Q.18). During the course, most of the students (84.72 %) often had a clear idea of where they were going and what was expected from them (Fig.7. – Q.19). Only 35.72% of the students reported that they were not given enough choices over how they are going to learn in the course (Fig.7. – Q.20). The majority of the students acknowledged that they had learned a lot about design patterns from the DEPTHS system (92.86 %) (Fig.7. – Q.21). Q.8 Q.9 Q.10 7.14 14.29 35.71 42.86 35.71 28.57 28.57 28.57 21.43 21.43 14.29 14.29 0% 20% 40% 60% 80% 100% Not at all Very little Somewhat To a great extent Very much Q.8 Do you find the system easy to use? Q.9 Do you find navigational tools confusing? Q.10 Did you experience any technical problems while using the system? Figure 6. The students’ responses to the questions concerning the DEPTHS system Q.12 Q.13 Q.14 Q.15 Q.18 Q.19 Q.20 Q.21 7.14 7.14 7.14 7.14 14.29 14.29 14.29 21.43 7.14 28.57 14.29 14.29 28.57 35.71 21.43 14.29 28.57 28.57 28.57 28.57 28.57 35.71 35.71 28.57 21.43 35.71 21.43 21.43 42.86 35.71 28.57 21.43 21.43 21.43 14.29 14.29 0% 20% 40% 60% 80% 100% Not at all Very little Somewhat To a great extent Very much Q.12 The learning goal, outcome, objective, and/or expectations for the course were clearly stated. Q.13 The offered course met the stated learning goal, outcome, and/or objective Q.14 The course content was well organized. Q.15 The amount of content was suitable for the length of the course. Q18 I was encouraged to take responsibility for my learning. Q.19 During the course, you usually had a clear idea of where you’re going and what was expected from you. Q.20 Students have a great deal of choice over how they are going to learn in this course. Q.21 To what extent do you feel you have learned from the program? Figure 7. Chart diagrams presenting the students’ answers regarding the course taught by DEPTHS 7.14 122
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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
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References Aragon, S. R. (2004). In
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Raphael, T. (1982). Improving quest
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educing maintenance costs. The cont
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Synchronization functions According
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inconsistency) and navigate directl
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the suitability of the instructiona
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Design of manipulation process The
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Table 1: Comparative analysis of au
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the convenience of mobile-based ass
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According to evaluation result, the
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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 and 104: Furthermore, the study demonstrated
Page 105 and 106: Schellens, T., van Keer, H., & Valc
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: students were told that their perfo
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
Page 155 and 156: Figure 4. The sorting of learning s
Page 157 and 158: The figures 5a and 5b illustrate th
Page 159 and 160: Learning sequence recommendation sy
Page 161 and 162: In this study, forty subjects were
Page 163 and 164: The potential for LSRS to promote l
Page 165 and 166: They pointed out that LSRS helped t
Page 167 and 168: Cover, T. M., & Thomas, J. A. (1991
Page 169 and 170: Related Efforts An Internet forum i
Page 171 and 172: with handheld devices and they were
Page 173 and 174: agent would direct learners to a le
Page 175 and 176: 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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