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thoughts, and comments for the data-structure course. The final week was reserved for students to complete the report and the questionnaire. System Description Architecture Since mobile devices are widely used in everyday life, we hoped to show that incorporating their use in a formal learning model can motivate students to take full advantage of the resources available on the mobile blogging system. Through increased frequency of discussion with others, we expected learners to not only learn assigned material more thoroughly, but also learn valuable social and communication skills, such as contributing to a group effort, exercising creativity and showing initiative. The mobile blogging learning system described in this study supports a mobile blog discussion module. We implemented a mobile blogging learning architecture utilizing the support of the RSS mechanism which is able to automatically update learning content so the waiting time for receiving learning content could be reduced and the learning efficiency could be expected to greatly raise. Really Simple Syndication (RSS 2.0) is specified in XML format. RSS gives a blog article its information in an XML file and the file is named a RSS feed. Bloggers can subscribe to a blog RSS feed or RSS aggregator and automatically receive the latest postings instead of searching for them on different blog servers. An RSS feed contains the individual posted blog entries on a blog server. The content of an RSS feed contains the title and the hyperlink of a blog entry. There are also many other items that describe each blog article such as the publishing date, description, and the related file location. Figure 2. Mobile blogging learning architecture The system architecture and the operation workflow of the system are shown in Figure 2. The mobile blogging system provides mobile bloggers with a flexible web environment for discussion and communication. Mobile bloggers can post blog articles using W/H devices and these articles are subsequently stored in the blog server. Additionally, through the devised transformation agent, posted blog articles can be read on different platforms such as personal computers, laptops, and other mobile devices. The agent renders different presentation of learning content by calculating different device screen sizes. If the platforms possess powerful presentation capabilities, the 167
agent would direct learners to a learning interface which could present considerable multimedia information. Conversely, the agent directs learners to a simple interface which renders mobile bloggers more readable learning interface. The streaming server provides video streaming which can provide rich multimedia support for posted articles. Mobile bloggers can receive other blog articles from other individuals by using the devised mobile RSS aggregator which collects all RSS feeds. The functionality of mobile RSS aggregator will be introduced in the system implementation section in more detail. System Implementation The mobile blogging learning system runs on a computer AMD Athlon 64 3000+ CPU at 2.0 GHz and 1G memory, using Microsoft C#.net 2005. Dopod CHT 9000 was chosen to be the testbed mobile device. This section contains the system presentation of a mobile blog, mobile RSS aggregator, and mobile information retrieval (MIR), which are presented graphically in Figure 3. RSS aggregator and MIR can be regarded as two components in the mobile blog. Moreover, in order to prove the system is able to run on real mobile devices, pictures were taken from real mobile devices instead of using screenshots of a mobile simulator. Mobile Blog Figure 3. Three main implemented components As Figure 4 shows, there are several links on the main page of a mobile blog, which include information retrieval (IR), RSS feeds, and the entry link of a personal blog, classification by groups and classes, and new account registration. Each posted article is listed below those links. Figure 4.The system presentation of a mobile blog 168
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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,
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At a deeper level, though, there wa
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theoretical assumptions. Two theore
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The students were not going to have
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slightly different. The group who c
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every item, not giving any result.
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edited and presented to the class u
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Figure 10. Screen captures from the
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Some of the concerns that emerge fr
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Ajayi, L. (2009). An Exploration of
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As a result of the confluence of di
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peers (Schellens et al. 2005). Sche
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The integration of discussion board
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ecause the technology allowed the p
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The pre-service teachers perceived
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Furthermore, the study demonstrated
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Schellens, T., van Keer, H., & Valc
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McKean, 2003). Instructors will see
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program at The Ohio State Universit
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Knowledge and skills of developing
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their monthly reflections or assign
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Bull, K., Montgomery, D., Overton,
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frustrating the student). ITSs make
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• 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
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: with handheld devices and they were
Page 175 and 176: Mobile RSS Aggregator In order to s
Page 177 and 178: learning, such as posting question
Page 179 and 180: With novel technological support, m
Page 181 and 182: Shen, L., Wang, M., & Shen, R. (200
Page 183 and 184: as an ‘affective loop’, which r
Page 185 and 186: Figure 2 is an example of two-dimen
Page 187 and 188: preference was gathered through dat
Page 189 and 190: compute the heart rate (HR) as a fu
Page 191 and 192: sessions. Of all the 18 learning se
Page 193 and 194: Burleson, W., Picard, R. W., Perlin
Page 195 and 196: Wu, C.-C., & Lai, C.Y. (2009). Wire
Page 197 and 198: The wireless handheld learning envi
Page 199 and 200: the lengthiness of the scales, whic
Page 201 and 202: Nursing dictionary We constructed a
Page 203 and 204: them. The computers were networked
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Page 207 and 208: questionnaire. We do not consider t
Page 209 and 210: Faruque, F., Hewlett, P. O., Wyatt,
Page 211 and 212: etween a user and the system. Addit
Page 213 and 214: Figure 2. A concept map representin
Page 215 and 216: C5.0 can help teachers to generate
Page 217 and 218: that a selected programming exercis
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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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