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Reflective journals Students were required to write daily reflective journals in the hospital to improve awareness of their own learning. Reflective journals allowed students to better assess their needs, and at the same time, allowed the instructor to provide them guidance and support. Figure 6 is a reflective journal written by a student, which read as follows: “… Although there were nurses and the therapist around, we felt scared because of being surrounded by so many patients. I felt very uncomfortable. …. I know I shouldn’t feel this way. I should try to get along with the patients -- no matter how seriously ill they are. …” In the following mood check-boxes, one student indicated the feeling of being terrified and helpless. After seeing the journal, the instructor immediately wrote words of encouragement on the online feedback form, and then provided additional support for the student the following day. With the PDA-based reflective journals, the instructor could know students’ conditions promptly and provide them with timely feedback, which was just not possible with previous paper-written journals. Figure 6. The reflective journals Figure 7. The psychiatric nursing glossary 195
Nursing dictionary We constructed a glossary of frequently used psychiatric nursing terms (see Figure 7) as part of our handheld system that students could use during their practicum. Students could check the meaning of a nursing term (in Chinese) and listen to its pronunciation (in English) via their PDA. The dictionary tool is especially helpful when students read a patient’s medical history and when for discussion with the instructor or peers (where the use of English terms was essential). Discussion forum To promote interactions among students, the instructor, and the nurse mentors, a discussion forum was created on our handheld system. Students could either respond to the instructor’s postings or initiate their own topics of interest by using their PDA in the hospital or via the PC at home. The nurse mentors could use PCs to join in discussions where ideas and experiences from the field could be shared. Each week during the practicum, the instructor initiated a discussion topic regarding issues involving students’ clinical practice. For example, in Figure 8, the instructor posted the question “Should patients call nurses by their first name?” Calling a person’s first name is acceptable in most western cultures but is uncommon in Taiwanese culture. In Taiwanese culture, calling a person by their first name is done only with very close friends or family members. The posting, consequently, generated much discussion among the students and with nurse mentors. Concept maps Figure 8. The discussion forum The instructor encouraged students to construct concept maps with their PDAs to help students organize their ideas on assessing patients’ mental problems, performing nursing diagnosis, and outlining nursing care plans. Traditionally, students used paper and pencil methods to draw concept maps. In this study we offered students a PDA-based concept mapping tool, PicoMap, developed by the labs of Highly Interactive Computing in Education (Hi-CE) of the University of Michigan (http://hice.org/pocketpc). The PicoMap tool allows students to create and edit concept maps and to exchange such maps via IR beaming. Figure 9 is an example concept map in which a student depicted her assessment of a patient’s condition from physical, emotional, intellectual, social, and spiritual perspectives. 196
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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
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Expert Module Expert Module’s mai
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Based on the questionnaire results
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students were told that their perfo
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thirds of the interviewed students
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Throughout the semester, students i
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human teacher or question developer
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To test the learning effectiveness
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APPENDIX A Computer Science and Sof
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Thus, the use of computers changes
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Specifically, two objectives were p
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Nonetheless, both teachers assign a
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48% 35% 53% similar similar 69% 42%
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Table 4: Students’ attitudes Stat
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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
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Page 175 and 176: Mobile RSS Aggregator In order to s
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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: the lengthiness of the scales, whic
Page 203 and 204: them. The computers were networked
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Page 207 and 208: questionnaire. We do not consider t
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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
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Page 223 and 224: The PADS sometimes assigned very di
Page 225 and 226: Corno, L. (2000). Looking at Homewo
Page 227 and 228: Hwang, W.-Y., Hsu, J.-L., Tretiakov
Page 229 and 230: listed these functions as allowing
Page 231 and 232: In the research presented in this a
Page 233 and 234: Research Tools Web-based learning e
Page 235 and 236: Table 1. Operational definitions of
Page 237 and 238: action, interaction, and outeractio
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Page 241 and 242: Table 6 shows the learners’ prefe
Page 243 and 244: Bell, P., & Winn, W. (2000). Distri
Page 245 and 246: Askar, P., & Altun, A. (2009). CogS
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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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