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(Image 3). From these representations, it is clear that students were able to demonstrate multiple perspectives and solutions to their design problems in line with the constructivist pedagogy (Jonassen 1994; Herrington et. al, 2004). By looking at the different approaches followed by the various groups in their applications, students were able to construct new knowledge on their own, resulting in an improved learning experience. Furthermore, the overall performance of the groups was good, as the students achieved mostly A’s and B’s for their projects. Figure 1. A storytelling approach on Hang Tuah The students followed a 6-step learning process (Jonassen 1999) to complete these assignments to develop the multimedia project. 1. Group formation IMAGE 2 IMAGE 1) IMAGE 3 At the start of the project, students divided themselves into groups of 4-5 members and selected a group leader for each group. The decision of their group’s name, their leader and group tasks was taken collectively. 257
IMAGE 2 2. Problem identification IMAGE 1 IMAGE 3 Figure 2. An informational approach on Silat Groups discussed the problem and proposed multiple ideas for discussion. They brainstormed amongst and reached consensus for their final application. 258
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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
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Huang, Y.-M., Huang, T.-C., Wang, K
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• Could recommended learning sequ
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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,
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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Page 221 and 222: 1(students can complete without any
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
Page 239 and 240: for them was getting the answer as
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
Page 247 and 248: elations, interactions and activiti
Page 249 and 250: Figure 3. A comparison of knowledge
Page 251 and 252: ontology will easily be extensible
Page 253 and 254: Figure 7. Visual Representation of
Page 255 and 256: Step 5: Use Boolean to combine the
Page 257 and 258: 2) CogSkillNet provides classroom i
Page 259 and 260: Neo, M., & Neo, T.-K. (2009). Engag
Page 261: • Conversation and collaboration
Page 265 and 266: Methodology At the end of the proje
Page 267 and 268: presentation skills (m = 3.72), and
Page 269 and 270: 6. Can’t be denying that, sometim
Page 271 and 272: Lambert, N. M., & McCombs, B. J. (1
Page 273 and 274: not detected in a previous study, t
Page 275 and 276: et al. (2001) studied the learning
Page 277 and 278: all the students. At the midpoint o
Page 279 and 280: The observed pairs were aware of be
Page 281 and 282: Table 2 shows the results from a mo
Page 283 and 284: Table 5: The distribution of time (
Page 285 and 286: As discussed in the section on prev
Page 287 and 288: McDowell, C., Werner, L., Bullock,
Page 289 and 290: Comprehension monitoring is the awa
Page 291 and 292: or roles in a context, such as “I
Page 293 and 294: Correlation coefficient was also co
Page 295 and 296: (a) Text 1 (b) Text 2 (c) Text 3 (d
Page 297 and 298: Table 3 shows that the average read
Page 299 and 300: Figure 10. Trace results of the les
Page 301 and 302: monitor their reading process and h
Page 303 and 304: Conn, S. R., Roberts, R. L., & Powe
Page 305 and 306: The technology-mediated groups, wit
Page 307 and 308: hybrid model of supervision was pos
Page 309 and 310: Our research indicates that the hyb
Page 311 and 312: 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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