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From the analysis of the trace results, it was found that the average reader relied much on the feedback tool in their reading process. She requested the feedback tool to either overcome her reading difficulties or confirm her selections of the references. Figure 8 shows one of the average readers’ trace results. Request the feedback tool Successful reading comprehension Request the feedback tool Successful reading comprehension confirmation … 22. Get feedback of referent :[It(3)] feedback Count => 7 23. Make a connection: [It (3)] connect to [a 400-kilometer bicycle tour across Iceland's lava fields] 24. Get feedback of referent :[the trip(4)] feedback Count => 8 25. Select a text element: [the trip(4)] 26. Make a connection: [the trip(4)] connect to [a 400-kilometer bicycle tour across Iceland's lava fields] … 272. Read a sentence: [The deposit(19) is usually between 200-300.] 273. Get feedback of referent :[The deposit(19)] feedback Count => 95 274. Select a text element: [a deposit in order to hold their (11) space on the tour (12)] 275. Make a connection: [ The deposit (19)] connect to [a deposit in order to hold their(11) space on the tour (12)] 276. Get feedback of referent :[The deposit(19)] feedback Count => 96 Figure 8. Trace results of the average reader’s reading process As shown in Figure 8, the average reader requested the feedback tool 96 times (e.g. line 276). He entirely depended on the feedback tool in connecting the references to the correct subject (e.g. lines 22~26). After receiving the feedback, he did not reread the sentences for comprehension. As a result, he tended to have a partial understanding of the textual information and kept requesting the feedback tool for revising his connections. For instance, he requested the feedback tool of the demonstrative reference, this trip (6). He added and erased the text elements that he initially selected. The similar reading process repeatedly occurred as shown in line 272 to 276. He, again, requested the feedback tool of the demonstrative reference, the deposit (19), and made the final connection. In developing the mental maps of reference, the average reader engaged in comprehension monitoring by the assistance of feedback tool. Table 3 shows the average reader’s frequency in requesting the feedback tool when resolving the personal references. Table 3. Frequency of the feedback tool request in resolving personal references Text Reference Frequency Reference Frequency Total 1 them(5) her(9) 0 1 they(7) 0 1 2 3 4 their(13) 1 their(14) 1 their(16) 1 they(17) 1 they(30) 1 They(31) 2 7 their(11) 2 their(13) 1 they(14) 3 their(15) 2 their(52) 1 they(53) 1 10 they(4) 1 their(6) 2 They(7) 1 their(8) 0 their(10) 1 they(11) 0 their(12) 1 they(20) 0 they(22) 1 they(24) 0 7 291
Table 3 shows that the average reader asked help from the feedback tool more frequently from text 1 to 4. He was able to monitor his reading process and frequently asked for assistance as he encountered difficulty in resolving the personal references. His performance in the reading comprehension test, 8 out of 10 points (80 % correct), further illustrated his better textual understanding in text 2. After the average reader had drawn the relationships among references, he still needed to take a multiple-choice comprehension test in each text. A test item in reading comprehension test of the text Fast Food and Teen Worker is shown as follows. 5. Which of the following is NOT true? (A) Fast food workers quit their jobs easily. (B) Most Americans have worked in fast food restaurants. (C) Teenagers can hardly find jobs in fast food restaurants. (D) McDonald’s is the largest fast food chain in the United States. In answering the item #5, the reader first had to identify the main character in the text and select the correct description of the character. Since he referred and integrated the personal references in the text to the correct subject, most teenagers (see graph (b) of Figure 7), he was able to choose one of the four options that is mainly related to the teenagers, namely, option C. Reading process of the less-proficient readers The less-proficient reader was also found to develop his mental map of reference as he tried to finish the four sequential online tasks. Figure 9 presents the less-proficient readers’ mental maps in resolving personal references. (a) Text 1 (b) Text 2 292
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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,
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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
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
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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 and 262: • Conversation and collaboration
Page 263 and 264: IMAGE 2 2. Problem identification I
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: (a) Text 1 (b) Text 2 (c) Text 3 (d
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,
Page 313 and 314: goal of using storyboards. But, thi
Page 315 and 316: In general, learning activities nee
Page 317 and 318: Furthermore, free subjects, such as
Page 319 and 320: Storyboarding Roots and related wor
Page 321 and 322: Referees, on the other hand, may wa
Page 323 and 324: Symbols Interpretation Defines a un
Page 325 and 326: Figure 4. Top-level storyboard for
Page 327 and 328: may take subjects such as practical
Page 329 and 330: network security information envir
Page 331 and 332: The concrete procedure and interact
Page 333 and 334: (e.g., for graduation) using such i
Page 335 and 336: Thus, academic education modeling b
Page 337 and 338: Feyer, T., Kao, O., Schewe, K.-D.,
Page 339 and 340: Richards, G. (2009). Book review: T
Page 341 and 342: expands the child’s proximal envi
Page 343: Chapter 6 exemplifies the activitie
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