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(c) Text 3 (d) Text 4 Figure 9. The less-proficient readers’ mental maps in demonstrative reference In graph (a) and graph (b) of Figure 9, the less-proficient reader did not integrate any of the demonstrative reference. Instead, he referred each demonstrative reference to its subject separately. In graph (c) and graph (d), he started to connect some of the demonstrative references like the cow (29) and its (30) to the correct subject, his (26) cow, in a successive way. The store (45) and its (42) were linked together with an international chain store. In Figure 10, the trace results revealed that the less-proficient reader rarely requested the feedback tool in text 1. Most of the time, he repeatedly selected and erased the incorrect references and eventually referred the references to an incorrect subject when reading the online text. Figure 10 shows that the less-proficient reader never requested the feedback tool for assistance even though he was not sure about what the references referred to in the text. Instead, he only read and reread some sentences (e.g. line 78~81). He then randomly connected a reference to a subject. In developing his mental map of reference, the less-proficient reader was more aware of his reading process and actively asked for help. Table 4 shows the less-proficient reader’s frequency in requesting the feedback tool. 293
Figure 10. Trace results of the less-proficient reader’s reading process Table 4. The less-proficient reader’s frequency request of the feedback tool Text Reference Frequency Reference Frequency Total 1 this(20) that(26) 0 0 that(22) It(36) 0 0 0 2 3 4 this(2) 0 these(3) 1 these(4) 0 This(5) 0 its(6) 1 2 his(23) 1 the field(24) 1 the farmer(25) 1 his(26) 1 the field(27) 1 the cow(29) 1 its(30) 1 7 the seller(26) 5 this(28) 1 the shopper(29) 1 the shopper(31) 1 it(42) 1 9 Table 4 revealed that the less-proficient reader requested the feedback tool more frequently when reading the final online text. By the assistance of the feedback tool, he not only solved his reading problems but also enhanced his reading comprehension. He initially got 3 score points (30% correct) and 5 points (50%) in text 1 and 2. He further advanced to 6 points (60% correct) and 7 points (70% correct) in text 3 and 4. An exemplary test item in Adventure Tours for Charities is shown below. 294
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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
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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 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 and 296: (a) Text 1 (b) Text 2 (c) Text 3 (d
Page 297: Table 3 shows that the average read
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
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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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