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Educational Technology & Society An International Journal Aims and Scope Educational Technology & Society is a quarterly journal published in January, April, July and October. Educational Technology & Society seeks academic articles on the issues affecting the developers of educational systems and educators who implement and manage such systems. The articles should discuss the perspectives of both communities and their relation to each other: • Educators aim to use technology to enhance individual learning as well as to achieve widespread education and expect the technology to blend with their individual approach to instruction. However, most educators are not fully aware of the benefits that may be obtained by proactively harnessing the available technologies and how they might be able to influence further developments through systematic feedback and suggestions. • Educational system developers and artificial intelligence (AI) researchers are sometimes unaware of the needs and requirements of typical teachers, with a possible exception of those in the computer science domain. In transferring the notion of a 'user' from the human-computer interaction studies and assigning it to the 'student', the educator's role as the 'implementer/ manager/ user' of the technology has been forgotten. The aim of the journal is to help them better understand each other's role in the overall process of education and how they may support each other. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to Educational Technology & Society and three months thereafter. The scope of the journal is broad. Following list of topics is considered to be within the scope of the journal: Architectures for Educational Technology Systems, Computer-Mediated Communication, Cooperative/ Collaborative Learning and Environments, Cultural Issues in Educational System development, Didactic/ Pedagogical Issues and Teaching/Learning Strategies, Distance Education/Learning, Distance Learning Systems, Distributed Learning Environments, Educational Multimedia, Evaluation, Human-Computer Interface (HCI) Issues, Hypermedia Systems/ Applications, Intelligent Learning/ Tutoring Environments, Interactive Learning Environments, Learning by Doing, Methodologies for Development of Educational Technology Systems, Multimedia Systems/ Applications, Network-Based Learning Environments, Online Education, Simulations for Learning, Web Based Instruction/ Training Editors Kinshuk, Athabasca University, Canada; Demetrios G Sampson, University of Piraeus & ITI-CERTH, Greece; Ashok Patel, CAL Research & Software Engineering Centre, UK; Reinhard Oppermann, Fraunhofer Institut Angewandte Informationstechnik, Germany. Editorial Assistant Barbara Adamski, Athabasca University, Canada. Associate editors Nian-Shing Chen, National Sun Yat-sen University, Taiwan; Alexandra I. Cristea, Technical University Eindhoven, The Netherlands; John Eklund, Access Australia Co-operative Multimedia Centre, Australia; Vladimir A Fomichov, K. E. Tsiolkovsky Russian State Tech Univ, Russia; Olga S Fomichova, Studio "Culture, Ecology, and Foreign Languages", Russia; Piet Kommers, University of Twente, The Netherlands; Chul-Hwan Lee, Inchon National University of Education, Korea; Brent Muirhead, University of Phoenix Online, USA; Erkki Sutinen, University of Joensuu, Finland; Vladimir Uskov, Bradley University, USA. Advisory board Ignacio Aedo, Universidad Carlos III de Madrid, Spain; Luis Anido-Rifon, University of Vigo, Spain; Rosa Maria Bottino, Consiglio Nazionale delle Ricerche, Italy; Mark Bullen, University of British Columbia, Canada; Tak-Wai Chan, National Central University, Taiwan; Sherry Chen, Brunel University, United Kingdom; Darina Dicheva, Winston-Salem State University, USA; Robert Farrell, IBM Research, USA; Brian Garner, Deakin University, Australia; Roger Hartley, Leeds University, UK; J R Isaac, National Institute of Information Technology, India; Mohamed Jemni, University of Tunis, Tunisia; Paul Kirschner, Open University of the Netherlands, The Netherlands; William Klemm, Texas A&M University, USA; Rob Koper, Open University of the Netherlands, The Netherlands; Ruddy Lelouche, Universite Laval, Canada; David McConnell, Lancaster University, UK; Rory McGreal, Athabasca University, Canada; David Merrill, Brigham Young University - Hawaii, USA; Marcelo Milrad, Växjö University, Sweden; Riichiro Mizoguchi, Osaka University, Japan; Permanand Mohan, The University of the West Indies, Trinidad and Tobago; Hiroaki Ogata, Tokushima University, Japan; Toshio Okamoto, The University of Electro-Communications, Japan; Thomas C. Reeves, The University of Georgia, USA; Gilly Salmon, University of Leicester, United Kingdom; Norbert M. Seel, Albert-Ludwigs-University of Freiburg, Germany; Timothy K. Shih, Tamkang University, Taiwan; Yoshiaki Shindo, Nippon Institute of Technology, Japan; Kevin Singley, IBM Research, USA; Brian K. Smith, Pennsylvania State University, USA; J. Michael Spector, Florida State University, USA; Chin-Chung Tsai, National Taiwan University of Science and Technology, Taiwan; Stephen J.H. Yang, National Central University, Taiwan. Assistant Editors Sheng-Wen Hsieh, Far East University, Taiwan; Taiyu Lin, Massey University, New Zealand; Kathleen Luchini, University of Michigan, USA; Dorota Mularczyk, Independent Researcher & Web Designer; Carmen Padrón Nápoles, Universidad Carlos III de Madrid, Spain; Ali Fawaz Shareef, Massey University, New Zealand; Jarkko Suhonen, University of Joensuu, Finland. Executive peer-reviewers http://www.ifets.info/ Subscription Prices and Ordering Information For subscription information, please contact the editors at kinshuk@ieee.org. Advertisements Educational Technology & Society accepts advertisement of products and services of direct interest and usefulness to the readers of the journal, those involved in education and educational technology. Contact the editors at kinshuk@ieee.org. ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others ISSN than 1436-4522. IFETS must © International be honoured. Forum Abstracting of Educational with credit Technology is permitted. & To Society copy otherwise, (IFETS). The to republish, authors and to post the on forum servers, jointly or to retain redistribute the copyright to lists, of requires the articles. prior specific Permission permission to make and/or digital a fee. or hard Request copies permissions of part or all from of this the editors work for at personal kinshuk@ieee.org. or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@massey.ac.nz. i
Abstracting and Indexing Educational Technology & Society is abstracted/indexed in Social Science Citation Index, Current Contents/Social & Behavioral Sciences, ISI Alerting Services, Social Scisearch, ACM Guide to Computing Literature, Australian DEST Register of Refereed Journals, Computing Reviews, DBLP, Educational Administration Abstracts, Educational Research Abstracts, Educational Technology Abstracts, Elsevier Bibliographic Databases, ERIC, Inspec, Technical Education & Training Abstracts, and VOCED. Guidelines for authors Submissions are invited in the following categories: • Peer reviewed publications: Full length articles (4000 - 7000 words) • Book reviews • Software reviews • Website reviews All peer review publications will be refereed in double-blind review process by at least two international reviewers with expertise in the relevant subject area. Book, Software and Website Reviews will not be reviewed, but the editors reserve the right to refuse or edit review. For detailed information on how to format your submissions, please see: http://www.ifets.info/guide.php Submission procedure Authors, submitting articles for a particular special issue, should send their submissions directly to the appropriate Guest Editor. Guest Editors will advise the authors regarding submission procedure for the final version. All submissions should be in electronic form. The editors will acknowledge the receipt of submission as soon as possible. The preferred formats for submission are Word document and RTF, but editors will try their best for other formats too. For figures, GIF and JPEG (JPG) are the preferred formats. Authors must supply separate figures in one of these formats besides embedding in text. Please provide following details with each submission: Author(s) full name(s) including title(s), Name of corresponding author, Job title(s), Organisation(s), Full contact details of ALL authors including email address, postal address, telephone and fax numbers. The submissions should be uploaded at http://www.ifets.info/ets_journal/upload.php. In case of difficulties, they can also be sent via email to (Subject: Submission for Educational Technology & Society journal): kinshuk@ieee.org. In the email, please state clearly that the manuscript is original material that has not been published, and is not being considered for publication elsewhere. ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others ISSN than 1436-4522. IFETS must © International be honoured. Forum Abstracting of Educational with credit Technology is permitted. & To Society copy otherwise, (IFETS). The to republish, authors and to post the on forum servers, jointly or to retain redistribute the copyright to lists, of requires the articles. prior specific Permission permission to make and/or digital a fee. or hard Request copies permissions of part or all from of this the editors work for at personal kinshuk@ieee.org. or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@massey.ac.nz. ii
Page 1: April 2009 Volume 12 Number 2
Page 5 and 6: Engaging students in multimedia-med
Page 7 and 8: this study discusses computer-based
Page 9 and 10: Sampling for preliminary study One
Page 11 and 12: Part 2 Pearson correlation .349** 1
Page 13 and 14: Figure 1. Box and whisker plot of t
Page 15 and 16: characteristics and learning styles
Page 17 and 18: However, critical reflection and in
Page 19 and 20: novels, so they collected any relat
Page 21 and 22: 1. Theories of teaching: Comments m
Page 23 and 24: grammatical errors and basic writin
Page 25 and 26: Ho, B., & Richards, J. C. (1993). R
Page 27 and 28: Hwang, K.-A., & Yang, C.-H. (2009).
Page 29 and 30: e deduced from the Affective Domain
Page 31 and 32: Detection procedure Figure 1 shows
Page 33 and 34: avoided. Image processing is perfor
Page 35 and 36: falling asleep) as defined in this
Page 37 and 38: classmates or left their seats duri
Page 39 and 40: help teachers to recognize the lear
Page 41 and 42: Hsieh, P.-H., & Dwyer, F. (2009). T
Page 43 and 44: significant comprehension effects o
Page 45 and 46: Treatment 3 (keyword group): Studen
Page 47 and 48: Criteria of achievement measures Th
Page 49 and 50: esults. A correlational analysis de
Page 51 and 52: A 2 x 1 ANOVA analyzed the effect o
Page 53 and 54:
References Aragon, S. R. (2004). In
Page 55 and 56:
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
Page 91 and 92:
Ajayi, L. (2009). An Exploration of
Page 93 and 94:
As a result of the confluence of di
Page 95 and 96:
peers (Schellens et al. 2005). Sche
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The integration of discussion board
Page 99 and 100:
ecause the technology allowed the p
Page 101 and 102:
The pre-service teachers perceived
Page 103 and 104:
Furthermore, the study demonstrated
Page 105 and 106:
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
Page 111 and 112:
Knowledge and skills of developing
Page 113 and 114:
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
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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
Page 271 and 272:
Lambert, N. M., & McCombs, B. J. (1
Page 273 and 274:
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
Page 305 and 306:
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,
Page 313 and 314:
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
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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