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In the present study, Cohen’s (1988, pp. 274-288) f-value was used as the effect size index; f-values were determined using Cohen’s tables. An effect size was evaluated as follows: f < .10 as no effect, .10
Our research indicates that the hybrid model of supervision is a positive experience for students. But it will likely become a negative experience if students are not trained adequately or if the supervisors lack access to computer support (Janoff & Schoenholtz-Read, 1999). We found that after students receive information about the chat-room process (during the first meeting), it is important to hold a “practice” session, where students and supervisor meet informally. This allows both supervisor and students to confirm that the process is working and allows them to address any technical difficulties before supervision occurs. Also, it is necessary for the supervisor to have computer support in case any problems arise during the live chat-room time. All of these necessary arrangements must be made before the first face-to-face meeting so that the technology aspect of the chat runs as smoothly as possible and the focus can remain on supervision. As with any study, ours has limitations. The Midwestern location and homogeneity of participants may limit the applicability of the research to other areas. Two of the surveys are unpublished and although pilot studies were initially done on the Web-Based Distance Group Supervision Survey (Roberts, et al., 2002) more work is needed to ensure its validity and reliability. Future studies of the hybrid model of supervision might include measures of satisfaction among practicing school counselors. It may be that school counselors in rural areas will feel less alienated from colleagues if they participate in a weekly chat. Conclusion One of the important findings of this study is that school counseling interns who experienced technology-mediated supervision were more satisfied with their experience than were the interns who met face-to-face with their supervisor. Additionally, interns in the technology-mediated group were more likely than the face-to-face group to have a positive attitude toward the use of technology in professional practice. Counselor Educators can use the hybrid model of supervision to show students how they can seek supervision or consultation about the varied kinds of issues they will be facing when they are working as school counselors. For example, our hybrid model of supervision includes discussion of cases and situations similar to the primary functions suggested in previous research: clinical, developmental, and administrative tasks (Barret & Schmidt, 1986; Henderson, 1994) as well as case conceptualization skills (Butler & Constantine, 2006). These findings have implications for school counseling interns as well as practicing professionals. This not only includes school counselors, but also other fields such as health (e.g., nursing, medical and psychology training) and education (e.g., student teaching). The importance for supervision has been recognized by school counselors and other professionals. It is particularly important that these professionals utilize emerging technologies including Web 2.0 tools for supervision, especially for those who live in rural areas and have little access to colleagues. However, communication in a cyber environment is not without problems. The hybrid model used in this study addresses the concerns of some researchers about the difficulty of establishing the interpersonal connectedness required for effective communication absent face-to-face communication (Wilczenski & Coomey, 2006). Thus, if practicing professionals who utilize supervision make use of technology for establishing connections, they might be better served if they also included occasional face-to-face meetings. References Alpert, D. (1986). A preliminary investigation of computer-enhanced counselor training. Computers in Human Behavior, 2, 63-70. Alterkruse, M. K., & Brew. L. (2000). Using the web for distance learning. In J. W. Bloom & G. R. Walz. (Eds.), Cybercounseling and cyberlearning: Strategies and resources for the millennium (pp. 129-141), Alexandria: American Counseling Association. Anakwe, U. P. (1999). Distance learning and cultural diversity: Potential users’ perspective. International Journal of Organizational Analysis, 7 (3), 224-244. Barnard, A. (1997). A critical review of the belief that technology is a neutral object and nurses are its master. Journal of Advanced Nursing, 26 (1), 126-131. 304
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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
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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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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
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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
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Page 313 and 314: goal of using storyboards. But, thi
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Page 317 and 318: Furthermore, free subjects, such as
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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
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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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