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y tests measuring different learning objectives, and c) whether an interaction exists between type of reading strategy and learning style. In sum, this study explores the relationship between locus of control and reading strategy in an online environment. By reviewing information processing theory, three reading strategies presenting different effects on students’ comprehension are clearly presented. Most researchers have also confirmed that three online reading strategies have significant effects on comprehension. The theoretical justification section presents a number of prior studies which examine the relationship between learning styles and online reading strategies. The next section describes the study methods applied in this study. Study methods This section includes three sub-sections: Participants, Instrumentations and Research Design. Beginning in the spring of 2006, the study used an open-source programming language to recruit participants. Detailed information about subject variables appear in the Participants section. The Instrumentations section details learning materials, criteria of achievement measures, and locus of control measures. The Research Design section describes how the study was conducted in the preparation, implementation, and analysis stages. Participants Participants were 169 undergraduates from English, statistics, and education psychology programs, recruited at the Pennsylvania State University. They were all college-level undergraduates in their first or second university year. Most of them from the English program were freshmen and pre-service teachers. Although most participants from English and education psychology programs were female, the locus of control measures used in this study to determine learning styles and to randomly assign the students to different experimental group assignments were not gender sensitive. All participants were reminded to read the participation directions before starting the study. Because of their instructors’ high level of support for the study, participants were motivated to participate. All of them signed a consent form ensuring that they were over 18 years old. They received an incentive to participate, which consisted of obtaining one or three credit point(s) for their final course scores, based on their instructors’ grading policies. None of the participants had a medical education background nor did any participant have known psychological, personal, or academic risks that could influence this study. Instrumentation Learning materials This study used a 2,000-word instructional module focusing on the physiology of the human heart and the related processes occurring during systolic and diastolic phases (Dwyer, 1972). The original instructional content was converted to a 20-page, web-based online instructional module. A description of the experimental treatments is: Treatment 1 (control group): Students in the control treatment interacted with the online instructional content in the conventional manner (Figure 1). Students were told that they would be tested on the content. They progressed through the content at their own rate and could move forward and backward depending on need. Treatment 2 (rereading group): In the rereading treatment, students received the same information more than one time; however, in this treatment, selected sentences related to specific learning objectives and test questions were repeated (Figures 2 & 3). When students finished reading the first web page and then clicked on a “Next” button, the selected sentences or paragraphs from the first web page showed on the second web page word by word in teleprompter fashion until the “CONTINUE” button appeared. The sentence to be reread was not presented all at once; words appeared sequentially and created the sense of animation. After the rereading was complete, participants then clicked on the “CONTINUE” button to proceed to the rest of the web pages. They could have also clicked on the “Previous” button to go back to the first web page. The participants in this online instructional set were forced to view the same sentences or paragraphs twice. In this study, the rereading strategy was added to the original 20 web pages. 39
Treatment 3 (keyword group): Students receiving this treatment received bolded keywords related to key learning objectives as well as test questions (Figures 4 & 5). Some terminologies referred to the names of the parts of human heart. The keywords were bolded and in larger font than the rest of the text so that they would stand out. In this study, 31 facts, concepts, and procedures were emphasized in this way. Treatment 4 (question and Answer [QA] group): This treatment comprised 29 questions and answers (Figure 6). The questions’ design focused students’ attention on specific learning objectives and related criterion measures. Figure 1. Screen shot of the first treatment: control group Figure 2. Screen shot of the second treatment: rereading Figure 3. Screen shot of important sentences for rereading 40
Page 1 and 2: April 2009 Volume 12 Number 2
Page 3 and 4: Abstracting and Indexing Educationa
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: significant comprehension effects o
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
Page 57 and 58: educing maintenance costs. The cont
Page 59 and 60: Synchronization functions According
Page 61 and 62: inconsistency) and navigate directl
Page 63 and 64: the suitability of the instructiona
Page 65 and 66: Design of manipulation process The
Page 67 and 68: Table 1: Comparative analysis of au
Page 69 and 70: the convenience of mobile-based ass
Page 71 and 72: According to evaluation result, the
Page 73 and 74: Tan, O. S., Parsons, R. D., Hinson,
Page 75 and 76: At a deeper level, though, there wa
Page 77 and 78: theoretical assumptions. Two theore
Page 79 and 80: The students were not going to have
Page 81 and 82: slightly different. The group who c
Page 83 and 84: every item, not giving any result.
Page 85 and 86: edited and presented to the class u
Page 87 and 88: Figure 10. Screen captures from the
Page 89 and 90: 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
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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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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
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Lambert, N. M., & McCombs, B. J. (1
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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
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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,
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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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