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Assistant functions (a) Complete (b) Summary Figure 6: The snapshots of SCORM metadata filling form There are two assistant functions in the MEAT to help teachers accomplish further instructional tasks. The first is the Test Item Design Tool, which allows teachers to design test item for evaluating students’ statuses, and the second is the Learning Map Design Tool, which provides an intuitive interface for teachers to organize their teaching courses and test items. Details of the two functions are shown in following paragraphs. The primary purpose of assessment is to provide teachers with an objective view of students’ status, and to enable teachers to determine whether or not students have sufficient proficiency to move on to the next level of learning (Tan et al., 2003). In addition, assessment results can also provide the valuable feedback to the teacher for indicating 57
the suitability of the instructional style. Figure 7 shows the interface of the Test Item Design Tool, which supports the generation of types of adaptable (single authoring) multimedia test items such as true-false questions, multiplechoice, multi-select, blank-filling, and short-answer questions. These adaptable multimedia test items could be imported into the item bank of a learning platform, and the teacher could choose a set of items to be used as a test sheet for performing online and mobile based formative/summative assessments over the Internet. Figure 8 shows an adaptable multimedia test item on some different learning devices. Figure 7: The snapshot of the Test Item Design Tool (a) Web-based (PC) (b) Mobile-based (PDA) Figure 8: The snapshots of adaptable multimedia test item The organization of a meaningful learning map is an important task, one which can be achieved by SN. The SN defines learning activities and corresponding navigations by predefined conditional rules. Moreover, the teachers can design adaptive learning sequencing for students by manipulating the rules, and the students can access appropriate learning materials according to their actual learning level at any given time (ADL, 2006). However, teachers who are not familiar with the SN specification could not perform such task efficiently. In 2005, Chen et al. (Chen et al., 2005) incorporated Petri net into a fuzzy environment to model the learning map visually and transfer the visualized learning map to SN form. Their result indicates that Petri net is a feasible approach to bridge the gap between SN 58
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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
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
Page 57 and 58: educing maintenance costs. The cont
Page 59 and 60: Synchronization functions According
Page 61: inconsistency) and navigate directl
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
Page 95 and 96: peers (Schellens et al. 2005). Sche
Page 97 and 98: 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
Page 107 and 108: McKean, 2003). Instructors will see
Page 109 and 110: program at The Ohio State Universit
Page 111 and 112: 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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