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as Apple iPod (Apple Inc., 2007) utilizing one controllable button to handle all functions. Therefore this is worthy of paying efforts to achieve the goal. • To utilize new adaptation technologies to produce learning contents: In this article, we have mentioned three content adaptation approaches: single authoring, multiple authoring, and flexible authoring. These adaptation methods only focus on producing adaptable web pages, excluding the adaptations of multimedia in the web pages. In order to reach the full adaptation of learning contents (both adaptations of web pages and multimedia are taken into account), the multimedia adaptation technologies should be involved into the content production mechanism. For example, the BSDL (Bitstream Syntax Description Language) was introduced to perform multimedia resource adaptation (Panis et al., 2003). Acknowledgements This work was supported in part by the National Science Council (NSC), Taiwan, ROC, under Grant NSC 95-2221- E-006-307-MY3, NSC 95-2221-E-006-306-MY3, and NSC 96-2524-S-032-001. References Advanced Distributed Learning, ADL (2006). Sharable Content Object Reference Model (SCORM) 2004 3 rd Ed. Documentation Suite, retrieved March 20, 2009 from, http://www.adlnet.gov/downloads/DownloadPage.aspx? ID=237. Apple Inc. (2007). Apple – iPod + iTunes, retrieved March 20, 2009, from http://www.apple.com/itunes/. Archibald, D. (2005). Rapid E-Learning: A Growing Trend, retrieved March 20, 2009, from http://www.learningcircuits.org/2005/jan2005/archibald.htm. Bruner, J. (1966). Toward a theory of instruction, Cambridge, MA: The Belknap Press of Harvard University. Bruner, J. (1983). Child’s talk: Learning to use language, NY: W. W. Norton & Company. Chen, J.N., Huang, Y.M., & Chu, W.C. (2005). Applying dynamic fuzzy Petri net to web learning system. Interactive Learning Environments, 13 (3), 159-178. Eppler, M.J., & Mengis, J. (2004). The concept of information overload: A review of literature from organization science, accounting, marketing, MIS, and related disciplines. The Information Society, 20 (5), 325-344. García, F.J. & García, J. (2005). Educational hypermedia resources facilitator. Computers & Education, 44 (3), 301- 325. Jeng, Y.L., Huang, Y.M., Kuo, Y.H., Chen, J.N., & Chu, W.C. (2005). ANTS: Agent-based navigational training system. Lecture Notes in Computer Science, 3583, 320-325. Kuo, C.H., Wible, D., Chen, M.C., Tsao, N.L., & Chou, T.C. (2004). On the design of web-based interactive multimedia contents for English learning. Paper presented at the IEEE International Conference on Advanced Learning Technologies, August 30 – September 1, 2004, 420-424, Joensuu, Finland. Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42 (5), 34-36. Panis, G., Hutter, A., Heuer, J., Hellwagner, H., Kosch, H., Timmerer, C., Devillers, S., & Amielh, M. (2003). Bitstream syntax description: a tool for multimedia resource adaptation within MPEG-21. Signal Processing: Image Communication, 18 (8), 721-747. Petri, C.A. (1962). Kommunikation mit automaten, Ph.D. Thesis, Universität Bonn, Germany. Romero, C., Ventura, S., Hervás, C., & De Bra, P. (2006). An authoring tool for building both mobile adaptable tests and web-based adaptive or classic tests. Lecture Notes in Computer Science, 4018, 203-212. Simon, R., Wegscheider, F., & Tolar, K. (2005). Tool-supported single authoring for device independence and multimodality. Paper presented at the 7th International Conference on Human Computer Interaction with Mobile Devices & Services, September 19-22, 2005, Salzburg, Austria. 67
Tan, O. S., Parsons, R. D., Hinson, S. L., & Sardo-Brown, D. (2003). Educational psychology: a practitionerresearcher approach (an asian edition), Singapore: Thomson Learning. Virvou, M. & Alepis, E. (2005). Mobile educational features in authoring tools for personalized tutoring. Computers & Education, 44 (1), 53-68. W3C. (1999). Extensible Stylesheet Language Transformations, XSLT 1.0, retrieved March 20, 2009, from http://www.w3.org/TR/xslt. W3C. (2006). Extensible Markup Language, XML 1.1, retrieved March 20, 2009, from http://www.w3.org/TR/2006/REC-xml11-20060816/. Wang, T.H., Yen, N.Y., Du, Y.L, & Shih, T.K. (2007). A courseware authoring tool for achieving interoperability among various e-learning specifications based on Web 2.0 technologies. Paper presented at the 2007 International Conference on Parallel Processing Workshops, September 10-14, 2007, Xian, China. Zhan, B., & Kurz, B. (2005). A multi-context visual web page authoring tool. Paper presented at the 3rd Annual Communication Networks and Services Research Conference, May16-18, 2005, Nova Scotia, Canada. 68
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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
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 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: According to evaluation result, the
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
Page 113 and 114: their monthly reflections or assign
Page 115 and 116: Bull, K., Montgomery, D., Overton,
Page 117 and 118: frustrating the student). ITSs make
Page 119 and 120: • Link removal - advanced student
Page 121 and 122: 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.,
Page 339 and 340:
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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