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would moderate. If the student’s grade was too high, I would suggest improvements until the grades came within 5%. The peer grade was disregarded, as the students were able to work on the essay after having seen the peer grading. The result of the grading can be seen in table 1 (Also reported in Cronje, 2006). The abbreviations relate to the names of the students. As it turned out it was not necessary to moderate. The two students who underrated themselves were two of the better students, and their underrating can be ascribed to a lack of self-confidence, as I determined during interviews with them afterwards. I believe this to be a product of high uncertainty avoidance, coupled with high power distance. The students were not sure that I would assign so high a grade and thus allocated themselves a lower grade which they considered more “likely”. Also they thought it would be arrogant to give themselves such a high mark. I was initially worried that the grades were too high. In the South African system according to which I worked a pass is 50%, 75 % is a distinction, and 80% is usually as good as it gets. Here all the students passed, two thirds obtained distinctions, and almost half got more than “as good as it gets”. However, I kept the grades as they were, because I knew the students had been selected based on their academic prowess. Ka’s very low grade can be ascribed to the fact that he had been ill and had missed the initial set of lectures and the discussion of the template and the rubric. What was disconcerting, however, was the ‘mechanical’ nature of the essays. They were all close adaptations of the template and very clearly written to the rubric. Thus I had removed much creativity from the process and made the students create “instant” essays that were good, but dull. The assessment could possibly be regarded as “trivial” (Driessen, et al. 2005). Nevertheless, despite what I considered to be too much “hand holding” already, the students still emailed me frequently with questions and requests for comment on their pieces as they were working. Scene two: Spreading the sheets Based on my disappointment with the essays despite their high grades, I decided to move closer to my usual problem-based or “constructionist” (Papert, 1993) way of facilitating learning by letting students create a digital artefact, and letting them learn by doing. Another reason for this approach was that the work to be covered was on “Tutorials, Drills, Simulations and Games” taken directly from the text book (Alessi & Trollip 2001). I also knew that letting students construct digital artefacts as the foundation of a learning task would not work well in my absence, and thus arranged for them to engage in a cooperative learning event designed according to the “Jigsaw” model of Johnson, Johnson & Holubec (1994). Students were divided into home groups and expert groups. Each home group had to produce a spreadsheet that would contain a number of statements and a yes/no checkbox. In response to the checkboxes the spreadsheet would suggest the extent to which a given situation would best be served either by a tutorial, drill, simulation or game. They also had to design the aesthetic aspects of the spreadsheet, and program the checkboxes. The expert groups were responsible for determining the criteria for tutorials, drills, simulations and games respectively. Leaders of the home groups were assigned based on their spreadsheet skills, while leaders of the expert groups were selected based on their language skills. In this way they could better assist their team mates in terms of their zones of proximal development. Once the expert groups had brought together the statements for each checklist the home groups negotiated to determine the values that the spreadsheet would assign to each category (tutorial, drill, simulation or game). Finally the home groups worked through one another’s efforts by way of summative and peer evaluation. The final grade was binary: successfully completed or more work required. The screenshots of the various sheets, presented as figures 3 to 5 show that, as was the case in the essay with the rubric and template, the degree of similarity was very high. This could be because of the cooperative learning groups, and because the outcome was mastery of the same textbook content and spreadsheet skills rather than originality. As it was a group project the contribution to the final grade was minimal. Students were given a range of other individual tasks that fall beyond the scope of this article. The first two spreadsheets (Figure 3 – Also shown in Cronje, 2006) fulfilled all the requirements. They contained 39 and 40 questions respectively, with tick boxes for a yes response. We ran a few scenarios through them, and they provided useful suggestions that seemed adequate. The two sheets contained essentially the same questions as but in different sequences as these had been compiled in the expert groups. The weighting of the responses was also 75
slightly different. The group who called themselves “Arnouba” separated the graph from the numeric information, using a table as well as a graph. The background colour of the spreadsheet was pastel green, but the graph had a bright blue background, while the table with the numeric values had a grey background. The colours of the letters spelling tutorials, drills, simulations, games corresponded to the colours of the bar graph. It is of note that, while the spreadsheet itself is justified to the left, the table and the graph both read from right to left instead of the conventional Western way. This is probably due to the fact that when set to Arabic, MSOffice defaults to right justification and, while it is easy to change the justification of the spreadsheet, it is harder to set the justification of the graphs. The table giving the total scores, however, was done by hand but also from right to left – in the Arabic way. Figure 3. Methods.xls and Arnouba.xls 76
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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).
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
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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
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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
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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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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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