April 2012 Volume 15 Number 2 - Educational Technology & Society

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Appendix 1: Evaluation criteria for reflection levels Reflection levels Evaluation criteria Score Nonsense Reflection content made no sense or was missing 1 Simple Reflection content limited to yes or no 2 Incomplete Reflection content incomplete 3 Reporting Only repeated content already contained in the article 4 (a) Only used a few concepts Responding (b) Stated observed phenomena, but with no reasoning (c) Stated personal affection only (a) Stated relationships within context Relating (b) Explained the cause (a) Detailed explanation of the rationale Reasoning (b) Combined theory and practice (a) Expressed higher order of reconstruction Reconstructing (b) Organized theories, rules and experiences using a systematic approach (Adapted from Chen et al., 2009) 5 6 7 8 193
Avci, U., & Askar, P. (2012). The Comparison of the Opinions of the University Students on the Usage of Blog and Wiki for Their Courses. Educational Technology & Society, 15 (2), 194–205. The Comparison of the Opinions of the University Students on the Usage of Blog and Wiki for Their Courses Ummuhan Avci and Petek Askar 1 Faculty of Education Department of Computer Education and Instructional Technology, Baskent University, Ankara, Turkey // 1 Faculty of Arts and Sciences Department of Sociology, Izmir University of Economics, İzmir, Turkey // uavci@baskent.edu.tr // petek.askar@ieu.edu.tr (Submitted August 26, 2010; Revised March 21, 2011; Accepted May 10, 2011) ABSTRACT The purpose of this study was to investigate the use of blogs and wikis as constructive tools in the computer courses of prospective teachers and compare them with respect to perceived usefulness, perceived ease of use, intention, self efficacy, and anxiety. Ninty-two students who were enrolled in various teacher education programs used blog and wiki for their courses. After their experiences with blog and wiki, the data were collected by administrating the instrument developed by the researchers. The results showed that students were positive to blog and wiki usage in the teaching-learning process. However they found wiki more useful. Both perceived usefulness and self efficacy variables explain 71% of blog and wiki usage. This value points to a very high and significant correlation. Perceived usefulness has been identified as the variable that could explain intention by itself at the most. Keywords Unified theory of acceptance and use of technology (UTAUT), Blog, Wiki Introduction In the recent years, the rapid changes of information and communication technologies have brought the innovations in communication and information sharing. These innovations have contributed to further enhance the teaching and learning process in higher education. Time and space problems have eleminated through these changes and communication, interaction and information sharing between individuals have also become easier. Along with the emergence of the virtual classrooms concept, the prevalence of distance education and increasing use of electronic elements in the traditional classroom, educators are realizing that the interaction have gained importance. Therefore, the new studies that are commonly called social software are needed to improve the studentteacher and student-student interaction. Social software supports the desire of individuals to be pulled into groups to achieve goals (Connell, 2006). Social software refers to applications such as wikis, blogs and social networks, used for sharing multimedia, audio or visual content, as well as text. Social software tools support learning in a variety of ways: sharing of resources, collaborative learning and peer-to-peer learning, also facilitate communication and collaboration between participants by providing awareness. Also it is possible to share the information resources of other users and get feedback. In addition each member’s contribution to the work within the group could be shared (Anderson, 2005; Minocha, 2008; Conole & Culver, 2010). Web 2.0 technologies, such as blog, wiki, podcast, facebook, flickr, RSS are called social software tools in respect to their features. Web 2.0 is a set of internet services which encourage internet users to participate in various communities of knowledge building and knowledge sharing. Web 2.0 also beter supports group interaction and fosters a greater sense of community. Web 2.0 encourages more active learning and enables feedback from tutors to learners, this tutor-student interaction leads to further increasing of student motivation (Crook, 2008). Minocha (2008) stated that Web 2.0 seems to match well with modern thinking on educational practice. In particular, it promises learners of new opportunities to be independent in their study and research. Web 2.0 technologies encourage a wider range of expressive capability. They facilitate more collaborative ways of working. Web 2.0 technologies are part of the changes in information and communication technology. Web literacy improves the base of individuals’ skills and it can reach a wider range of users with these applications. Blog and wiki applications improve the teacher and learner’s social interaction, their creativity, their ability to express themselves and their high-level thinking skills. They also enable them to configure the information. At the same time weblog and wiki applications allow users to communicate synchronously and work collaboratively. Students can participate ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 194
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April 2012 Volume 15 Number 2
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Supporting Organizations Centre for
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Contextualizing a MALL: Practice De
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Kop, R. (2012). The Unexpected Conn
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Human mediation and information flo
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elevant information based on some k
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of learners. A search facilitated t
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information as human mediation mean
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Blau, I., & Barak, A. (2012). How D
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examined whether the readiness to p
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Table 5 presents the ANOVA for the
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However, in discussing a non-sensit
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deviations showed smaller variance,
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actual participation discussing sen
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Mesch, G., & Elgali, Z. (2009). Soc
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Although prior research on overall
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with a score of 39 and below as “
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Table 2 demonstrates mean scores an
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Discussion Although the recent Inte
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Furthermore, the most preferred pla
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MEB. (2009). Internete erisim proje
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Learning Management Systems (LMS) b
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practice and repetition with feedba
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Online peer assessment Peer assessm
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At an international conference on m
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� Ability to produce rich assessm
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Meishar-Tal, H., & Tal-Elhasid, E.
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Tsai, S. C. (2012). Integration of
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order to decrease text complexity a
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matter how the learners’ aptitude
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If compared by programs, WP student
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mean F2F 4.64 4.52 4.35 4.44 *: p
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een analyzed and were compared with
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Chen, G.-D., Lee, J.-H., Wang, C.-Y
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and diverse cognitional and emotion
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Encourage and persuade students wit
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Materials and procedure Each studen
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The lower part of Figure 4 shows st
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Mayer, R. E., Sobko, K., & Mautone,
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that an item is answered correctly
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Table 1. Relative concepts frequenc
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The Account Management Module provi
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Experiment 1 and results Figure 7.
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Utilization of Test Item 36 33 30 2
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Utilization of Test Item 36 33 30 2
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0.065 0.877 (17.56) 0.938 (22.55) 0
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Hwang, G.J., Hsiao, C.L., & Tseng,
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the diverse needs of modern industr
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Figure 1. The framework of interdis
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Research Design Figure 3. Recommend
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friendly. 8. I feel the layout and
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satisfaction, and system acceptance
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Ozok, A. A., Fan, Q., & Norcio, A.
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than students in a conventional cla
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shown in Figure 2 to include the st
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(1996) Pleasure-Arousal-Dominance (
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Based on this connection, we consid
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Final dominance measurements were p
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student mood and thereby allow comp
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Sessink, O., Beeftink, H., Tramper,
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The rationale behind the video form
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usefulness of the movies and their
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case of the first two questions and
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this paper in order to evaluate the
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The survey questions Appendix A In
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E-training in organizations E-train
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efficacy regarding online training,
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Method Sample and procedure Figure
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0.874 which exceeded the recommende
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Even though the result does not con
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Brown, M., & Cudeck, R. (1993). Alt
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Wen, Y., Looi, C.-K., & Chen, W. (2
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when they are designing and impleme
Page 147 and 148: paper focuses on the first three st
Page 149 and 150: their self-esteem to be partners in
Page 151 and 152: Democratizing knowledge and symmetr
Page 153 and 154: 1) Reading the article: At the star
Page 155 and 156: Effects of RCKI principle-based ped
Page 157 and 158: References Alexander, C. (1979). Th
Page 159 and 160: Valsamidis, S., Kontogiannis, S., K
Page 161 and 162: The Analog system (Yan et al., 1996
Page 163 and 164: First, the number of the sessions a
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Page 167 and 168: As shown in figure 3, all metrics c
Page 169 and 170: Figure 7. The detailed results for
Page 171 and 172: Enright, A. J., van Dongen, S., Ouz
Page 173 and 174: Chu, S. K. W., Kwan, A. C. M., & Wa
Page 175 and 176: teachers, as well as collaboration
Page 177 and 178: from the students’ ratings appear
Page 179 and 180: Table 5 summarizes the students’
Page 181 and 182: eading blogs (i.e., reminders, easy
Page 183 and 184: Luehmann, A. L. (2008). Using blogg
Page 185 and 186: Uzunboylu et al. (2009) examined th
Page 187 and 188: System implementation Overview of M
Page 189 and 190: Methods Before the experiment, a mo
Page 191 and 192: too simple, incomplete, or they eve
Page 193 and 194: Comparisons of UMLS Questionnaire i
Page 195 and 196: already described may play an impor
Page 197: Parker, D., Manstead, A. S. R., Str
Page 201 and 202: Literature review The related varia
Page 203 and 204: collected through Personal Informat
Page 205 and 206: Self-efficacy 92 5 21 13.37 3.726 W
Page 207 and 208: In this problem, intention was take
Page 209 and 210: References Ajjan, H., & Hartshorne,
Page 211 and 212: Tan, T.-H., Lin, M.-S., Chu, Y.-L.,
Page 213 and 214: Students perused the course materia
Page 215 and 216: problem. All articles were then sen
Page 217 and 218: tests, electronic tests are more li
Page 219 and 220: Students 10 and 11: My classmate Ed
Page 221 and 222: collection was also approved by all
Page 223 and 224: Ubiquitous Revision Seamless Collab
Page 225 and 226: Tai, Y. (2012). Contextualizing a M
Page 227 and 228: tasks were developed from task type
Page 229 and 230: experiences in this phase. Moreover
Page 231 and 232: test is administered again right af
Page 233 and 234: The collected data were analyzed wi
Page 235 and 236: Gorp, K. V., & Bogaert, N. (2006).
Page 237 and 238: 4PL IRT model According to the numb
Page 239 and 240: examinee’s ability more accuratel
Page 241 and 242: would be more accurate if items j+1
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Page 245 and 246: improved by rearrangement procedure
Page 247 and 248: Table 6. Repeated Measures ANOVA of
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Leppisaari, I., & Lee, O. (2012). M
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Selection of the virtual tool The t
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Environmental themes emerged strong
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Visualization of text (visual langu
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environments where visual technolog
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- Logging in to learning environmen
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McNaught, C., Lam, P. & Lam, S.L. (
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on-site to finally achieve a meanin
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Table 1. Digital game designers and
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worldviews are socio-cultural-histo
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Phase Methods Visitor data collecti
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operate the game without the help o
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Visitors (end users) must be heard.
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Islas Sedano, C., Pawlowski, J., Su
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part of something larger than the s
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Previous studies have developed rel
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Technology Acceptance. The 10 items
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Table 4. Model Fit Indices Model χ
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In the final path model of set 1, t
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Discussion Differing from prior stu
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Haythornthwaite, C., Kazmer, M. M.,
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Ge, Z.-G. (2012). Cyber Asynchronou
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college of a university situated in
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Table 3 shows us the following info
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Appendix B shows Class 1’s respon
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increase one’s ability to process
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Appendix A Responses concerning syn
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Shih, S.-C., Kuo, B.-C., & Liu, Y.-
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Adaptive U-learning Math Path Syste
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Figure 4. Online tutorial courses o
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Participants and Experimental Proce
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the influence of Test1 scores, an e
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Hall, T., & Bannon, L. (2006). Desi
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(Hofer & Pintrich, 1997; Liu, Lin &
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� Through online peer assessment,
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elativism.” High Internet self-ef
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Peng, H., Tsai, C.-C., & Wu, Y.-T.
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Since game-based learning has been
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The second reason is about the sust
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Methods Figure 5. Quest NPCs provid
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These differences indicated that pa
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quests further involves students’
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Chang, I.-H. (2012). The Effect of
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(1) Vision, planning and management
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Based on an examination of the lite
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Table 2. Analysis of reliability an
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λ10 - 0.69 0.83 ε5 14.50 * - 0.32
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Bailey, G. D. (1997). What technolo
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Stegall, P. (1998). The principal:
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instruction has studied the student
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espond and the estimation of possib
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Research question For the purpose o
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READI reliability To verify the con
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Physical -1.43333(*) .44699 .029 -2
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The results of this study suggest t
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Hsu, Y.-C., Ho, H. N. J., Tsai, C.-
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domains. Five research questions we
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Research sample groups (4) Faculty
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13. Policies, Social Culture Impact
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Non-Specified Others Engineering &
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(AR = -2.1) (n = 7) 2. Non-specifie
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(n): Total number of articles Resea
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Compared to the publications in 200
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Pedagogical Content Knowledge (TPAC
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