April 2012 Volume 15 Number 2 - Educational Technology & Society

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Perceived Ease of Use (PEU) 5.14 1.46 .96(4) Perceived Usefulness (PU) 4.79 1.45 .93(4) Satisfaction with NETwork experience (S) 4.72 1.61 .95(8) Site Evaluation (SE) 4.90 1.46 .83(4) Learning Satisfaction (LS) 4.54 1.87 .97(4) Effectiveness of NETwork for Teaching (ET) 4.83 1.66 .97(8) Note. 7 point Likert-type Scale where 1 represented strongly disagree and 7 meant strongly agree were used. Table 3 presents a correlation matrix of all the social constructs. The results present how social constructs are corelated and provide a basis for making decisions of including or dropping constructs for testing the path model. Table 3. Correlations among Social Constructs (N=66) Variables SOC SA SPp SPi SN PEU PU S SE LS ET Sense of community (SOC) - Social ability (SA) .814** - Social Presence with Peer (SPp) .733** .920** - Social Presence with Instructor (SPi) .743** .910** .783** - Social Navigation (SN) .730** .879** .707** .679** - Perceived ease of use (PEU) .7<strong>15</strong>** .720** .688** .721** .539** - Perceived usefulness (PU) .725** .741** .653** .726** .627** .865** - Satisfaction (S) .771** .784** .668** .733** .722** .742** .810** - Site Evaluation (SE) .702** .716** .630** .700** .608** .720** .761** .959** - Learning Satisfaction (LS) .782** .792** .660** .717** .769** .718** .802** .975** .872** - Effectiveness of NETwork for Teaching (ET) Note. ** p < .01, * p < .05 .683** .722** .571** .691** .694** .635** .759** .900** .842** .894** - Examination of the proposed path model In the path analysis, the Wald test for dropping parameters was employed, and paths were dropped if they were not statistically significant (z < 1.96, p < .05) and the chi-square (χ 2 ) change was smaller than 3.84 (χ 2 (0) = 3.84; Kline, 2005) or if the relationship did not make sense based on theoretical perspectives. During the process of Wald tests, 5 paths were dropped because of not achieving significance. A final path model with best model fit is presented in Figure 2. According to the criteria for a good model fit (non-significant χ 2 value, CFI and TLI >.95, SRMR
Table 4. Model Fit Indices Model χ 2 P CFI TLI SRMR RMSEA RMSEA Criteria N/A >.05 >.95 >.95 < .10 < .06 90% C. I. Results of the Final Model <strong>15</strong>.76 .03 .98 .96 .05 .14 .04 ~ .23 Note. N=66 (Hu & Bentler, 1999) R 2 = .52 R 2 = .75 Social Ability (SA) .72** Perceived Ease of Use (PEU) Figure 2. Final Path Analysis Model with R 2 Values .63** .87** Sense of Community (SOC) Perceived Usefulness (PU) Figure 3. Mediator Identification Satisfaction with NETwork Experience (S) Effectiveness of NETwork for Teaching (ET) R 2 = .74 R 2 = .68 R 2 = .80 1 * represents z > 1.96, p < 0.05; ** represents z > 3.29, p < 0.001 statistically significant; represents nonsignificant path, represents significant path without decreasing strength; represents weaken path with significant value .27* .28* .23* .46** .90** 1 * represents z > 1.96, p < .05; ** represents z > 3.29, p < .001 statistically significant; represents significant path, represents variance explained) 278
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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
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paper focuses on the first three st
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their self-esteem to be partners in
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Democratizing knowledge and symmetr
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1) Reading the article: At the star
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Effects of RCKI principle-based ped
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References Alexander, C. (1979). Th
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Valsamidis, S., Kontogiannis, S., K
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The Analog system (Yan et al., 1996
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First, the number of the sessions a
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BioLayout uses a modified version o
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As shown in figure 3, all metrics c
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Figure 7. The detailed results for
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Enright, A. J., van Dongen, S., Ouz
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Chu, S. K. W., Kwan, A. C. M., & Wa
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teachers, as well as collaboration
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from the students’ ratings appear
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Table 5 summarizes the students’
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eading blogs (i.e., reminders, easy
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Luehmann, A. L. (2008). Using blogg
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Uzunboylu et al. (2009) examined th
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System implementation Overview of M
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Methods Before the experiment, a mo
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too simple, incomplete, or they eve
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Comparisons of UMLS Questionnaire i
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already described may play an impor
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Parker, D., Manstead, A. S. R., Str
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Avci, U., & Askar, P. (2012). The C
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Literature review The related varia
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collected through Personal Informat
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Self-efficacy 92 5 21 13.37 3.726 W
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In this problem, intention was take
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References Ajjan, H., & Hartshorne,
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Tan, T.-H., Lin, M.-S., Chu, Y.-L.,
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Students perused the course materia
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problem. All articles were then sen
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tests, electronic tests are more li
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Students 10 and 11: My classmate Ed
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collection was also approved by all
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Ubiquitous Revision Seamless Collab
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Tai, Y. (2012). Contextualizing a M
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tasks were developed from task type
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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
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Page 247 and 248: Table 6. Repeated Measures ANOVA of
Page 249 and 250: Leppisaari, I., & Lee, O. (2012). M
Page 251 and 252: Selection of the virtual tool The t
Page 253 and 254: Environmental themes emerged strong
Page 255 and 256: Visualization of text (visual langu
Page 257 and 258: environments where visual technolog
Page 259 and 260: - Logging in to learning environmen
Page 261 and 262: McNaught, C., Lam, P. & Lam, S.L. (
Page 263 and 264: on-site to finally achieve a meanin
Page 265 and 266: Table 1. Digital game designers and
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Page 269 and 270: Phase Methods Visitor data collecti
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Page 273 and 274: Visitors (end users) must be heard.
Page 275 and 276: Islas Sedano, C., Pawlowski, J., Su
Page 277 and 278: part of something larger than the s
Page 279 and 280: Previous studies have developed rel
Page 281: Technology Acceptance. The 10 items
Page 285 and 286: In the final path model of set 1, t
Page 287 and 288: Discussion Differing from prior stu
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Page 291 and 292: Ge, Z.-G. (2012). Cyber Asynchronou
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Page 295 and 296: Table 3 shows us the following info
Page 297 and 298: Appendix B shows Class 1’s respon
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Page 301 and 302: Appendix A Responses concerning syn
Page 303 and 304: Shih, S.-C., Kuo, B.-C., & Liu, Y.-
Page 305 and 306: Adaptive U-learning Math Path Syste
Page 307 and 308: Figure 4. Online tutorial courses o
Page 309 and 310: Participants and Experimental Proce
Page 311 and 312: the influence of Test1 scores, an e
Page 313 and 314: Hall, T., & Bannon, L. (2006). Desi
Page 315 and 316: (Hofer & Pintrich, 1997; Liu, Lin &
Page 317 and 318: � Through online peer assessment,
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Page 321 and 322: Peng, H., Tsai, C.-C., & Wu, Y.-T.
Page 323 and 324: Since game-based learning has been
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Page 327 and 328: Methods Figure 5. Quest NPCs provid
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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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April 2012 Volume 15 Number 2 - Educational Technology & Society

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