April 2012 Volume 15 Number 2 - Educational Technology & Society

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Blau, I., & Caspi, A. (2010). Studying invisibly: Media naturalness and learning. In N. Kock (Ed.), Evolutionary psychology and information systems research: A new approach to studying the effects of modern technologies on human behavior (pp. 193-216). New-York: Springer. Berge, O., & Fjuk, A. (2006). Understanding the multiple roles of online meetings in a net-based course. Journal of Computer Assisted Learning, 22(1), 13-23. Caspi, A. Chajut, E., & Saporta, K. (2008). Participation in class and in online discussions: Gender differences. Computers and Education, 50(3), 718-724. Costa, P. T., Jr., & McCrae, R. R. (1992). Revised NEO personality inventory (NEO PI-R) and NEO five-factor inventory (NEO FFI) professional manual. Odessa, FL: Psychological Assessment Resources. Daft, R. L., & Lengel. R. H. (1984). Information richness: A new approach to managerial behavior and organization design. In B. M. Staw & L. L. Cummings (Eds.), Research in organizational behavior (Vol. 6, pp. 191-233). Greenwich, CT: JAI Press Inc. Donabedian, B. (2006). Optimization and its alternative in media choice: A model of reliance on social-influence processes. Information Society, 22(3), 121-135. Dubrovsky, V. J., Kiesler, S., & Sethna, B. N. (1991). The equalization phenomenon: Status effects in computer-mediated and face-to-face decision-making groups. Human-Computer Interaction, 6(2), 119-114. Eysenck, H. J., & Eysenck, S. E. G. (1975). Manual: Eysenck Personality Inventory. San Diego, CA: Educational and Industrial Testing Service. Fritsche, I., & Linneweber, V. (2006). Nonreactive methods in psychological research, In M. Eid & E. D. Diener (Eds.), Handbook of multimethod measurement in psychology (pp. 189-203). Washington, DC: American Psychological Association. Hertel, G., Schroer, J., Batinic, B., & Naumann, S. (2008). Do shy people prefer to send e-mail? Personality effects on communication media preferences in threatening and nonthreatening situations. Social Psychology, 39(4), 231-243. Hiltz, S. R., & Turoff, M. (1985). Structuring computer-mediated communication systems to avoid information overload. Communications of the ACM, 28(7), 680-689. Hudson, J. M., & Bruckman, A. (2002). IRC Français: The creation of an internet-based SLA community. Computer Assisted Language Learning, 15(2), 109-134. Joinson, A. N. (2007). Disinhibition and the Internet. In J. Gackenbach (Ed.), Psychology and the Internet: Intrapersonal, interpersonal and transpersonal implications (2 nd ed.) (pp. 76-92). San Diego, CA: Elsevier Academic Press. Jones, Q., Moldovan, M., Raban, D., & Butler, B. (2008). Empirical evidence of information overload constraining chat channel community interactions. Proceeding of the ACM 2008 Conference on Computer Supported Cooperative Work - CSCW'08 (pp. 323-332). New York: ACM Maldonado, G. J., Mora, M., Garcia, S., & Edipo, P. (2001). Personality, sex and computer communication mediated through the Internet. Anuario de Psicologia 32(2), 51-62. Kock, N. (2009). Information systems theorizing based on evolutionary psychology: An interdisciplinary review and theory integration framework. MIS Quarterly, 33(2), 395-418. Kock, N., Chatelain-Jardón, R., & Carmona, J. (2008). An experimental study of simulated web-based threats and their impact on knowledge communication effectiveness. IEEE Transactions on Professional Communication, 51(2), 183-197. Kraut, R., Kiesler, S., Boneva, B., Cummings, J. N., Helgeson,V., & Crawford, A. M. (2002). Internet paradox revisited. Journal of Social Issues, 58(1), 49–74. Lobel, M., Neubauer, M., & Swedburg, R. (2002). Elements of group interaction in a real-time synchronous online learning-bydoing classroom without f2f participation. USDLA Journal, 16(4). Retrieved March 15, 2012 from http://www.usdla.org/html/journal/APR02_Issue/article01.html McKenna, K. Y. A. (2008). Influences on the nature and functioning of online groups. In A. Barak (Ed.), Psychological aspects of cyberspace: Theory, research, applications (pp. 228-242). New York: Cambridge University Press. McKenna, K. Y. A., Green, A. S., & Gleason, M. J. (2002). Relationship formation on the Internet: What’s the big attraction? Journal of Social Issues, 58(1), 9–32. McKenna, K. Y. A., & Seidman, G. (2005). You, me, and we: Interpersonal processes in online groups. In Y. A. Hamburger (Ed.), The social net: The social psychology of the Internet (pp. 191–217). New York: Oxford University Press. McKenna, K. Y. A., Seidman, G., Buffardi, A., & Green, A. S. (2007). Ameliorating social anxiety through online interaction. Manuscript under review. Ben-Gurion University. 23
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Page 1 and 2: April 2012 Volume 15 Number 2
Page 3 and 4: Supporting Organizations Centre for
Page 5 and 6: Contextualizing a MALL: Practice De
Page 7 and 8: Kop, R. (2012). The Unexpected Conn
Page 9 and 10: Human mediation and information flo
Page 11 and 12: elevant information based on some k
Page 13 and 14: of learners. A search facilitated t
Page 15 and 16: information as human mediation mean
Page 17 and 18: Blau, I., & Barak, A. (2012). How D
Page 19 and 20: examined whether the readiness to p
Page 21 and 22: Table 5 presents the ANOVA for the
Page 23 and 24: However, in discussing a non-sensit
Page 25 and 26: deviations showed smaller variance,
Page 27: actual participation discussing sen
Page 31 and 32: Although prior research on overall
Page 33 and 34: with a score of 39 and below as “
Page 35 and 36: Table 2 demonstrates mean scores an
Page 37 and 38: Discussion Although the recent Inte
Page 39 and 40: Furthermore, the most preferred pla
Page 41 and 42: MEB. (2009). Internete erisim proje
Page 43 and 44: Learning Management Systems (LMS) b
Page 45 and 46: practice and repetition with feedba
Page 47 and 48: Online peer assessment Peer assessm
Page 49 and 50: At an international conference on m
Page 51 and 52: � Ability to produce rich assessm
Page 53 and 54: Meishar-Tal, H., & Tal-Elhasid, E.
Page 55 and 56: Tsai, S. C. (2012). Integration of
Page 57 and 58: order to decrease text complexity a
Page 59 and 60: matter how the learners’ aptitude
Page 61 and 62: If compared by programs, WP student
Page 63 and 64: mean F2F 4.64 4.52 4.35 4.44 *: p
Page 65 and 66: een analyzed and were compared with
Page 67 and 68: Chen, G.-D., Lee, J.-H., Wang, C.-Y
Page 69 and 70: and diverse cognitional and emotion
Page 71 and 72: Encourage and persuade students wit
Page 73 and 74: Materials and procedure Each studen
Page 75 and 76: The lower part of Figure 4 shows st
Page 77 and 78: Mayer, R. E., Sobko, K., & Mautone,
Page 79 and 80:
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,
Page 121 and 122:
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
Page 209 and 210:
References Ajjan, H., & Hartshorne,
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Tan, T.-H., Lin, M.-S., Chu, Y.-L.,
Page 213 and 214:
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
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
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examinee’s ability more accuratel
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would be more accurate if items j+1
Page 243 and 244:
C�I or Change I�I) would be 0.2
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improved by rearrangement procedure
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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.
Page 275 and 276:
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
Page 289 and 290:
Haythornthwaite, C., Kazmer, M. M.,
Page 291 and 292:
Ge, Z.-G. (2012). Cyber Asynchronou
Page 293 and 294:
college of a university situated in
Page 295 and 296:
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
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,
Page 319 and 320:
elativism.” High Internet self-ef
Page 321 and 322:
Peng, H., Tsai, C.-C., & Wu, Y.-T.
Page 323 and 324:
Since game-based learning has been
Page 325 and 326:
The second reason is about the sust
Page 327 and 328:
Methods Figure 5. Quest NPCs provid
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These differences indicated that pa
Page 331 and 332:
quests further involves students’
Page 333 and 334:
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
Page 345 and 346:
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
Page 359 and 360:
Hsu, Y.-C., Ho, H. N. J., Tsai, C.-
Page 361 and 362:
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 &
Page 369 and 370:
(AR = -2.1) (n = 7) 2. Non-specifie
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(n): Total number of articles Resea
Page 373 and 374:
Compared to the publications in 200
Page 375:
Pedagogical Content Knowledge (TPAC
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