April 2012 Volume 15 Number 2 - Educational Technology & Society

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10 students were very active in the cyber synchronous classes. Their entry scores and final scores indicate that these students were good at English. They were the so-called high-ability students. So they normally had more confidence in their English, and they possibly wanted to show off their abilities among their peers. If so, then this finding can verify the conclusion of Hrastinski (2008) that the focus of synchronous communication is often on quantity rather than on quality—that is, trying to say something quickly because “someone else will say what I was going to say.” Another finding of the survey is that most students would pay more attention to the teaching of grammar and vocabulary but not listening, reading or writing in the cyber synchronous classes. Some students’ statements in the open question reveal that they often felt very weak at grammar and vocabulary, which are two basic requirements for language learning, so they wanted the instructor to spend more time on these two parts. They tended to believe that their listening, reading or writing abilities were impossible to get great improvement due to the time limit of the cyber synchronous classes. This may confirm previous observations that cyber synchronous learning is more appropriate for less complex information exchanges (Hrastinski, 2008), as grammar and vocabulary are generally easier than listening, reading and writing in language learning, but may contradict some other findings that cyber synchronous learning may greatly enhance understanding of complex subject matters (Pfister, 2005). The differences in these findings may lie in the differences in subject matters and participants. The survey also shows that most students would prefer short cyber synchronous teaching sessions. This finding may also be useful for future course planning. As to the questionnaire survey toward Class 1, a prominent finding is that most of the students did not make full use of the cyber asynchronous resources and means, such as the downloadable materials and the online discussion forum. Research of some other scholars also has the same finding (Wan & Johnson, 1994; Guzdial, 1997). This finding may in part explain why Class 1’s performance on the final examination was not as good as that of Class 2. A careful examination of the posts in the online forum shows that the students would respond more to topics related to assignments and final examinations. This finding is similar to prior studies by Fung (2004), and Khan (2005), which indicate that students’ interest or familiarity with the topic being discussed can make them contribute more in an online discussion. But language learning should not always center on assignments or examinations. The instructor needs to direct students’ learning to overall language acquisition. The findings of this study generally suggest that the blended cyber approach is a better choice for distance English learning, as asynchronous and synchronous e-learning can cater to different needs of e-learners, which are summarized in Table 7. Table 7. Comparison of the benefits of asynchronous and synchronous e-learning Asynchronous e-learning Synchronous e-learning �Promoting cognitive participation �Promoting personal participation �Suitable for discussing complex issues �Suitable for discussing less complex issues �Without time and space constraints �Involving more interaction between instructors and �Increasing e-learners’ ability to process information students and between peers �Developing a sense of belonging �Quick feedback �Easier for monitoring e-learners’ participation Note. Adapted from Hrastinski’s model (2008) Conclusions The findings of the study indicate that the blended cyber approach can bring a better result for adult e-learners in their English study than the single cyber asynchronous approach. Many Chinese adult e-learners are very poor in English, and they may still need cyber synchronous learning to offer them additional help. Many of them cannot obtain satisfactory results by only doing cyber asynchronous learning. So a cyber synchronous learning environment should still be provided to them, although this may cost distance education providers more money. Cyber asynchronous and cyber synchronous learning can complement each other in teaching and learning. Cyber asynchronous learning can promote e-learners’ cognitive participation, as asynchronous communication can often 293
increase one’s ability to process information (Robert &Dennis, 2005). Cyber asynchronous learning is more suitable for discussing complex issues, in which time for reflection is needed (Hrastinski, 2008). The obvious advantage of cyber asynchronous learning is that learners can often carry out their study without the constraints of time and space. On the other hand, cyber synchronous learning can promote e-learners’ personal participation, as it is argued that synchronous communication is “more like talking” compared with asynchronous communication and students will become more motivated (ibid.). Besides, students will develop a sense of belonging, as much interaction between instructors and students and between peers is involved in synchronous communication. In addition, cyber synchronous learning is more suitable for discussing less complex issues, because quick feedback is expected in a cyber synchronous class and there is often no much time for thinking and reflection. A more desirable English elearning course should fully consider the different benefits of the two learning modes, so that it can meet e-learners’ various needs and solve different problems in teaching and learning. There are some limitations of this study that need to be recognized. First, the experiment lasts only one semester and thus cannot be considered as a longitudinal study. The data collected in one semester may not fully reflect the real situations of the two approaches. More definitive conclusions might have been drawn if the study had been conducted over a longer period of time. Second, it is indicated that students’ perceptions of cyber asynchronous and cyber synchronous learning were collected at the end of the study, so there was no time for adjusting the organization of the two learning modes. What results would have come up if there had been some adjustment? All these questions need to be explored by further research. References DiPiro, J. T. (2003). Is the quality of pharmacy education keeping up with pharmacy school expansion? American Journal of Pharmaceutical Education, 67(2), Article 48. Fung, Y. Y. H. (2004). Collaborative online learning: Interaction patterns and limiting factors. Open Learning, 19(2), 135–149. Ge, Z.-G. (2009). One-to-one tutorial in distance English language instruction. Distance Education in China, (6), 46-49. Ge, Z.-G. (2011). Exploring e-learners’ perceptions of net-based peer-reviewed English writing. International Journal of Computer-Supported Collaborative Learning, 6(1), 75-91. Gregory, V. L. (2003). Student perceptions of the effectiveness of Web-based distance education. New Library World, 104(10), 426–431. Guzdial, M. (1997). Information ecology of collaborations in educational settings: Influence of tool. In R. Hall, N. Miyake, & N. Enyedy (Eds.), CSCL '97 Proceedings of the 2nd International Conference on Computer Support for Collaborative Learning (pp.86–94). Mahwah, NJ: Lawrence Erlbaum Associates. Haythornthwaite, C. & Kazmer, M. M. (2002). Bringing the Internet home: Adult distance learners and their Internet, home and work worlds. In B. Wellman, & C. Haythornthwaite (Eds.), The Internet in Everyday Life (pp. 431–463). Oxford, UK: Blackwell. Hew, K. F., Cheung, W. S. & Ng, C. S. L. (2010). Student contribution in asynchronous online discussion: A review of the research and empirical exploration. Instructional Science, 38(6), 571–606. Hewitt, J. (2005). Toward an understanding of how threads die in asynchronous computer conferences. Journal of the Learning Sciences, 14(4), 567–589. Hrastinski, S. (2008). Asynchronous and Synchronous E-learning. Educause Quarterly, 31(4), 51-55. Keegan, D., Schwenke, E., Fritsch, H., Kenny, G., Kis-mihók, G., Bíró, M., Gábor, A., ó’Suilleabháin, G. & Nix, J. (2005). Virtual classrooms in educational provision: synchronous elearning systems for European institutions. Retrieved from FernUniversitaet, Central Institute for Distance Education Research website: http://www.fernuni-hagen.de/ZIFF/synchronous.pdf Khan, S. (2005). Listservs in the college science classroom: Evaluating participation and ‘‘richness’’ in computer-mediated discourse. Journal of <strong>Technology</strong> and Teacher Education, 13(2), 325–351. Kinshuk & Chen, N. S. (2006). Synchronous methods and applications in e-Learning. Campus-Wide Information Systems, 23(3). Kruse, K. (2004). What are "synchronous" and "asynchronous" training? Retrieved March 21, 2011, from http://www.msmc.la.edu/include/learning_resources/online_course_environment/async_sync.pdf Lee, L. (2002). Synchronous online exchanges: A study of modification devices on non-native discourse. System, 30(3), 275–288. 294
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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
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test is administered again right af
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The collected data were analyzed wi
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Gorp, K. V., & Bogaert, N. (2006).
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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
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C�I or Change I�I) would be 0.2
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improved by rearrangement procedure
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Page 251 and 252: Selection of the virtual tool The t
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Page 265 and 266: Table 1. Digital game designers and
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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
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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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Page 333 and 334: Chang, I.-H. (2012). The Effect of
Page 335 and 336: (1) Vision, planning and management
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Page 339 and 340: Table 2. Analysis of reliability an
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Page 343 and 344: Bailey, G. D. (1997). What technolo
Page 345 and 346: Stegall, P. (1998). The principal:
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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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