April 2012 Volume 15 Number 2 - Educational Technology & Society

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Appendix B Responses concerning asynchronous learning experiences Questions Percentage 1. Do you think you can do the study only through asynchronous means? 2. How often do you write or answer a post in the online discussion forum? 3. Do you want some live online interactions (such as chatting) with the instructor? 4. Who or what do you turn to when you have trouble with English study? 5. Have you downloaded the teaching materials? 6. Have you frequently used the teaching materials in your study? 7. Do you think the teaching materials are enough for your study? 8. Do you want to attend some cyber synchronous classes? No Have no idea Yes 76.5% (26 students) 5.9% (2 students) 17.6% (6 students) None in one week One to three times in one week More than three times in one week 61.8% (21 students) 29.4% (10 students) 8.8% student) (3 SA A N D SD 82.4% (28 students) 8.8% (3 students) 8.8% (3 students) The instructor Classmates or friends Internet or books 61.8% (21 students) 26.5% (9 students) 11.7% (4 students) All of them 82.4% (28 students) All of them Most of them 8.8% (3 students) Most of them Very little never 5.9% students) (2 2.9% (1 students) Very little never 14.7% (5 47.1% (16 17.6% (6 20.6% (7 students) students) students) students) SA A N D SD 44.1% (15 students) 23.5% (8 students) 5.9% (2 students) 17.6% (6 students) SA A N D SD 88.2% (30 students) 11.8% (4 students) 9. Write anything you would like to (An open question) comment on the asynchronous learning experiences: Note. SA=strongly agree; A=agree; N=neutral; D=disagree; SD=strongly disagree 8.9% (3 students) 297
Shih, S.-C., Kuo, B.-C., & Liu, Y.-L. (2012). Adaptively Ubiquitous Learning in Campus Math Path. Educational Technology & Society, 15 (2), 298–308. Adaptively Ubiquitous Learning in Campus Math Path Shu-Chuan Shih*, Bor-Chen Kuo and Yu-Lung Liu 1 Graduate School of Educational Measurement and Statistics, National Taichung University, Taiwan, 140 Min-Shen Road, Taichung 40306, Taiwan // 1 Department of Computer Science and Information Engineering, Asia University, 500 Liufeng Rd., Wufeng, Taichung 41354, Taiwan // ssc@mail.ntcu.edu.tw // kbc@mail.ntcu.edu.tw // liu720402@hotmail.com *Corresponding author (Submitted November 6, 2010; Revised February 12, 2011; Accepted March 26, 2011) ABSTRACT The purposes of this study are to develop and evaluate the instructional model and learning system which integrate ubiquitous learning, computerized adaptive diagnostic testing system and campus math path learning. The researcher first creates a ubiquitous learning environment which is called “adaptive U-learning math path system”. This system enables students to learn math during their daily campus life with mobile devices beyond web-based education with desktop computers. Moreover, this system can support the adaptive testing and realtime computer-based adaptive remedial instruction after students complete the situated learning on campus math path using ubiquitous technology. Next, a quasi-experiment research is conducted to explore the instructional effectiveness of this system. The 118 subjects are selected from fifth-grade classes in Taiwan. Experimental results indicate that the proposed system can enhance mathematical achievement and the effect of remedial instruction. Furthermore, students’ mathematical connection ability can be improved by the proposed instructional model and learning system. Finally, conclusions for mathematics learning are discussed. Keywords Ubiquitous learning, Computerized adaptive diagnostic testing system, Math path, Situated learning Introduction Recently, many academics are espousing the merits of situated learning. In situated learning of mathematics, a math path is a common method that bridges the gap between formal learning and the places where the learning is to be applied. A math path includes a series of mathematical learning activities that are designed around campuses or communities, using sports fields, trees, or school gates. These activities make math meaningful by providing students with problems and examples demonstrating its applications in environment and everyday life. In other words, students will develop and consolidate key concepts and skills of mathematics by solving authentic, real-world problems on the math path. There are two major advantages for the math path learning. The first is to help students understand and value mathematics. The math path will provide an opportunity for participants to be active learners, it will provide a context for the learning of mathematics, and will provide a safe, non-threatening environment in which to understand how math is involved in environment and everyday life. The second purpose is to gain awareness of the connection of concepts in mathematics. Participants in the math path will become aware and understand the mathematics all around them embedded in the surrounding environment of the campus. However, there also are some restrictions in the design of a traditional math path. For example, in paper-and-pencil based problem solving, it is difficult to immediately share and record students’ processes of solving problems in a traditional math path. Furthermore, when students encounter difficulties when problem solving outdoors, the teacher is usually unable to teach each student or support available resources according to individual needs in the right time and right place, not to mention there is a lack of individual assessment and remedial instruction after math path learning. With the rapid development of wireless communication and sensor technologies, ubiquitous learning (U-learning) or pervasive learning has become a promising solution to educational problems (Chen, Chang, & Wang, 2008; Chen, Kinshuk, Wei, & Yang, 2008; Chiou, Tseng, Hwang, & Heller, 2010; Chu, Hwang, & Tsai, 2010; Hwang, Chu, Shih, Huang, & Tsai, 2010; Hwang, Kuo, Yin, & Chuang, 2010; Hwang, Tsai, & Yang, 2008; Kuo, Hwang, Chen, & Wang, 2007; Laine, Islas Sedano, Vinni, & Joy, 2009; Liu & Chu, 2010; Liu, Tan, & Chu, 2009; Si, Weng, & Tseng, 2006; Syvänen, Beale, Sharples, Ahonen, & Lonsdale, 2005; Yang, 2006). In previous literatures, some people use 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. 298
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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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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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Table 6. Repeated Measures ANOVA of
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Leppisaari, I., & Lee, O. (2012). M
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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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