April 2012 Volume 15 Number 2 - Educational Technology & Society

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Approximately 22% of respondents reported that they were very satisfied with institutional support for teaching improvement while approximately 48% reported that they were somewhat satisfied. Thirty percent reported some level of dissatisfaction. Approximately 46% of respondents reported that they were very satisfied with their workload while approximately 31% reported that they were somewhat satisfied. Less than 23% reported any level of dissatisfaction. Approximately 26% of respondents reported that they were very satisfied with their salary while approximately 46% reported that they were somewhat satisfied. Less than 28% reported any level of dissatisfaction. Approximately 42% of respondents reported that they were very satisfied with their benefits while approximately 48% reported that they were somewhat satisfied. Ten percent reported some level of dissatisfaction. Approximately 61% of respondents reported that they were very satisfied overall while approximately 34% reported that they were somewhat satisfied. Less than 6% reported any level of dissatisfaction. Learning styles frequencies Out of a total number of 110 respondents, 103 completed the learning style section. Out of a valid 103 respondents, approximately 28% were social learners while approximately 24% were verbal learners. Physical learners made up less than 5% of the sample. Results There was not a statistically significant difference in online instructor satisfaction with the authority to make decisions about content and methods based on individual instructor learning styles. There was not a statistically significant difference in online instructor satisfaction with technology-based institutional support based on individual instructor learning styles. The test for homogeneity of variance for satisfaction with equipment and facilities and facilities resulted in a nonsignificant value (p>.05). Therefore the variances were assumed equal and analysis of variance was conducted. As presented in Table 2, analysis of variance testing resulted in a significant value (p
Physical -1.43333(*) .44699 .029 -2.7796 -.0871 Logical -1.08333 .36909 .061 -2.1950 .0283 Social -1.25269(*) .32924 .005 -2.2443 -.2611 Solitary -.91667 .36909 .177 -2.0283 .1950 * The mean difference is significant at the .05 level. The means plot displayed in Figure 1 reveal that aural learners (n=6) reported significantly lower levels of satisfaction with the quality of equipment and facilities than both physical (n=5) and social learners (n=31). Discussion Figure 1. Means plot of satisfaction with equipment and facilities based on learning styles Although the null hypothesis was rejected for the research question, the findings do not necessarily suggest that individuals with particular learning preferences are more or less satisfied with teaching online. However, the findings do suggest that individuals with particular learning preferences are more satisfied with the quality of equipment and facilities available to them. Aural learners reported significantly lower levels of satisfaction with the quality of equipment and facilities than both physical and social learners. Aural learners rely heavily on sound to stimulate their learning; they learn well in face-to-face settings or through audio presentations. Physical learners learn by doing; generally they are not worried about breaking or damaging equipment or technology when they learn how to use it. Therefore, physical learners do not usually need as much guidance in how to manage equipment. Social learners learn well in groups or with other people; therefore, if they have any difficulty with a piece of equipment they are likely to seek help or guidance from a colleague or expert. Given this explanation, the statistically significance difference in the satisfaction with equipment and facilities between aural learners and both physical and social learners shines some light on the type of satisfaction in question. Based on these findings, it is not likely that the level of satisfaction was with the quality of equipment and/or facilities, but rather with the individual faculty member’s ability to manage them. Speculation regarding the quality of the equipment and facilities could not be made based on learning styles. However, it is possible that aural learners, while not understanding how to use a particular piece of equipment, perceive a lower level of quality than those who understand the tool in question. Therefore, given the nature of the research question and the results, it is likely that aural learners require more auditory guidance concerning the management, facilitation, and implementation of available equipment and facilities. Working within Herzberg’s motivator-hygiene framework, equipment and facilities can be viewed as a mediator for aural learners. More specifically, for Herzberg, equipment and facilities would be categorized as hygienes, or demotivators. The reason for this categorization relies heavily on the nature of the aural learner, discussed above. 350
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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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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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Page 305 and 306: Adaptive U-learning Math Path Syste
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Page 309 and 310: Participants and Experimental Proce
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Page 313 and 314: Hall, T., & Bannon, L. (2006). Desi
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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 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:
Page 347 and 348: instruction has studied the student
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Page 351 and 352: Research question For the purpose o
Page 353: READI reliability To verify the con
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Page 359 and 360: Hsu, Y.-C., Ho, H. N. J., Tsai, C.-
Page 361 and 362: domains. Five research questions we
Page 363 and 364: Research sample groups (4) Faculty
Page 365 and 366: 13. Policies, Social Culture Impact
Page 367 and 368: Non-Specified Others Engineering &
Page 369 and 370: (AR = -2.1) (n = 7) 2. Non-specifie
Page 371 and 372: (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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April 2012 Volume 15 Number 2 - Educational Technology & Society

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