April 2012 Volume 15 Number 2 - Educational Technology & Society

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topics have altered in the recent five years. Research question 5: Is there any significant association between the research topic and the adoption of the learning domain for these publications from 2000 to 2009? The results of the content analysis showed that “Non-specified” was the most commonly used learning domain for the published articles with different research topics in the past ten years (n = 1198). Besides, Pearson’s Chi-square analysis was used to find the associations between the research topics and the research sample groups. Again, the data was analyzed only based on the “first” matched sub-categories, and the results are displayed in Table 4. The results indicate that during the last decade, the research topics were significantly associated with the learning domain selections (� 2 = 368.46, p < 0.05). A post-hoc test was also administered to acquire the adjusted residual values for more detailed analysis. The adjusted residual values revealed that the topics in “Policies, social culture impacts and trends for technologyenhanced learning” had the highest proportion in the “Non-specified” learning domains (residual = 13.2), followed by “Computer Supported Collaborative Learning” in “Social Studies” (residual = 5.4), and “Development of New Learning Systems, Platforms, and Architectures” in “Arts & Languages” (residual = 4.8). Besides, the topics of “Artificial Intelligence in Education” and “Pedagogical Design and Theories” showed a growing trend in the “Mathematics” learning domain (residuals = 4.5, 2.9, respectively). Similarly, the research issues in “Mobile and Ubiquitous Learning” were addressed more in the “Arts & Language” domain (residual = 2.8) and the topics in “Motivation, Perceptions, and Attitudes” and “Adaptive and Personalized Technology-Enhanced Learning: Knowledge and Competencies Management” in the “Engineering” learning domain gained much attention from researchers over the last ten years (residuals = 2.1, 4.4, respectively). On the other hand, the research in “Computer Supported Collaborative Learning” with the “Non-specified” (residual = -5.7) learning domain, “Pedagogical Design and Theories” with the “Engineering” learning domain (residual = - 2.5), and “Development of New Learning Systems, Platforms, and Architectures” with the “Non-specified” learning domain (residual = -2.3) were explored less frequently during the last decade. Table 4.The significant associations between research topics and learning-domains from Chi-square analysis (2000-2009) Research Topics Learning Domains 1.Development of Learning Systems, Platforms and 1. Arts & Languages (AR = 4.8) Architectures a (n = 47) b 2. Non-specified (AR = -2.6)(n = 119) 3.Pedagogical Design and Theories 1. Math (AR = 2.9)(n = 56) 2. Science (AR = 2.6)(n = 114) 3. Others (AR = 2.4)(n = 54) 4. Engineering (AR = -2.5)(n = 115) 5. Non-specified (AR = -2.3)(n = 289) 4.Adaptive and Personalized Technology-Enhanced Engineering (AR = 4.4)(n = 33) Learning: Knowledge and Competences Management 5.Artificial Intelligence in Education Math (AR = 4.5)(n = 14) 6.Computer Supported Collaborative Learning 1. Social Studies (AR = 5.4)(n = 60) 2. Non-specified (AR = -5.7)(n = 62) 7.Mobile and Ubiquitous Learning Arts & Languages (AR = 2.8)(n = 12) 8.Digital Game and Intelligent Toy Enhanced Learning Others (AR = 2.3)(n = 10) 11.Motivation, Perceptions and Attitudes 1. Engineering (AR = 2.1)(n = 74) 2. Math (AR = -2.0)(n = 10) 13.Policies, Social Culture Impacts and Trends for 1. Non-specified (AR = 13.2)(n = 219) Technology-Enhanced Learning 2. Science (AR = -4.8)(n = 9) 3. Engineering (AR = -4.3)(n = 24) 4. Social Studies (AR = -2.6)(n = 22) Notes. Pearson’s Chi-Square = 368.46, degrees of freedom = 72, p < 0.05 a (AR): Adjusted residual values (AR with absolute values larger than 1.96 are presented.) 365
(n): Total number of articles Research trends for the first five years (2000-2004) and the latest five years (2005-2009) Similarly, Pearson’s Chi-Square analysis was conducted to investigate if the research topics were significantly associated with the adoption of the learning domain between the two five-year-periods. Again, the Chi-square results supported that the research topics were significantly associated with the selection of learning domain between the two periods (� 2 = 182.77, 271.83, respectively, p < 0.05). A post-hoc test was also conducted to obtain the adjusted residual values in order to illustrate the sources of the associations, as shown in Table 5. Table 5. The significant associations between research topics and learning domains from Chi-square analysis in the two five-year-periods Learning-domains Research Topics 2000-2004 2005-2009 1.Development of New Learning Systems, Platforms, and Architectures 1. Engineering (AR = 2.2) a (n = 28) b 2. Non-specified (AR = -2.2) (n = 61) 1. Arts & Languages (AR = 4.6) (n = 30) 2. Non-specified 2.Evaluation of Learning Systems, Platforms and (AR = -2.0) (n = 58) Arts & Languages Architectures (AR = 2.3) (n = 18) 3.Pedagogical Design and Theories 1. Science (AR = 2.3) (n = 77) 2. Math (AR = 2.3) (n = 41) 3. Engineering (AR=-3.4) (n = 82) 4. Non-specified (AR = -2.5)(n = 104) 4.Adaptive and Personalized Technology-Enhanced Engineering Learning: Knowledge and Competencies Management (AR = 4.9)(n = 26) 5.Artificial Intelligence in Education Math (AR = 3.4)(n = 9) 6.Computer Supported Collaborative Learning 1. Social Studies 1. Social Studies (AR = 3.0) (n = 24) (AR = 4.5) (n = 36) 2. Non-specified 2. Non-specified (AR = -4.1) (n = 27) (AR = -4.1) (n = 35) 7.Mobile and Ubiquitous Learning Arts & Languages (AR=3.6)(n = 11) 12.Learning Behaviors, Usage Patterns and Discourse Arts & Languages 1. Others Analysis (AR = 2.2) (n = 11) (AR = 3.3) (n = 16) 2. Non-specified (AR = -2.5) (n = 33) 13.Policies, Social Culture Impacts and Trends for 1. Non-specified Non-specified Technology-Enhanced Learning (AR = 9.0) (n = 127) 2. Social Studies (AR = -2.3) (n = 13) 3. Engineering (AR = -3.6) (n = 6) (AR = 8.8) (n = 92) Notes.2001-2004 Pearson’s Chi-Square = 182.77, degrees of freedom = 72, p < 0.05 2005-2009 Pearson’s Chi-Square = 271.83, degrees of freedom = 72, p < 0.05 a (AR): Adjusted residual values (AR with absolute values larger than 1.96 are presented.) b (n): Total number of articles 366
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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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Shih, S.-C., Kuo, B.-C., & Liu, Y.-
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Adaptive U-learning Math Path Syste
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Figure 4. Online tutorial courses o
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Participants and Experimental Proce
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the influence of Test1 scores, an e
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Hall, T., & Bannon, L. (2006). Desi
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(Hofer & Pintrich, 1997; Liu, Lin &
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� Through online peer assessment,
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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 361 and 362: domains. Five research questions we
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Page 365 and 366: 13. Policies, Social Culture Impact
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Page 375: Pedagogical Content Knowledge (TPAC
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