Showing papers in "British Journal of Educational Technology in 2012"

Using the Facebook group as a learning management system: An exploratory study

Abstract: Facebook is a popular social networking site. It, like many other new technologies, has potential for teaching and learning because of its unique built-in functions that offer pedagogical, social and technological affordances. In this study, the Facebook group was used as a learning management system (LMS) in two courses for putting up announcements, sharing resources, organizing weekly tutorials and conducting online discussions at a teacher education institute in Singapore. This study explores using the Facebook group as an LMS and the students’ perceptions of using it in their courses. Results showed that students were basically satisfied with the affordances of Facebook as the fundamental functions of an LMS could be easily implemented in the Facebook group. However, using the Facebook group as an LMS has certain limitations. It did not support other format files to be uploaded directly, and the discussion was not organized in a threaded structure. Also, the students did not feel safe and comfortable as their privacy might be revealed. Constraints of using the Facebook group as an LMS, implications for practice and limitations of this study are discussed.

University Students' Behavioral Intention to Use Mobile Learning: Evaluating the Technology Acceptance Model.

Abstract: As many Korean universities have recommended the implementation of mobile learning (m-learning) for various reasons, the number of such tertiary learning opportunities has steadily grown. However, little research has investigated the factors affecting university students' adoption and use of m-learning. A sample of 288 Konkuk university students participated in the research. The process by which students adopt m-learning was explained using structural equation modeling technique and the Linear Structural Relationship (LISREL) program. The general structural model based on the technology acceptance model included m-learning self-efficacy, relevance for students' major (MR), system accessibility, subjective norm (SN), perceived usefulness, perceived ease of use, attitude (AT), and behavioral intention to use m-learning. The study results confirmed the acceptability of the model to explain students' acceptance of m-learning. M-learning AT was the most important construct in explaining the causal process in the model, followed by students' MR and SN. [ABSTRACT FROM AUTHOR]

Situational Interest, Computer Self-Efficacy and Self-Regulation: Their Impact on Student Engagement in Distance Education.

Abstract: This study investigates possible relationships among motivational and learning variables (interest, self-efficacy and self-regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a large research university in the south-western USA, who completed an online survey assessing their levels of situational interest, computer self-efficacy, self-regulation and engagement in distance education. Situational interest and self-regulation were found to be significantly correlated with three types of engagement (behavioural, emotional and cognitive), while computer self-efficacy did not appear to be associated with any of those engagement variables. Results suggested that online activities and tools such as multimedia and discussion boards may increase emotional engagement in online learning, although they do not necessarily increase behavioural or cognitive engagement, that educators should identify students who are taking online courses for the first time and provide necessary technical help to increase their emotional engagement, and that it is important for educators to offer students strategies for increasing their self-regulation in distance education environments. [ABSTRACT FROM AUTHOR]

Student attitudes towards and use of ICT in course study, work and social activity: A technology acceptance model approach.

Abstract: The increasing use of information and communication technology (ICT) in higher education has been explored largely in relation to student experience of coursework and university life. Students' lives and experience beyond the university have been largely unexplored. Research into student experience of ICT used a validated model—the technology acceptance model—to explore the influence of work and social/leisure contexts as well as course study, on attitudes towards and take up of technology. The results suggest that usefulness and ease of use are key dimensions of students' attitudes towards technology in all three contexts but that ICT is perceived most positively in the context of work and technology use at work is an important driver for technology use in other areas.

Tweeting for learning: A critical analysis of research on microblogging in education published in 2008–2011

Abstract: This study critically analyzed the current body of published research on microblogging in education ( MIE) to build a deep and comprehensive understanding of this increasingly popular phenomenon. Twenty-one studies on MIE in 2008-2011 were selected based on the selection criteria and analyzed to answer the following questions: What types of research have been published on MIE? How was microblogging used for teaching and learning in these studies? What educational benefits did microblogging have on teaching and learning? What suggestions and implications did the current research have for future MIE research and practices? The analysis suggests that microblogging has a potential to encourage participation, engagement, reflective thinking as well as collaborative learning under different learning settings. The quality of research, however, varies greatly, suggesting a need for rigorous research on MIE. The analysis has implications for MIE practices as well as research and development efforts. Practitioner Notes What is already known about this topic Microblogging has a potential to facilitate learning., Research on microblogging has been conducted under different educational settings., What this paper adds What are the characteristics of the current research on microblogging in education., How educators and researchers integrated microblogging to achieve different educational goals as identified in these studies., What are the identified educational effects of using microblogging for teaching and learning., What are the challenges and suggestions of using microblogging in teaching and learning., Implications for practice and/or policy Future research on microblogging in education should go beyond formal higher education settings by considering learning occurring in other settings., Future research needs to observe and analyze how learners participate and learn in microblogging-based environments over time., Innovative data collection and analysis methods are needed to understand the interaction and learning that occur in such environments., Future research is needed to identify effective approaches of microblogging integration. [ABSTRACT FROM AUTHOR]

A taxonomy of virtual worlds usage in education

Abstract: Virtual worlds are an important tool in modern education practices as well as providing socialisation, entertainment and a laboratory for collaborative work. This paper focuses on the uses of virtual worlds for education and synthesises over 100 published academic papers, reports and educational websites from around the world. A taxonomy is then derived from these papers, delineating current theoretical and practical work on virtual world usage, specifically in the field of education. The taxonomy identifies rich veins of current research and practice in associated educational theory and in simulated worlds or environments, yet it also demonstrates the paucity of work in important areas such as evaluation, grading and accessibility. Practitioner notes What is already known about this topic • The use of virtual worlds for supporting education is widespread and increasing. • There are numerous studies on virtual worlds usage in education. • Virtual worlds are mainly used for collaborative- or simulation-based education. What this paper adds • An analysis and synthesis of over 100 academic papers and virtual worlds, multi-user virtual environments and virtual learning environments. • A taxonomic differentiation based upon population, educational activity and learning theory. • A balance sheet of the disadvantages and advantages of using virtual worlds in education. • Identification of under developed areas of research into virtual worlds in education. Implications for practice and/or policy • Motivates the use of virtual worlds to support experiential learning, where real world experiential learning is difficult to achieve due to barriers of time, cost and place. • Identification of difficulties and challenges in the educational use of virtual worlds. These may be overcome through future work or help identify where the use of virtual worlds is not appropriate. • Identification of where the current development or research focus is: pedagogy, collaboration, enquiry-based learning and identity, etc.

A learner-centric view of mobile seamless learning

Abstract: Introduction In a major international synthesis of 1:1 (one-mobile-device-per-learner) TechnologyEnhanced Learning (TEL), Chan et al. (2006) foregrounded the notion of seamless learning. The seventeen distinguished co-authors defined seamless learning as a learning style where a learner can learn in a variety of scenarios and in which they can switch from one scenario or context (such as formal and informal learning, personal and social learning, etc.) to another easily and quickly, with the personal device as a mediator. The definition is congruent with Laouris and Eteokleous’ (2005) view that mobile learning is about increasing a learner’s capability to physically move her personal learning environment as she moves. Such an exposition was perhaps an intention to stimulate further research and changes in practice to maximise the potential of mobile learning. In this paper, seamless learning mediated by 1:1 setting is referred to as mobile seamless learning (MSL).

Using video to analyze one's own teaching

Abstract: Recently, interest in using video to facilitate teacher reflection has increased. Despite this increase, the frameworks employed to help teachers use video to reflect on their teaching are not based on the results of prior video analysis research. There is a need to better understand how and in what ways video has been used to reflect on one's own teaching. The purpose of this paper is to review past studies in order to help educators make more informed decisions as they establish their own video analysis processes. This review includes 63 studies where participants recorded their own teaching, examined their performance on video and reflected on the performance. Several dimensions of video analysis that varied across past studies are discussed: type of tasks, manner of facilitation, extent to which teachers reflect individually or collaboratively, length of video used, number of reflections and measurement. This paper summarizes reported findings regarding each of these dimensions and raises several questions that need further investigation. Practitioner notes What is already known about this topic Video is a powerful tool for teacher reflection., Video enables teachers to more effectively 'see' their practice., Teachers who engage in video reflection report recalling prior videos of their teaching during future teaching, enabling them to more effectively, 'reflect in practice.', What this paper adds A unified synthesis of the literature on video used for teacher self-relfection., A review of the tools used for facilitating teacher reflection via video and their effect on the reflective process., Six different dimensions among which video-aided teacher reflection research varies., Implications for practice and/or policy Teachers prefer to engage in video analysis for reflection in collaboration with colleagues over reflecting alone and feel that the most important recommended changes come from these collaborative groups., In support of past research, teachers report that the use of a guiding framework (eg., rubric, checklist, teaching principles) helps to focus their reflection. However, most teachers actually prefer to choose their own focus. Thus, administrators should find a balance between the use of a predetermined reflection framework and teachers' choice of focus within that framework., Video-aided teacher reflection has demonstrated posited change through varied measures (self-report, JOUR studies, lesson plans, pre-/posttest scores). However, we do not know which combination of these leads to the greatest or most impactful change. Future research needs to examine the ways in which video-aided teacher reflection can differentially impact teacher practice. [ABSTRACT FROM AUTHOR]

Effects of game technology on elementary student learning in mathematics

Abstract: This paper reports the effects of game technology on student learning in mathematics as investigated in two data sets collected from slightly different subjects In the first, 41 second graders (7 or 8 years old) from two classes used either a technology-based game or a paper-based game for 5 weeks For the next 13 weeks, both classes used a technology-based game either two times per week, or more than three times per week A quasi-experimental control-group design with repeated measures analysis of variance and analysis of covariance was employed to explore performance differences between groups The second study examined student learning in relation to characteristics such as their game performance, attitudes toward the game and toward mathematics, and gender and ethnicity During a 4-month period, 50 second grade students from three classesplayedatechnology-basedgameunderconditionsthatvarieddependingontheir teacher’s direction Multiple regression was used to determine the relationship between students’ arithmetic scores and learner characteristics Descriptive analyses by ability level, gender and ethnicity, and interview data about attitudes toward the technology game were also analyzed Results from the two studies revealed that using a technologybased game in the classroom was beneficial to students of all ability levels in learning arithmetic skills

Facebook as a learning tool? A case study on the appropriation of social network sites from mobile phones in developing countries

Abstract: This exploratory research investigates how students and professionals use social network sites ( SNSs) in the setting of developing and emerging countries Data collection included focus groups consisting of medical students and faculty as well as the analysis of a Facebook site centred on medical and clinical topics The findings show how users, both students and professionals, appropriate SNSs from their mobile phones as rich educational tools in informal learning contexts First, unlike in previous studies, the analysis revealed explicit forms of educational content embedded in informal learning contexts in Facebook Quizzes, JOUR presentations and associated deliberate (e-)learning practices which are typically found in (more) formal educational settings were identified Second, from a sociocultural learning perspective, it is shown how the participation in such virtual professional communities across national boundaries permits the announcement and negotiation of occupational status and professional identities Practitioner Notes What is already known about this topic Social network sites (SNSs) support education- related learning practices, What this paper adds Learners appropriate SNSs sites from their mobiles as tools for a wide range of educational practices in informal learning contexts in developing/emerging countries, The (e-)learning practices identified include deliberate engagement by users with explicit forms of educational content such as quizzes and JOUR presentations as well as participation in virtual professional communities that allows for the announcement and negotiation of occupational status and professional identities, Such technologies permit the students' educational engagement beyond local communities and facilitate loose connections to professional networks, Implications for practice and/or policy Overhasty claims regarding the more systematic use or the integration of such informal (e-)learning in formal educational settings to support education and health in developing countries should be avoided Instead, more systematic research is needed [ABSTRACT FROM AUTHOR]

Trends of e-learning research from 2000 to 2008: Use of text mining and bibliometrics

Abstract: This study investigated the longitudinal trends of e-learning research using text mining techniques. Six hundred and eighty-nine (689) refereed journal articles and proceedings were retrieved from the Science Citation Index/Social Science Citation Index database in the period from 2000 to 2008. All e-learning publications were grouped into two domains with four groups/15 clusters based on abstract analysis. Three additional variables: subject areas, prolific countries and prolific journals were applied to data analysis and data interpretation. Conclusions include that e-learning research is at the early majority stage and foci have shifted from issues of the effectiveness of e-learning to teaching and learning practices. Educational studies and projects and e-learning application in medical education and training are growing fields with the highest potential for future research. Approaches to e-learning differ between leading countries and early adopter countries, and government policies play an important role in shaping the results. [ABSTRACT FROM AUTHOR]

Why (and how) do teachers engage in social networks? An exploratory study of professional use of Facebook and its implications for lifelong learning

Abstract: To date, little empirical research on professional use of social network sites has been conducted, particularly with reference to groups of teachers on Facebook. The paper presents the results of two surveys addressed to the founders of five Italian Facebook groups and their members ( n = 1107), with the aim of investigating mechanisms underlying group membership and reflecting on their implications for professional development. A number of hypotheses were tested in order to explore the nature of three dimensions (domain, network and practice) involved in these groups, assimilated by authors into networks of practice. The study investigated the mechanisms of group membership and their participatory dynamics in terms of group types (generic vs. thematic), duration of membership and the interplay between offline and online activities. Results showed that groups differing in terms of domain (generic or thematic) are characterized by particular mechanisms of affiliation and participation and that mechanisms of legitimation of the members, as well as of shared resources, are associated with the duration of membership. Further research should be conducted to investigate how social capital dynamics evolve over time, influencing the construction of group identity. Practitioner Notes What is already known about this topic The use of social network sites ( SNS), particularly Facebook, is growing in the educational field., To date, little attention has been given to the use of Facebook for professional development., Empirical research mainly refers to the higher education context and shows that the use of SNS has positive outcomes for social capital., What this paper adds An application of social capital theory with the networks of practice framework (Brown & Duguid, ) to the study of professional groups of teachers in SNS., An understanding of groups in terms of shared social capital, both bridging and bonding., An analysis of the interplay between online and offline activities in terms of professional benefits for teachers., Implications for practice and/or policy Participation in this kind of groups may have a positive impact on professional development., Social networks may afford different types of social capital for professionals., Policy makers should encourage and support the use of social networks for professional learning. [ABSTRACT FROM AUTHOR]

Mobile practices in everyday life: Popular digital technologies and schooling revisited

Abstract: Mobile phones have rapidly been absorbed into the fabric of our day-to-day lives. They are now a key consumer item, a symbol of social capital and they connect their users to a mobile web with multiple applications. As ownership and access to smartphones has spread into the teenage years, their place in institutions of formal education has been marked by contention. The dominant view that mobiles have no place in the classroom has recently been contested by educators, such as Parry, who suggest that mobile learning, and the literacies involved, should play an important role in education. This paper argues for a more nuanced view of mobile technology, one that focuses on everyday social practices as a way of understanding the relationship between mobiles and learning. Using practice theory as a starting point, I suggest a way of mapping everyday mobile practices on to educational activity to illustrate potential areas for innovation and evaluation. I conclude by returning to the debate about mobiles in education, noting that familiar arguments about popular digital technology and schooling are once again being rehearsed. If ways of accessing, sharing and building knowledge are changing then a more principled consideration of how educational institutions relate to these changes is needed.

Message design for mobile learning: Learning theories, human cognition and design principles

Abstract: The demands of an increasingly knowledge-based society and the dramatic advances in mobilephonetechnologyarecombiningtospurthegrowthof mobilelearning(mLearning). However, for mLearning to attain its full potential, it is essential to develop pedagogyandinstructionaldesigntailoredtotheneedsof thisnewlearningenvironment.At present, there is a lack of research on message design for mLearning. Towards these ends, this paper explores the principles and processes of message design for mLearning, including the influence of learning and cognitive theories, human‐computer interaction principles, devices and methodologies. And it presents a number of practical guidelines for designing instructional messages for mLearning.

The five central psychological challenges facing effective mobile learning

Abstract: Web 2.0 technology not only offers the opportunity of massively parallel interconnected networks that support the provision of information and communication anytime and anywhere but also offers immense opportunities for collaboration and sharing of user-generated content. This information-rich environment may support both formal and informal learning. The increasing use of mobile technology affords additional opportunities to utilise this learning potential from any location and even when on the move. In this paper, we identify five important psychological challenges learners may encounter when using mobile devices for mobile learning. We argue that mobile learning theorists, practitioners and developers alike must be aware of the five challenges and aim to address them to maximise the potential of mobile learning. Practitioner Notes What is already known about this topic The educational potential of Web 2.0 technology is yet to be realised., Mobile technology is becoming increasingly widespread and offers immense opportunities for learning., Psychological theory and research has contributed to the characterisation and resolution of numerous applied problems in educational and technological contexts., What this paper adds Identification of five important psychological challenges posed by the mobile learning experience., A characterisation of the resultant skill set required by learners to maximise the potential of mobile learning., Implications for practice and/or policy Learning tasks and materials should be sensitive to the five psychological challenges of the mobile learning experience., To maximise the learning potential of Web 2.0 technology, learners must possess the appropriate profile of psychological (both cognitive and psychosocial) skills. [ABSTRACT FROM AUTHOR]

Museum Learning via Social and Mobile Technologies: (How) Can Online Interactions Enhance the Visitor Experience?.

Abstract: Key to introducing information and communication technologies in museums is to support meaning-making activity in encounters with artefacts. The study presented in this paper is exploratory in nature and investigates the use of social and mobile technologies in school field trips as a means of enhancing the visitor experience. It is anchored in sociocultural perspectives of learning as meaning making, with a focus on mediating artefacts in the development of understanding. The Museum of London was selected as the site of the study and the participants were a Year 9 History class (13-14 years old) in a secondary school in Milton Keynes. The paper considers evidence of meaning making from students' online posts on Twitter (http://twitter.com) and activity on-site. Observational data, the visit's Twitter stream and post-visit interview data with the participants are presented and analysed. A mixed-method approach is employed to interpret the museum visit and examine young people's experience in the museum. Such an approach allows useful insights and shapes the understanding of how social and mobile technologies have an impact on the social dynamics of a school trip to a museum. Specifically, it explains the role of such tools in fostering the social interactions around museum artefacts and ultimately the process of shared construction of meaning making. Practitioner Notes What is already known about this topic School field trips are an important means of introducing young people to museum collections and have long-term learning impact and influence perceptions., Learning in museums is conceptualised as the construction of meaning. Making meaning is a social practice-people engage with their environment and each other through 'socially made and culturally specific resources, in ways that arise out of their interests' (Kress, )., Facilitating the visitors' meaning-making process is key to introducing new technologies in museums (Kaptelinin, )., Use of mobile tools in museum facilitates inquiry activities such as exploration, information search, communication and experience documenting (Hsi, )., Many information technologies implemented in museum and field trips fail to meet the real needs of their users (Gammon & Burch, ) and may appear to isolate visitors and inhibit social interaction (vom Lehn & Heath, )., What this paper adds Explores the use of social and mobile technologies at the interface of formal and informal contexts in K-12 education., Provides an example of 'enforced' mobile usage (Rushby, ) with empirical evidence on how social and mobile technologies could be integrated in school field trips to museums., Focuses on a learning design that allows learners to switch between different contexts (offline/online; individual/social; formal/informal) and extend the social spaces in which learners interact with each other., Employs a mixed-method approach in analysing content generated online in a school visit to a museum., Contributes to a research agenda for mobile learning and particularly in designing and studying 'seamless learning spaces'., Implications for practice and/or policy The findings will contribute to museum education initiatives for effective use of social and mobile tools within school programmes., Indicates the potential of the 'interconnected opinion space' and 'archival space' in designing museum programmes for meaning making across contexts., Highlights the need to develop more effective pedagogic strategies that will anticipate and encourage the ways that young people use social and mobile technologies and at the same time minimise the tension between the contexts, the content and the mediation tools. [ABSTRACT FROM AUTHOR]

An innovative concept map approach for improving students' learning performance with an instant feedback mechanism

Abstract: Concept maps have been widely employed for helping students organise their knowledge as well as evaluating their knowledge structures in a wide range of subject matters. Although researchers have recognised concept maps as being an important educational tool, past experiences have also revealed the difficulty of evaluating the correctness of a concept map. It usually takes days or weeks for teachers to manually evaluate the concept maps developed by students; consequently, the students cannot receive timely feedback from the teachers, which not only affects their learning schedules, but also significantly influences the students' learning achievements. In this paper, a computer-based concept map-oriented learning strategy with real-time assessment and feedback is proposed in order to cope with the problems mentioned above. Our approach provides immediate evaluation of concept maps and gives also real-time feedback to the students. An experiment has been conducted to evaluate the effectiveness of this new strategy in comparison with the conventional computer-based concept map approach. It is found that our innovative approach can be significantly beneficial to promote learning achievements as well as the learning attitudes of students. [ABSTRACT FROM AUTHOR]

Understanding Factors Associated with Teacher-Directed Student Use of Technology in Elementary Classrooms: A Structural Equation Modeling Approach.

Abstract: Analyses presented here are secondary data analyses of the Use, Support and Effect of Instructional Technology study aimed at identifying predictors of teacher-directed student use of technology (TDS) in elementary classrooms Using data from a convenience sample of 1040 teachers nested within 81 schools in 21 Massachusetts' school districts, researchers developed a teacher-level structural equation modeling for TDS depicting relationships between and among factors associated with TDS Researchers relied on diffusion and adoption theories as well as prior empirical evidence to specify the hypothetical model Evidence presented here suggests that the strongest predictors of TDS are as follows: (1) teachers' experience with technology, (2) belief that technology is beneficial to meet instructional goals, (3) perceived importance of technology for teaching and that (4) experiencing obstacles with the integration of technology appears to be one deterrent to teachers using technology in the classroom The most important finding reported here is that two of the most important factors in increasing TDS are teachers' beliefs about the benefits of technology and perceived importance of technology for teaching [ABSTRACT FROM AUTHOR]

The implementation of pre‐lecture resources to reduce in‐class cognitive load: A case study for higher education chemistry

Abstract: This JOUR study describes an effective method to ameliorate the cognitive load caused by new terminology and concepts in lectures. Ten online pre-lecture resources whose design was underpinned by the principles of cognitive load theory were provided to a class of 49 first year university level chemistry students. Each resource introduced a number of key concepts to the forthcoming lecture and included a quiz for students to test understandings and identify misconceptions. The evaluation of the implementation of resources was measured by considering the difference in exam marks for in-semester test and end of module exam. These showed that the marks for students who had no prior knowledge of chemistry before coming to college significantly improved to the point that there was no difference between students with and without prior knowledge. A key outcome of this work is that providing students with resources to prepare for lectures can help in reducing their cognitive load. Practitioner Notes What is already known about this topic Prior knowledge (eg, from school level) is a strong predictor factor for future performance (eg, at college level)., Cognitive load theory describes how the working memory has a limited capacity to process new information., E-resources can be designed so as to minimise the difficulty of extracting new information from the resources., What this paper adds Designing e-resources to introduce some core concepts for a lecture can help students identify these in a lecture with a lot of new terminology., These e-resources can be easily embedded into the virtual learning environment so that students can access resources, complete quiz and receive feedback and a grade with little extra work for the lecturer., These e-resources can provide a basis for in-lecture discussion between students and between lecturer and students to further discuss content using core terminology., Implications for practice/policy Embedding of the resources into the module design is important to attribute them value. The lecture should build on the material introduced in the e-resource., Feedback should be as rich as possible, correcting wrong ideas for novices to the discipline and misconceptions for those with prior knowledge., Identifying core concepts in a structured way before each lecture and providing feedback on students' understanding of these gives students an opportunity to take control of their own learning both before and after a lecture. [ABSTRACT FROM AUTHOR]

Assessing the effectiveness of a 3‐D instructional game on improving mathematics achievement and motivation of middle school students

Abstract: This research study assessed the effectiveness of a three-dimensional mathematics game, DimensionM, through a pretest-posttest control group quasi-experimental design. Participants consisted of 437 eighth graders. The classrooms were randomly assigned either to the treatment group that utilized DimensionM as a supplement to regular classroom instructions or to the control group that received regular class instructions without any computer activities. The results of the analysis on the pretest-posttest data revealed that the DimensionM game increased mathematical knowledge acquisition in algebra and maintained student motivation to learn. The findings suggest that the implementation of DimensionM in mathematics education can greatly benefit middle school students learning algebra. Practitioner Notes What is already known about this topic Evaluations on the effectiveness of instructional games are known in the community of both practitioners and experienced researchers in educational research., What this paper adds This paper specifically added to the literature by evaluating the effectiveness of the novel instructional game, the DimensionM game, on increasing middle school student mathematical knowledge acquisition in algebra and maintaining student motivation to learn., Implications for practice and/or policy The study results suggested that the implementation of DimensionM in mathematics education can benefit middle school students' learning of algebra and can be helpful to maintain their motivation in learning. [ABSTRACT FROM AUTHOR]

An empirical study on behavioural intention to reuse e-learning systems in rural China

Abstract: The learner’s acceptance of e-learning systems has received extensive attention in prior studies, but how their experience of using e-learning systems impacts on their behavioural intention to reuse those systems has attracted limited research. As the applications of e-learning are still gaining momentum in developing countries, such as China, it is necessary to examine the relationships between e-learners’ experience and perceptions and their behavioural intention to reuse, because it is argued that system reuse is an important indicator of the system’s success. Therefore, a better understanding of the multiple factors affecting the e-learner’s intention to reuse could help e-learning system researchers and providers to develop more effective and acceptable e-learning systems. Underpinned by the information system success model, technology acceptance model and self-efficacy theory, a theoretical framework was developed to investigate the learner’s behavioural intention to reuse e-learning systems. A total of 280 e-learners were surveyed to validate the measurements and proposed research model. The results demonstrated that e-learning service quality, course quality, perceived usefulness, perceived ease of use and self-efficacy had direct effects on users’ behavioural intention to reuse. System functionality and system response have an indirect effect, but system interactivity had no significant effect. Furthermore, self-efficacy affected perceived ease of use that positively influenced perceived usefulness.

Multi-Touch Tables and Collaborative Learning.

Abstract: The development of multi-touch tables, an emerging technology for classroom learning, offers valuable opportunities to explore how its features can be designed to support effective collaboration in schools. In this study, small groups of 10- to 11-year-old children undertook a history task where they had to connect various pieces of information about a mining accident to reach a consensus about who had been responsible. Their interaction using traditional resources was compared with their interaction when using a multi-touch table. Analysis suggests that the design and capabilities of the multi-touch technology offers some key features that supported the collaboration and interaction of the participants, particularly in the early stages of the task. Some of these features appear to provide new opportunities for collaboration and interaction, which were different from the interactions observed in the paper-based groups. These features of the multi-touch surface therefore appear to support effective interaction between the pupils. Practitioner Notes What is already known about this topic • Research suggests that collaborative interaction supports learning. • Features such as the nature of the task and the social interaction influence these outcomes. What this paper adds • This paper looks specifically at the possibilities when a large multi-touch table is used to support collaboration. • It compares paper-based and multi-touch versions of the same activity involving school pupils. Implications for practice and/or policy • Multi-touch surfaces can support collaborative interaction. • The initial stages of the task were significantly different. • Pupils should be encouraged to reach a consensus about what they have to do and how they are going to do it as well as encouraged to produce a joint solution.

Pedagogy * Technology: A Two-Dimensional Model for Teachers' ICT Integration.

Abstract: This paper presents a two-dimensional model for measuring individual teachers' progression in ICT integration and for guiding them toward higher integration levels. There are four levels in the pedagogy dimension: direct teaching, cognitively active learning, constructive learning, and social learning. These levels are defined based on four factors: teacher pedagogical beliefs, instructional strategies used, teacher-student interactions, and the types of tasks students are expected to carry out. The technology dimension contains eight levels, ranging from Level 0 (nonuse) to Level 7 (implementing sophisticated instructional applications). The eight levels are defined based on three factors: whether a teacher is a passive consumer or an active producer of the ICT-based resources, sophistication of the ICT tools that a teacher uses, and richness of functionality of an ICT-based product developed by a teacher. To validate the proposed model in terms of its applicability and practicability, three JOUR studies were conducted. The results showed that this model was able to adapt to individual preferences of the three participating teachers as well as guide their progressions in ICT integration. [ABSTRACT FROM AUTHOR]

Effect of screen size on multimedia vocabulary learning

Abstract: The objective of this study was to investigate the effects of three different screen sizes (small, medium and large) and two types of multimedia instruction (text only and text with pictorial annotation) on vocabulary learning. One hundred thirty-five Korean middle school students learning English as a foreign language were randomly distributed into six groups and were given a pretest, a self-study multimedia instruction, a posttest and a retention test online. The pretest, posttest and retention test were identical and included 30 vocabulary questions. Results show that the large screen multimedia instruction helped the students to learn English vocabulary more effectively than the small screen instruction as demonstrated on both the posttest and retention test. However, there was little difference in vocabulary learning between the text-only and text-with-pictorial annotation instructions. Although visual perception can be influenced by each learner's expectations and knowledge, using a smaller screen for instruction causes more challenges for learners to perceive and comprehend vocabulary learning. [ABSTRACT FROM AUTHOR]

Predicting continued use of online teacher professional development and the influence of social presence and sociability

Abstract: This study examined how a well-established Technology Acceptance Model (TAM) could predict teachers' intentions to continue using e-learning for professional development based on perceived ease of use and usefulness. Although studies have shown social interactions are important to teachers, no study has analyzed the mediating influence of social presence and sociability within e-learning professional development. Therefore, the original TAM was expanded to encompass user perceptions of social presence and sociability. Structural equation modeling was used to measure the mediating affects on their intention to continue using e-learning for their professional development. The results indicate that the expanded hypothesized model was a good predictor of continuance intention. Perceived ease of use, perceived usefulness and social presence were found to be significant determinants of teachers' intent to continue using e-learning to meet their future professional development needs. The results have implications for educational leaders, designers and facilitators who want to promote teacher online professional development and embed e-learning conditions that will be readily embraced by classroom teachers. [ABSTRACT FROM AUTHOR]

Investigating the Individual Difference Antecedents of Perceived Enjoyment in Students' Use of Blogging.

Abstract: With the proliferation of weblogs (blogs) used in educational contexts, gaining a better understanding of why students are willing to blog has become an important topic for practitioners and academics. The main purpose of this study is to explore the individual difference antecedents of perceived enjoyment and examine how they influence blogging intention through the mediation of perceived enjoyment. Based on previous literature, the Big Five personality traits (ie, extraversion, agreeableness, conscientiousness, neuroticism and openness to experience), as well as computer self-efficacy and personal innovation in information technology, are hypothesised as potential antecedents of perceived enjoyment in the acceptance of blogging. Data collected from a sample of 358 students at seven universities in Taiwan were tested against the research model using the structural equation modelling approach. The results indicate that extraversion, agreeableness, conscientiousness and personal innovation in information technology have a significant influence on perceived enjoyment, which in turn significantly influences blogging intention. The findings of this study provide several theoretical and practical implications for educational uses of blogging. [ABSTRACT FROM AUTHOR]

School-based ICT policy plans in primary education: Elements, typologies and underlying processes.

Abstract: Schools are more and more encouraged to write a school-based information and communication technology (ICT) policy plan. In such a plan, a school describes its expectations, goals, content and actions related to the future role of ICT in teaching and learning. Although this is encouraged by researchers and policy makers, the literature on ICT policy plans and ICT policy planning is rather general and underdeveloped. In this study, the content of school-based ICT policy plans and underlying policy processes is explored. Data were gathered in 31 primary schools in Flanders: the schools' ICT policy plan was submitted to a content analysis, and a semi-structured interview was administered to the school leader or the ICT coordinator. Using a framework of ICT leadership practices to guide the analysis (setting direction, developing people and making the organization work), we identified three types of ICT policy plans: (1) an ICT policy plan as a vision blueprint, (2) a technical inventory and (3) a comprehensive ICT policy plan. Although the last type takes into account all ICT leadership practices, we found a variety of different approaches in the processes used to create and execute such plans, such as the support of ICT training activities, data-driven decision-making processes and monitoring activities.