Showing papers in "Computer Education in 2001"

Obstacles to the integration of ICT in education: results from a worldwide educational assessment

Abstract: The main focus of this article is on the perceptions of educational practitioners (at the lower secondary level) regarding obstacles that seriously impede the realization of ICT-related goals of schools. The results are from a worldwide survey among national representative samples of schools from 26 countries. The article contains a short summary of the design of this project, a review of main indicators regarding ICT (Information and Communication Technologies) in elementary and lower secondary schools, main obstacles and an exploration of the co-variation between obstacles and contextual factors at the country-level.

Computer simulations in physics teaching and learning: a case study on students' understanding of trajectory motion

Abstract: A major research domain in physics education is focused on the study of the effects of various types of teaching interventions aimed to help students' alternative conceptions transformation Computer simulations are applications of special interest in physics teaching because they can support powerful modeling environments involving physics concepts and processes In this study two groups (control and experimental) of 15–16 years old students were studied to determine the role of computer simulations in the development of functional understanding of the concepts of velocity and acceleration in projectile motions Both groups received traditional classroom instruction on these topics; the experimental group used computer simulations also The results presented here show that students working with simulations exhibited significantly higher scores in the research tasks Our findings strongly support that computer simulations may be used as an alternative instructional tool, in order to help students confront their cognitive constraints and develop functional understanding of physics

Children's enjoyment and perception of computer use in the home and the school

Abstract: This paper seeks to examine the nature and experiences of children's computer use in the home and school. Past research suggests a growing gap between computer use in the home and the school. This study was conducted to find out how children perceive and enjoy computer use in these two environments. Using a sample of year 3 and 5 pupils in three primary schools, qualitative and quantitative data were gathered. The results suggest that children make more use of the computer at home than at school. The most popular activity on the home computer which all children enjoyed was playing games. The most frequent activity at the school computer was word processing which pupils considered boring. Interesting gender differences showed that boys spent more time playing computer games whereas girls spent more time on the Internet emailing friends. The study concludes that schools should learn from what works at home and enable children to work on activities they find valuable, motivational and worthwhile.

Critical success factors for on-line course resources

Abstract: A multiple case study was used to evaluate hypotheses on the critical success factors for on-line course resources in a tertiary setting. The evolution of educational media and methods leading up to the usage of such resources are also briefly discussed. The findings show that in order for on-line course resources (such as discussion forums) to be used (as compared to implemented) successfully, the critical factors that need to be considered are: human factors pertaining to the instructors; the instructors' and students' technical competency; the instructors' and students' mindset (about learning); the level of collaboration intrinsic in the course; and the level of perceived IT infrastructure and technical support. The study shows that it is essential for all these factors to be considered in a holistic fashion; the inadequacy of even one of these factors would have an immensely detrimental affect on the overall success of the on-line resource. Any institution intending to invest in such resources or any instructor wishing to use such resources should deliberate these factors holistically.

Factors influencing the use of computer mediated communication by teachers in secondary schools

Abstract: In this article, a survey on the factors influencing the use of computer mediated communication (CMC) by teachers in secondary schools in Brussels is described. The survey compared a group of CMC users with non-CMC users. It is demonstrated that language teaching was the best predictor for the use of CMC. The main reason for this is that education policy within the area under investigation has developed a specific CMC project that is primarily oriented towards a target group of language teachers. A second predictor of CMC use was the degree of technological innovativeness. This instrument is a measure of the willingness of the teacher to adopt technological innovation in his own teaching practice. A third predictor was perceived CMC attributes. This instrument indicates the degree to which users observe any congruence between the characteristics of CMC as a medium and their own teaching practice.

Modelling and supporting ICT implementation in secondary schools

Abstract: In many countries the use of Information and Communication Technology (ICT) in education has been stimulated To explore the implementation process and its support within secondary schools, research was conducted on modelling aspects of ICT implementation in Dutch secondary school practice Case studies were carried out in 10 secondary schools by interviewing the school board, school leader, ICT co-ordinator, some teachers, pupils who liked ICT, pupils who did not like ICT, and some parents In addition, relevant school documents were studied and lesson practice was observed The information was subjected to a qualitative analysis from multilevel and school development points of view The empirical results suggest five successive phases of ICT implementation within schools, which constitute five models representing the gradual ICT transformation of educational and learning processes The fifth model, however, was designed theoretically as this phase had not yet been realised in educational practice Finally, educational and policy support actions to the ICT transformation process in school are presented in a structured way The results are worthwhile for school practice and national policies, but they also need further underpinning and validation through research in other schools

Profiling students' adaptation styles in Web-based learning

Abstract: Use of the Internet has brought about an alternative education form, the so-called Web-based instruction (WBI). It purports to sweep over current instructional problems and provide a revolutionary educational environment. One thing to be remembered along with the emergence of new educational technology such as the World Wide Web, however, is that diverse innovations throughout educational history did not last very long and resulted in bandwagons. In order not to be another historical bandwagon, the WBI needs to be studied in abundance and in depth. In this vein, this study analyzed WBI learners' adaptation styles and characteristics related with the styles by retrospectively assessing the perceptions of various aspects of WBI. Students participating in various courses at 11 universities nationwide in Korea which had been experimenting with WBI under the auspices of the Ministry of Education since 1998, were surveyed initially and the final analysis consisted of 177 females and 157 males ( n =334). The results indicated three findings. First, retrospective post-assessment of learners' perceptions was a viable method for analyzing the adaptation styles in WBI. Second, WBI students were not learning uniformly so that there existed four distinct adaptation styles during WBI process. Third, any efforts to improve the quality of WBI need to consider these adaptation styles of students one way or another. These findings are expected to be used for drawing useful strategies for implementing a more desirable WBI.

Electronic education system model

Abstract: E-learning 1 efforts and experiments currently receive much attention across the globe. The availability of electronic and web-enabling technologies also dramatically influences the way we view the learning strategies of the future [ Kramer, B. J. (2000) . Forming a federal virtual university through course broker middleware. In Proceedings: LearnTec 2000. Heidelberg, Germany, 2000. Hiltz, S. R. (1995) . Teaching in a virtual classroom. In Proceedings: International conference on computer assisted instruction.(ICCAI'95), Taiwan, March 1995]. However, due to disappointing experiences in wide spread implementation of computers in schools [ Foshay, W. R. (1998). Education technology in schools and in business: a personal experience. Education Horizons, 66(4),154–157 ], many are already predicting the failure of web technologies for learning [ Rogers, A. (2000). The failure and the promise of technology in education. Global SchoolNet Foundation, 27 May 2000 (http://www.gsm.org/teacharticles/promise.html )]. It is indeed likely that e-learning, making use of technological advances such as the Internet, may also be dissatisfying and frustrating unless we design electronic educational models that can avoid potential complications. In this paper, we define and describe an electronic educational system model (EES model). The aim of this model is to assist the designers of different e-learning settings to plan and implement a specific learning situation, with the focus on the individual requirements and milieu of the learning group. The EES model is composed of four layers, each consisting of different objects (components) addressing issues specific to each layer. When constructing a learning situation, the planners, schedulers and facilitators come together with a clear view of their particular learning situation in mind. They then use the EES model to design their course layer by layer, including objects from each layer. Each object consists of one or more methods/strategies to be implemented in order to achieve the learning objectives of the course. This approach promises to increase the chances of successful and quality implementations [Cloete, E. (2000). Quality issues in system engineering affecting virtual distance learning systems. To appear in Proceedings. COMPSAC'2000. Taiwan, October 2000] with as few frustrations and disappointments as possible.

Integrating communication formats: synchronous versus asynchronous and text-based versus visual

Abstract: The present article describes activities undertaken in the virtual world called “Euroland” to promote collaborative knowledge building, using a variety of communication formats. The communication formats available in Euroland are text-based via a chat (synchronous) and a discussion forum (asynchronous); and visual in the form of virtual objects, pictures, and photos. Euroland has been designed, implemented, and evaluated by a Dutch-Italian community composed of students, teachers, and researchers performing educational, cross-cultural, and interdisciplinary tasks. The relevant theoretical perspectives concerning collaborative knowledge building, visualization within a three-dimensional environment, and the community of learners and the community of practices models are also reviewed. A qualitative evaluation of the activities performed in Euroland is then undertaken. It is concluded that the activities involving different communication formats within a virtual world are only appreciated and used when the community of users reaches a particular level of awareness with regard to the technical and cognitive functions of each format. When integrated, the communication formats are found to have a reciprocal influence on each other. The community is able to generate new activities not planned in advance, depending upon the specific situation, which gets defined during the interaction between the various participants in Euroland.

Using the World Wide Web for teaching improvement

Abstract: The World Wide Web has impacted the educational model in a fundamental way and forced educators to think of ways that this technology can be used to improve teaching effectiveness. This paper describes an implementation of the continuous improvement philosophy in a graduate level Operations Analysis class by using the web to obtain immediate and systematic feedback from students on lecture and other course activities. The feedback obtained is analyzed to determine how the delivery and content of the course can be improved. In the short-term the response is to address immediate problems or difficulties encountered by students. In the long-term a fully searchable web site with references to readings, audio/visual modules of class lectures, problem solutions and frequently asked questions (FAQ) materials is to be developed. Technology issues and the lessons learned from the experiment are discussed.

An analysis of a user's exploration and learning of a multimedia instruction system

Abstract: In a situated-cognition framework, this article takes an ergonomic approach to describing and interpreting a user’s activity on a computer-assisted interactive learning environment The environment was designed to improve sports instructors’ knowledge and understanding of some of the major issues in sports training By focusing on the dynamics of the user-computer interaction, this exploratory study was aimed at validating the system prototype and proposing effective, user-friendly enhancements The meaning the user grants to his/her actions and the organization of those actions are studied in reference to course-of-action theory Observation data for a user was collected on-line and supplemented a posteriori by self-appraisal verbalization data The results present a description and an explanation of the local and global organization of the user’s course of action They demonstrate the complexity of his exploration and learning activity, how he activates and constructs knowledge during action, and his emotional states that alternate between feelings of apprehension, enjoyment, and effort The implications of these results for the design of computer-assisted learning environments are discussed

Computer literacy and application via distance e-learning

Abstract: In this paper we present an innovative framework for the teaching of computer literacy and application that can serve as a new educational paradigm in teaching courses in a distance learning format. This new framework combines and integrates new technologies with older distance education teaching aids. We implement this framework in a course called “Computer Applications for Social Sciences” that was developed in the Open University of Israel, a recognized academic institution in Israel. The course, which is based on distance learning and electronic tools such as communication technologies, CD-ROM coursewares, Web-sites and discussion groups, was taught in the second semester of 1999. The course was developed in a way that allows students with no previous knowledge to learn it at a distance. We present here a description of the course and its e-learning tools, a broad study on the 219 students who participated in the course, and a close study on 55 of these students.

Internet access to real equipment at computer architecture laboratories using the Java/CORBA paradigm

Abstract: Laboratory courses in Engineering and Computer Science are not always easy to implement using Internet-based distance education. Simulation has its limits, when compared to working with the real thing (like a computer board). The system we present in this paper provides remote access to real equipment used in a Computer Architecture laboratory. It uses CORBA technology to manage real equipment as just another set of CORBA objects whose operations can be invoked remotely by students. Apart from accessibility advantages for students, there are important benefits for academic institutions. Our system allows different configurations that provide different levels of equipment availability, using fewer resources than a conventional laboratory, and reducing costs. This paper describes our system and its functional architecture, and analyzes economic savings for academic institutions.

Development of intelligent tutoring systems using knowledge structures

Abstract: The aim of this work is to develop a tool for teachers, without necessarily software development experience, to elaborate tutoring applications on a given domain. The teacher makes use of stored knowledge to choose the required contents so that the system automatically generates exercises. These exercises are completed and evaluated in real time, according to the student's reality, being able to mediate with the pupil to achieve the maximum session utilization. Control of the learning process is distributed among the student, the teacher, and the system. The student may choose the activities he/she likes to carry out, within a sub-group specified by the teacher, whereas the system specifies the exercise complexity, on the basis of the pupils performance. This work is grounded on knowledge re-utilization that makes use of pre-defined knowledge structures. These structures can be edited by a teacher to generate activities. These are carried out by a simulator, controlled by an expert system, that interacts with the student adjusting to the pupil's needs. Elements from both the instructionist and constructivist model were used. It was implemented for the practice of certain skills related to math in pre-school children.

Emerging research communities and the World Wide Web: analysis of a Web-based resource for the field of museum learning

Abstract: In this paper we contrast the possibilities of the World Wide Web to transform communities of educational researchers with actual patterns of use of The Museum Learning Collaborative Web site. We highlight patterns of user interaction that have emerged and discuss the problems and opportunities of creating shared research resources in emerging fields such as museum learning research. Our findings have direct implications for three stakeholders: program funders, ourselves as project researchers, and the larger museum research community.

The dialogic dimensions of using a hypermedia learning package

Abstract: The dialogic dimensions of a hypermedia learning package are often perceived as the interactivity of its design. However, it is not feasible for hypermedia to embody all dimensions of a human conversational dialogue. Instead, we should explore the opportunities for the dialogic dimensions of learning mediated by these packages. Based on a case study of the use of WinEcon (a hypermedia package) in an economics department, this paper shows how the human participants in the learning environment employ WinEcon to mediate the one-to-one dialogues between teachers and students, and the dialogues among students. Four processes are present in these dialogues: discussion, interaction, reflection and feedback to enhance students’ access to the economics discipline.

Building a user-based model for web executive learning systems—a study of Taiwan's medium manufacturing companies

Abstract: Historically, business executives, among all company members, have the least opportunities to interact with computers. Executive information system is the only known mature information system dedicated to business executives. However, in the Internet era, computer-based tools have become essential for executives learning to cope with the competitive market. This paper focuses on an empirical study to build a user-based model for a web executive learning system (ELS) by describing the relationship between the learning preferences and content selection of business executives, and their computer usage, leadership style, and content awareness level. The study reached the following conclusions: (1) leadership style has strong influence on the learning style; (2) content awareness has a weak link to the content selections; and (3) user profile on computer usage provides useful clues at design level to meet the learning preference of business executives. The user profile on computer usage, taken from business executives of employee size between 50 and 200, reveals that (1) these executives are frequent computer users; (2) most of them are willing to give ELS a try; (3) they prefer learning after work; and (4) they are willing to spend, on average, 3 days to learn the web-based learning environment.

Comparing alternate teaching tyles to teach computing skills to girls in their English classes

Abstract: Low female participation rates in computing are a current concern of the education sector. To address this problem an intervention was developed — computing skills were introduced to girls in their English classes using three different teaching styles: peer tutoring, cross-age tutoring and teacher instruction (control). The sample comprised 136 girls from Years 8 and 10 from a single-sex government school. A pre-test post-test quantitative design was used. To describe the students perspectives, qualitative data were collected from six focus groups conducted with 8–10 students — one from each of the six classes. It was predicted that cross-age tutoring would yield more positive effects than peer tutoring which, in turn, would yield more positive effects than traditional teacher instruction as assessed by achievement on class tasks and attitudes towards computing. The hypothesis was not supported by the quantitative analysis, however in the qualitative data cross-age tutoring was appraised more favourably than peer tutoring or teacher instruction. The latter was the least preferred condition due to: (1) inefficiency; (2) difficulty understanding teachers' explanations; and (3) lack of teacher knowledge. Problems with the implementation of the intervention identified in the focus groups were teacher differences, system failures, missed classes, lack of communication, and selection of computing activities. Practical suggestions were provided relevant to the introduction of cross-age tutoring and the use of computers within secondary level English classes.

Selecting continuous training program and activities for computer professionals

Abstract: This paper addresses the issue designing two systems that aim, for one, at helping managers to select pertaining continuous training activities and, for the other, at distributing the budget among the activities evaluated as relevant. The software and the models refer to the decision support system domain. The need for these kinds of systems is documented within the Software Engineering Institute's capability maturity model (CMM). The CMM is shortly described. Because the multicriterion model ECONOF (ECONOmie de la Formation) and the software associated have to be used at once, they are described at first. Then the mathematical model SADAF (Systeme d'Aide a la Decision pour la selection d'Activites de Formation continue) is described with examples of data. To conclude, the concerns regarding the user interface design are presented.

Issues surrounding the embedding of a Web-based course

Abstract: The EuroMET project was created to address the education and training needs of professional meteorologists and students in tertiary education throughout Europe and more widely. Two meteorology libraries, each modular in format, were developed for the WWW. The libraries underwent a formative evaluation that was then followed by a summative evaluation during their use on teaching/training programmes in all the partner institutions. This latter evaluation aimed to assess the effectiveness of the module libraries as a learning resource and to identify how they can be successfully integrated into a teaching programme. This paper describes the results obtained during this evaluation and presents guidelines for the integration of online teaching material.

Advantageous use of measure systems with combined analog input and output facilities in practical education

Abstract: A typical experimental setup, as it is often used in undergraduate practical education in neurophysiology and others, consists of at least three separate parts: an electrical output device (e.g. a pulse generator), the biological test object to be measured and an electrical input device (e.g. a chart writer). In this paper, a method is described how the output and input devices can be combined in one single computer based measure system, the problems which arise with this system are listed, and solutions to these problems are given. The computer in combination with a plug-in board capable of analog–digital and digital–analog conversions, can replace the pulse generator and all kinds of chart writers. The advantages are: (1) omitting one of the three devices reduces costs for buying and maintaining; (2) a generalized user interface enables students to work autonomously and fast; and (3) a computer based output is open to a wide variety of signal shapes. A solution how the user interfaces are designed advantageously is presented. Disadvantages may be (1) software that runs the system has to be written or purchased; and (2) depending on the hardware used, restrictions in time and/or amplitude resolution apply. A set of five different methods are presented explaining how these disadvantages can be overcome. The evaluation of the system with three different groups of test persons is presented to show its advantages.