Showing papers in "Computer Education in 2005"

Usability, quality, value and e-learning continuance decisions

Abstract: Previous research suggests that an eventual information technology (IT) success depend on both its initial adoption (acceptance) and subsequent continued usage (continuance). Expectancy disconfirmation theory (EDT) has been successfully used to predict users' intention to continue using information technologies. This study proposed a decomposed EDT model to examine cognitive beliefs and affect that influence users' continuance decision in the context of e-learning service. The proposed model extended EDT by decomposing the perceived performance component into usability, quality, and value. Research hypotheses derived from this model are empirically validated using the responses to a survey on e-learning usage among 183 users. The results suggest that users' continuance intention is determined by satisfaction, which in turn is jointly determined by perceived usability, perceived quality, perceived value, and usability disconfirmation.

Personalized e-learning system using Item Response Theory

Abstract: Personalized service is important on the Internet, especially in Web-based learning. Generally, most personalized systems consider learner preferences, interests, and browsing behaviors in providing personalized services. However, learner ability usually is neglected as an important factor in implementing personalization mechanisms. Besides, too many hyperlink structures in Web-based learning systems place a large information burden on learners. Consequently, in Web-based learning, disorientation (losing in hyperspace), cognitive overload, lack of an adaptive mechanism, and information overload are the main research issues. This study proposes a personalized e-learning system based on Item Response Theory (PEL-IRT) which considers both course material difficulty and learner ability to provide individual learning paths for learners. The item characteristic function proposed by Rasch with a single difficulty parameter is used to model the course materials. To obtain more precise estimation of learner ability, the maximum likelihood estimation (MLE) is applied to estimate learner ability based on explicit learner feedback. Moreover, to determine an appropriate level of difficulty parameter for the course materials, this study also proposes a collaborative voting approach for adjusting course material difficulty. Experiment results show that applying Item Response Theory (IRT) to Web-based learning can achieve personalized learning and help learners to learn more effectively and efficiently.

Does ICT contribute to powerful learning environments in primary education

Abstract: In powerful learning environments, rich context and authentic tasks are presented to pupils. Active autonomous and co-operative learning is stimulated, and the curriculum is adapted to the needs and capabilities of individual pupils. In this study the characteristic of learning environments and the contribution of ICT to learning environments were investigated. A questionnaire was completed by 331 teachers in the highest grade of primary education. Results show that many teachers apply several elements of powerful learning environments in their classes. This especially goes for the presentation of authemtic tasks and the fostering of active and autonomous learning. However, the metods employed by teachers to adapt education to the needs and abilities of individual pupils proved quite limited. The use of ICT in general merely showed characteritstic of traditional approaches to learning. Chances of using open-ended ICT applications, which are expected to contribute to the power of learning environments, were greater with teachers who created powerful learning environments for their pupils and when there were more computers available to pupils. In addition teachers views with regard to the contribution of ICT to active and autonomous learning teachers skills in using ICT and the teachers gender appeared to be relevant background variables in this respect.

Learning technologies: affective and social issues in computer-supported collaborative learning

Abstract: This paper is concerned with affective issues in learning technologies in a collaborative context. Traditionally in learning there has been a division between cognition and affect: where cognition is concerned with skills and processes such as thinking and problem-solving and affect with emotional areas such as motivation, attitudes, feelings. Affective issues have been viewed as somewhat problematic in studying learning, so although it is well known that learner attitude, motivation, and emotional state are very important, they have often been excluded from the frame of research, or studied separately from cognitive learning. This position is gradually changing and this paper considers what previous research has been conducted in these areas. It discusses the role of affective factors in three main areas of collaboration: in settings where learners are co-located, in on-line communities and to support and develop socioemotional skills. It considers relevant developments in these areas, what the outcomes have been and suggests important directions for future research.

Using data mining as a strategy for assessing asynchronous discussion forums

Abstract: The purpose of this paper is to show how data mining may offer promise as a strategy for discovering and building alternative representations for the data underlying asynchronous discussion forums. Presently, the instructor's view of the output of a threaded forum is limited to reviewing a transcript or print version of the written dialogue produced by participants. With potentially hundreds of contributions to review for an entire online course, the instructor lacks a comprehensive view of the information embedded in the transcript. In this context, the authors attempt to sort out the question, "what is data from an online forum?" among other key questions. The present work seeks to intersect the information (i.e., participation indicators) an instructor may wish to extract from the forum with viewable and useful information that the system could produce from the instructor's query. Temporal participation indicators are used to show how using data and text mining techniques in the query process could improve the instructor's ability to evaluate the progress of a threaded discussion.

PowerPoint's power in the classroom: enhancing students' self-efficacy and attitudes

Abstract: The current study examined the effects of non-interactive computer assisted instruction on students' performance, self-efficacy, motivation, and attitudes. Half the lectures presented to two Introduction to Psychology college classes were taught in a traditional lecture format and half were accompanied by PowerPoint multimedia. Lecture order was counterbalanced across classes. Whereas lecture style did not affect academic performance, students had more positive attitudes about the course and greater self-efficacy with PowerPoint. In the class that started with PowerPoint lectures, student motivation declined after PowerPoint stopped accompanying lectures. However, student motivation did not increase after PowerPoint was added in the other class.

Mobile educational features in authoring tools for personalised tutoring

Abstract: One important field where mobile technology can make significant contributions is Education. In the fast pace of modern life, students and instructors would appreciate using constructively some spare time that they may have, in order to work on lessons at any place, even when away from offices, classrooms and labs where computers are usually located. In this paper, we describe a mobile authoring tool that we have developed and is called Mobile Author. Mobile Author can be used by human instructors either from a computer or a mobile phone to create their own Intelligent Tutoring Systems (ITSs) and to distribute them to their students. After the ITSs have been created, students can also use any computer or mobile phone to have access to theory and tests. The tutoring systems can assess the students performance, inform the databases that record the students progress and provide advice adapted to the needs of individual students. Finally, instructors can monitor their students progress and communicate with their students during the course. The mobile features of both the authoring tool itself and the resulting ITSs from it have been evaluated by instructors and students, respectively. The results of the evaluation showed that mobile features are indeed considered useful.

New technologies, new differences. Gender and ethnic differences in pupils' use of ICT in primary and secondary education

Abstract: This paper investigates the accessibility and attractiveness of different types of ICT applications in education for girls and boys and for pupils from families with an ethnic minority background and from the majority population in the Netherlands. A study was conducted in seven schools (primary and secondary). Data were collected on participation, ICT skills and learning results, ICT attitudes and the learning approach of pupils. A total of 213 pupils completed a questionnaire and interviews were held with 48 pupils and 12 teachers. Gender differences, especially in primary education, appeared to be small. In secondary education, the computer attitude of girls seems to be less positive than that of boys, girls and boys take on different tasks when working together on the computer and they tackle ICT tasks differently. Pupils from an ethnic-minority background in both primary and secondary education appear to consider themselves to be less skilled ICT users than pupils from the majority population. We found ethnic differences in participation in ICT activities at school in both educational sectors. Pupils from an ethnic-minority background use the computer at school less for gathering information and preparing talks and papers and more for drill and practice. Differences between pupils from an ethnic-minority background and from the majority population in access to certain forms of ICT use out of school are confirmed at school instead of being compensated for. The paper concludes with some recommendations on a diversity-oriented ICT policy at school level.

Using web-based instruction to improve large undergraduate biology courses: an evaluation of a hybrid course format

Abstract: We developed a hybrid course format (part online, part face-to-face) to deliver a high-enrollment, introductory environmental biology course to resident (living on or near campus), non-science majors at a large, public university. The hybrid course was structured to include bi-weekly online assignments and weekly meetings in the lecture hall focused on active-learning exercises. To evaluate the effectiveness of the web-based component of the hybrid course, we taught the hybrid course simultaneously with a traditional course in which we used passive lectures to cover material in the online assignments. Both courses received the same active-learning activities in class. Students in the hybrid course reported that the quality of interaction with the instructor was high, that they read the text more often and studied in groups more frequently. Performance on a post-course assessment test indicated that the hybrid course format was better or equivalent to the traditional course. Specifically, online assignments were equivalent to or better than passive lectures, and that active-learning exercises were more effective when coupled with online activities. Performance gains were greater for upperclassmen than for freshmen, indicating that hybrid course formats might be a superior option for upperclassmen when satisfying general science requirements.

The design and application of a web-based self- and peer-assessment system

Abstract: This study describes the web-based self- and peer-assessments system, or the Web-SPA, which has been shown to provide teachers with a flexible interface with which to arrange various self- and peer-assessment procedures. Secondly, this study examines the effects of the application of the progressively focused self-and peer-assessment (PFSPA) procedures that are made available with the Web-SPA. In an evaluative study with 76 third-graders (14 or 15 years old) of junior school, it has been found that the upon completion of the PFSPA activities, the students demonstrate greater objectivity in their self-assessment scores; it has also been shown that significant consistency is found between the students' self- and peer-assessments results and that the assessment results of teachers. Furthermore, the quality of the students' works improved after the assessment activities.

Development of an environmental virtual field laboratory

Abstract: Laboratory exercises, field observations and field trips are a fundamental part of many earth science and environmental science courses Field observations and field trips can be constrained because of distance, time, expense, scale, safety, or complexity of real-world environments Our objectives were to develop an environmental virtual field laboratory to study environmental properties and processes that stimulate the higher-order cognitive skills of students We considered the following criteria for our virtual field laboratory: (i) global access, ie, web-based implementation; (ii) simulation of a variety of learning mechanisms; (iii) interactivity to engage students; (iv) compartmentalization and hierarchical organizational structure; (v) abstraction of 2D and 3D geographic objects (eg soils, terrain) and dynamic ecosystem processes (eg water flow) using geostatistics and scientific visualization techniques Cognitive science was considered during the design of our computer-aided instructional tools to enhance the effectiveness for learning Our virtual field laboratory mimicked the students' learning processes that operate during real field trips and/or field observations; and provided students with a simulation environment to study environmental processes in space and time that cannot be provided on a real field trip We implemented the following learning mechanisms: (i) exploration-based learning; (ii) analogy-based learning; (iii) science inquiry learning; (iv) abstraction-based learning To engage students in our environmental virtual field laboratory, we implemented multiple interactivity functions including the exploration of 3D models and adaptive selective simulations We used Virtual Reality Modeling Language, Java, Java Script, and External Authoring Interface to develop the environmental virtual field laboratory for a 42-ha flatwood site in Florida for which extensive datasets existed Our digital learning environment offers potential to enhance existing on-campus courses and/or distance education courses

Gender issues in Internet access and favourite Internet activities among Greek high school pupils inside and outside school

Abstract: This study investigates gender differences in Internet use by Greek high school pupils within school and out of school environments. A sample of 340 pupils (170 boys and 170 girls), aged 12-16 years, completed a written questionnaire on their attainability, location, frequency and purposes of Internet access. The data analysis showed that more pupils use the Internet outside school (at home, in Internet cafes) than within school and that boys have more opportunities to access the Internet. Both inside and outside school, pupils' favourite Internet activities relate to information gathering for personal purposes and to entertainment. Boys use the Internet for entertainment and Web page creation more than girls do, whereas no other significant gender differences were noted regarding pupils' other Internet activities, such as communication via e-mail, chat or videoconferencing, Web surfing and information search for personal or school purposes.

Transforming a teacher education method course through technology: effects on preservice teachers' technology competency

Abstract: In this study, an instructional design model was employed for restructuring a teacher education course with technology. The model was applied in a science education method course, which was offered in two different but consecutive semesters with a total enrollment of 111 students in the fall semester and 116 students in the spring semester. Using tools, such as multimedia authoring tools in the fall semester and modeling software in the spring semester, teacher educators designed high quality technology-infused lessons for science and, thereafter, modeled them in classroom for preservice teachers. An assessment instrument was constructed to assess preservice teachers' technology competency, which was measured in terms of four aspects, namely, (a) selection of appropriate science topics to be taught with technology, (b) use of appropriate technology-supported representations and transformations for science content, (c) use of technology to support teaching strategies, and (d) integration of computer activities with appropriate inquiry-based pedagogy in the science classroom. The results of a MANOVA showed that preservice teachers in the Modeling group outperformed preservice teachers' overall performance in the Multimedia group, F=21.534, p=0.000. More specifically, the Modeling group outperformed the Multimedia group on only two of the four aspects of technology competency, namely, use of technology to support teaching strategies and integration of computer activities with appropriate pedagogy in the classroom, F=59.893, p=0.000, and F=10.943, p=0.001 respectively. The results indicate that the task of preparing preservice teachers to become technology competent is difficult and requires many efforts for providing them with ample of opportunities during their education to develop the competencies needed to be able to teach with technology.

Incorporating internet resources into classroom practice: pedagogical perspectives and strategies of secondary-school subject teachers

Abstract: Drawing on evidence from lesson observations, teacher interviews and project reports, this paper examines the pedagogical perspectives and strategies of teachers working to incorporate use of Internet resources and associated ICT tools into humanities, social studies and science lessons in English secondary schools. The eight teachers were participants in small-scale, school-based projects in which they investigated self-devised, technology-integrated pedagogical strategies in their own classrooms. Each of the five projects proved to have important distinctive features. This paper provides an overview of project characteristics, followed by a within-project analysis of key pedagogical concepts and concerns. The salient ideas and issues emerging from a cross-project analysis are then summarised in terms of the following themes: Organising lessons around teacher-supported pupil activity; Enhancing lesson resources through use of Internet material; Structuring and supporting pupil access to Internet resources; Instrumenting use of ICT tools to support subject learning; Building and capitalising on pupils' sense of capability and agency; Supporting and shaping pupil activity through informal teaching; Managing lesson relocation, room configuration and technical malfunction.

Cognitive style, hypermedia navigation and learning

Abstract: This study examined the influence of cognitive style, spatial orientation and computer expertise on hypertext navigation patterns and learning outcomes when participants interacted with a hypermedia presentation. A sample of 306 undergraduates was pre-tested both on their cognitive style and on their self-reported frequency and ability in using computers. From the initial sample, 40 students were selected to form four groups with the following characteristics: (a) 10 high computer users - sequential thinkers, (b) 10 high computer users - holistic thinkers, (c) 10 low computer users - sequential thinkers and (d) 10 low computer users - holistic thinkers. All participants completed a self-report questionnaire measuring spatial orientation and were then requested to browse freely a hypermedia presentation on the ancient Mayan civilisation. Finally, the students completed a post-test to assess the recall of the hypermedia presentation and the cognitive organisation of the acquired knowledge. The results indicated that hypermedia navigation behaviour was linked to computer skills rather than to cognitive style and that learning outcomes were unaffected by cognitive style or by computer skills. However, learning outcomes were positively affected by specific search patterns, that is by re-visiting hypermedia sections and visiting overview sections in the early stages of hypermedia browsing. Further, navigating overview sections and holistic processing fostered knowledge representation in the form of maps. These findings suggest that individual differences can affect hypermedia navigation even though their role in learning is complex and the impact of cognitive style on learning outcomes was proved to be less important than initially predicted.

Adapting to changing expectations: Post-graduate students' experience of an e-learning tax program

Abstract: In response to the impact of information and communication technology on traditional business and commerce practices, and the empowerment of individuals by the growth of information available on the Internet, educators are challenged to adapt the curricula and delivery modes of educational programs for knowledge workers, such as tax accountants. Today's tax accountants are expected to be computer and information literate, and are valued for their critical thinking skills based on subject knowledge. This article evaluates the implementation of an e-learning Masters Program in Taxation in South Africa based on the feedback from students. Three criteria are used: the use of technology, the learning design, and flexibility of the tax program. Students reacted positively to the use of technology, but expressed concern about the lack of interaction between students, and between students and teachers. The author argues that the choice of technologies, the outsourcing of teaching services, and the program facilitator's teaching approach emulate the face-to-face tax program and therefore still support a teacher-centered teaching and learning approach. Students and teachers who are used to a traditional teacher-centered teaching and learning approach often measure the quality of a learning experience by the amount of information transmitted by a subject expert. Getting students to take responsibility for their own learning poses a bigger challenge than improving students' computer and information skills. Several recommendations are made to improve e-learning programs that will produce self-directed, lifelong learners who can be productive in an information-based economy.

What affect student cognitive style in the development of hypermedia learning system

Abstract: Recent developments in learning technology such as hypermedia is becoming widespread and offer significant contribution to improve the delivery of learning and teaching materials. A key factor in the development of hypermedia learning system is cognitive style (CS) as it relates to users' information processing habits, representing individual user's typical modes of perceiving, thinking, remembering and problem solving. The sample comprised of 217 students from Murdoch University who were enrolled in a first-year undergraduate unit. A survey was carried out every second semester over a period of 3 years (1999-2001). Both generalized linear model and tree-based regression were used to analyse the interaction among the learning dimensions and the effect on students' CS. When comparing both models, tree-based regression outperformed generalized linear model in this study. The research findings indicated that non-linear learning is the primary dimension that determines students' CS. This is subsequently, followed by multiple tools (MT) and learner control (LC) dimensions. The results also confirm that background information has effects on students' CS. The overall findings suggest that students' preference of learning dimensions such as linear vs. non-linear, level of LC and the range of MT must be taken into consideration in order to enrich students' quality of education by means of motivating students' acquisition of subject matter through individualize instruction when designing, developing, and delivering educational resources.

Voluntary use of online lecture notes: correlates of note use and note use as an alternative to class attendance

Abstract: Note taking and note reviewing are essential college student learning activities. A large number of carefully controlled studies have evaluated student effectiveness in implementing each of these skills and have found that both can be improved by providing instructor notes. While the Internet now offers a practical method for providing notes, some instructors are reluctant to offer notes because they fear that students will use these notes as an alternative to class attendance. This study used data collected by the server and questionnaires to describe voluntary use of online lecture notes, to search for correlates of individual patterns of note use, and to investigate student use of notes as an alternative to class attendance. Students primarily printed notes and used these notes during class presentations. There was some evidence that note users performed better on examinations than students who did not use notes. Some students did admit to using notes as an alternative to class attendance, but a comparison between the examination scores of those who admitted to this practice and those who claimed never to use notes for this purpose showed no significant differences in performance.

A usability comparison of PDA-based quizzes and paper-and-pencil quizzes

Abstract: In the last few years, schools and universities have incorporated personal digital assistants (PDAs) into their teaching curricula in an attempt to enhance students' learning experience and reduce instructors' workload. One of the most common uses of PDAs in the classroom is as a test administrator. This study compared the usability effectiveness, efficiency, and satisfaction of a PDA-based quiz application to that of standard paper-and-pencil quizzes in a university course. Effectiveness was measured as students' quiz scores and through a mental workload questionnaire; efficiency was the time it took students to complete each quiz; and satisfaction was evaluated using a subjective user satisfaction questionnaire. The study showed the PDA-based quiz to be more efficient, that is, students completed it in less time than they needed to complete the paper-and-pencil quiz. No differences in effectiveness and satisfaction were found between the two quiz types. Computer anxiety was not affected by the quiz type. For these reasons, as well as other advantages to both students (e.g., real-time scoring) and teachers (e.g., less time spent on grading), PDAs are an attractive test administration option for schools and universities.

Attitudes to the application of a Web-based learning system in a microbiology course

Abstract: Computer-based systems have great potential for delivering learning material. Here, a Web-based learning management system is employed by a medical university to support undergraduate courses. The objective was to help the university's staff to understand the readiness and attitudes of students to the use of information technology, their orientation to new learning environments, and the functionality of the system. The participants were a cohort of first-year medical students enrolled in an introductory microbiology course. Students' attitudes to information technology and learning styles were measured by a rearranged questionnaire, and a principal component analysis identified the students' orientations to information technology and the learning environment. The results of the study revealed that students showed readiness to and positive attitudes towards information technology in education and exposed a possible benefit from its use in the long run. However, they also conveyed negative opinions of the learning management system used in their coursework, suggesting a need for change of the technology. This study provides evidence that in order for computer-based system to be effective they must be designed and implemented with care, otherwise they may risk to lower students' interests and activation.

Educational hypermedia resources facilitator

Abstract: Within the university the introduction of computers is creating a new criterion of differentiation between those who as a matter of course become integrated in the technocratic trend deriving from the daily use of these machines and those who become isolated by not using them. This difference increases when computer science and communications merge to introduce virtual educational areas, where the conjunction of teacher and pupil in the space time dimension is no longer an essential requirement, and where the written text is replaced (or rather complemented) by the digital text.In this article, a historical defence is made of the presence of this new standard in the creation of digital educational resources such as the hyperdocument. as well as the barriers and technological problems deriving from its use. Furthermore, HyCo, an authoring tool, is introduced which facilitates the composition of hypertexts, which are stored as semantic learning objects, looking for that through of a simple and extremely intuitive interface and interaction model, any teacher with a minimum knowledge of computer science has the possibility of transforming his or her experience and knowledge into useful and quality hypermedia educational resources.

Using a shared workspace and wireless laptops to improve collaborative project learning in an engineering design class

Abstract: Two different technologies, groupware (a shared workspace) and shared wireless laptop computers, were implemented in a project design class in a civil engineering course. The research interest was in the way these technologies supported resource sharing within and across project groups and in the forms of group collaboration that resulted. The initiative was evaluated using both qualitative (e.g. pyramid discussion) and quantitative methods (e.g. survey, logs of usage). The results showed that these technologies helped improve group sharing of resources and supported different kinds of group collaboration. The shared workspace provided a location-independent central repository of resources around which group activities were coordinated whereas the laptops provided a focal point for the face-to-face discussion of these resources. The paper discusses the importance of embedding supportive technologies and the different forms of learner collaboration mediated by each technology.

A study of 5- to 6-year-old children's peer dynamics and dialectical learning in a computer-based technology-rich classroom environment

Abstract: The aim of the study was to explore characteristics of 5- to 6-year-old kindergartners' peer dynamics during a seven week learning experience in a computer-based technology-rich classroom in the US. The children (9 boys and 9 girls) were placed in pairs by the classroom teacher, based on her perception of the their friendships. Measures of each child's computer proficiency were obtained at the beginning and conclusion of the experience, using a 20-item instrument called the individualized computer proficiency checklist (ICPC), developed for this study. Overall, the children showed an average gain of 38.5% on their ICPC scores. Paired children who differed in computer proficiencies but shared similar interests worked very well, exemplifying Vygotsky's dialectical constructivist perspective on peer teaching and learning characteristics. Their conversations displayed self-confidence, multiple perspective-taking skills, and reflective self-assessment. The pairs demonstrating limited computer proficiency frequently engaged in serial turn taking and nonpurposeful clicking on the computer screen. The study concludes with pedagogical implications for teachers.

Skills required for participating in CMC courses: an empirical study

Abstract: The development of new communication technologies and their applications has opened a broad spectrum of options to promote learning, of which a significant one is CMC - Computer-Mediated Communication. Yet, students use this medium to a relatively small extent. Our premise is that the use of these technologies depends on the level of skills and expertise of the individuals using them. The purpose of this study is to determine whether taking a Computer Literacy and Applications course (CLA) before taking CMC courses has an impact on students' participation in CMC courses and on the effective use of various CMC tools. The sample consisted of 153 students enrolled in CMC courses in the Social Sciences in the Spring 2001/2 and Fall 2002/3 semesters. Participants were divided into two groups: 80 students who had taken CLA, and 73 students who had not. A questionnaire to assess the impact of CLA on participation in CMC courses was administered to the two groups. The results of the study indicate that participation in CMC courses is more intensive in the group that had taken CLA. Based on these findings, we recommend mandating a CLA course, like the one developed at the Open University of Israel (OUI), before taking CMC courses.

Teacher-oriented adaptive web-based environment for supporting practical teaching models: a case study of School for all

Abstract: Web-based learning systems, if designed appropriately, offer many advantages over the traditional learning environments. This study addresses the design and development of new approaches and network technologies based on the newly induced pedagogical models to support collaborative teaching, knowledge sharing, lifelong learning opportunities for anyone to offer or participate in courses free of charge. The authors propose and implement a Web-based learning environment called "School for All" in the Web-based Educities. To satisfy the needs of individual instructors, adaptive Web-based authoring tools and methods of teaching have been proposed, including five adaptive modules - Curriculum Setting, Co-teaching and Privileges Setting, Reward Setting, Assessment Setting and Information Sharing Setting. Thirty representative courses that used this adaptive School for All system were under close observations and investigation. An additional questionnaire was also used to collect online teachers' perceptions of this Web-based learning environment. Online teachers reported that these adaptive modules could support their online teaching effectively. More results were presented and more issues regarding online teaching were discussed in this paper.

Virtual collaborative learning environments for music: networked drumsteps

Abstract: This paper focuses on a tool for meaningful, collaborative, interaction in a constructionist music composition environment. In particular, it describes the design and implementation of "Networked Drum-Steps", an application that allows multiple users in different locations to collaborate in the process of music composition, but without the use of standard notation.Findings from the testing of Networked DrumSteps in an educational environment show encouraging results. Learners agreed that the piece they made together was "different" from something they would have made on their own, and that they made it in different way. From a technical perspective Networked Drum-Steps has proven itself to be highly scalable and extendable. Tests done with up to six people collaborating together showed no signs of performance deterioration.

Heterogeneity of learning material in synchronous computer-supported collaborative modelling

Abstract: This paper examines the effect of heterogeneous resources, available to students, during computer-supported collaborative problem solving. A study of collaborative modeling has been conducted in the frame of an authentic educational activity in a secondary school. The students involved were provided with sets of primitive resources of varying degrees of heterogeneity to be used during synchronous computer-mediated modeling activities. Analysis of students' peer interaction and of the produced solutions revealed that, contrary to our expectations, the group with heterogeneous resources produced solutions of similar quality to those of the reference group, although they were more active, they exchanged more messages, they were involved in deeper discussions and collaborated more for building the constituent parts of the solution.

A cognitive tool for teaching the addition/subtraction of common fractions: a model of affordances

Abstract: The aim of this research is to devise a cognitive tool for meeting the diverse needs of learners for comprehending new procedural knowledge. A model of affordances on teaching fraction equivalence for developing procedural knowledge for adding/subtracting fractions with unlike denominators was derived from the results of a case study of an initial prototype of a graphical partitioning model. Offering affordances in our model makes available profitable spaces for learners to interact in ways that meet their needs. This model of affordances was evaluated by a pre-test--post-test control group design to study the performance of the experimental group in learning with the model. Results of the study indicated that the model afforded learners, with various abilities for learning, knowledge of fraction equivalence. The key for mediating the generation of procedural knowledge for adding/subtracting fractions with unlike denominators in working with our cognitive tool was the concept of fraction equivalence and the capability of computing this.

Learning and diagnosis of individual and class conceptual perspectives: an intelligent systems approach using clustering techniques

Abstract: In a classroom, a teacher attempts to convey his or her knowledge to the students, and thus it is important for the teacher to obtain formative feedback about how well students are understanding the new material. By gaining insight into the students' understanding and possible misconceptions, the teacher will be able to adjust the teaching and to supply more useful learning materials as necessary. Therefore, the diagnosis of formative student evalutions is critical for teachers and learners, as is the diagnosis of patterns in the overall learning by a class in order to inform a teacher about the efficacy of his or her teaching. This paper investigates what might be called the "class learning diagnosis problem" by embedding important concepts in a test and analyzing the results with a hierarchical coding scheme. Based on previous research, the part-of and type-of relationships among concepts are used to construct a concept hierarchy that may then be coded hierarchically. All concepts embedded in the test items then can be formulated into concept matrices, and the answer sheets of the learners in a class are then analyzed to indicate particular types of concept errors. The trajectories of concept errors are studied to identify both individual misconceptions students might have as well as patterns of misunderstanding in the overall class. In particular, a clustering algorithm is employed to distinguish student groups who might share similar misconceptions. These approaches are implemented as an integrated module in a previously developed system and applied to two real classroom data sets, the results of which show the practicability of this proposed method.

Gender issues and computers: college computer science education in Taiwan

Abstract: This study investigated gender differences for college computer science majors in Taiwan. Subjects were college students enrolled in five universities offering computer science programs. A total of 940 valid questionnaires were collected, including 796 males (85%) and 144 females (15%). Significant gender differences were not found for most of the College Entrance Examination (CEE) scores, prior computer experience and the prediction models of college performance. However, female student achieved significantly higher scores in CEE language component. Females were also found to outperform males in academic achievement at both the high school and college levels, including math courses. The results seem to suggest that, in Taiwan. female students who decided to enroll in the computer science programs might be more confident in their ability to compete with males in this male-dominated field, due to appropriate amount of math discipline and computer experience they gained prior to entering college.