Journal•
Computers in Education
Nova Publishers
About: Computers in Education is an academic journal. The journal publishes majorly in the area(s): Collaborative learning & Educational technology. Over the lifetime, 1830 publications have been published receiving 54276 citations.
Topics: Collaborative learning, Educational technology, Learning environment, Higher education, Active learning
Papers published on a yearly basis
Papers
More filters
TL;DR: In this article, the authors set out a framework for the design of a new genre of educational technology called personal (handheld or wearable) computer systems that support learning from any location throughout a lifetime.
Abstract: This paper sets out a framework for the design of a new genre of educational technology — personal (handheld or wearable) computer systems that support learning from any location throughout a lifetime. We set out a theory of lifelong learning mediated by technology and indicate how it can provide requirements for the software, hardware, communications and interface design of a handheld learning resource, or HandLeR. The paper concludes with a description and formative evaluation of a demonstrator system for children aged 7–11.
1,019 citations
TL;DR: The authors put forward the need to improve the theoretical and empirical base of the existing instruments in order to promote the overall quality of CSCL-research.
Abstract: Research in the field of Computer Supported Collaborative Learning (CSCL) is based on a wide variety of methodologies. In this paper, we focus upon content analysis, which is a technique often used to analyze transcripts of asynchronous, computer mediated discussion groups in formal educational settings. Although this research technique is often used, standards are not yet established. The applied instruments reflect a wide variety of approaches and differ in their level of detail and the type of analysis categories used. Further differences are related to a diversity in their theoretical base, the amount of information about validity and reliability, and the choice for the unit of analysis. This article presents an overview of different content analysis instruments, building on a sample of models commonly used in the CSCL-literature. The discussion of 15 instruments results in a number of critical conclusions. There are questions about the coherence between the theoretical base and the operational translation of the theory in the instruments. Instruments are hardly compared or contrasted with one another. As a consequence the empirical base of the validity of the instruments is limited. The analysis is rather critical when it comes to the issue of reliability. The authors put forward the need to improve the theoretical and empirical base of the existing instruments in order to promote the overall quality of CSCL-research.
934 citations
TL;DR: VR seems to be a promising sphere as this study identifies 18 application domains, indicating a better reception of this technology in many disciplines, and several gaps point toward unexplored regions of VR design for education, which could motivate future work in the field.
Abstract: Researchers have explored the benefits and applications of virtual reality (VR) in different scenarios. VR possesses much potential and its application in education has seen much research interest lately. However, little systematic work currently exists on how researchers have applied immersive VR for higher education purposes that considers the usage of both high-end and budget head-mounted displays (HMDs). Hence, we propose using systematic mapping to identify design elements of existing research dedicated to the application of VR in higher education. The reviewed articles were acquired by extracting key information from documents indexed in four scientific digital libraries, which were filtered systematically using exclusion, inclusion, semi-automatic, and manual methods. Our review emphasizes three key points: the current domain structure in terms of the learning contents, the VR design elements, and the learning theories, as a foundation for successful VR-based learning. The mapping was conducted between application domains and learning contents and between design elements and learning contents. Our analysis has uncovered several gaps in the application of VR in the higher education sphere—for instance, learning theories were not often considered in VR application development to assist and guide toward learning outcomes. Furthermore, the evaluation of educational VR applications has primarily focused on usability of the VR apps instead of learning outcomes and immersive VR has mostly been a part of experimental and development work rather than being applied regularly in actual teaching. Nevertheless, VR seems to be a promising sphere as this study identifies 18 application domains, indicating a better reception of this technology in many disciplines. The identified gaps point toward unexplored regions of VR design for education, which could motivate future work in the field.
914 citations
TL;DR: A multi-dimensional approach is proposed to analyze argumentative knowledge construction in CSCL from sampling and segmentation of the discourse corpora to the analysis of four process dimensions (participation, epistemic, argumentative, social mode).
Abstract: Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts. In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes of argumentative knowledge construction. In this article, we propose a multi-dimensional approach to analyze argumentative knowledge construction in CSCL from sampling and segmentation of the discourse corpora to the analysis of four process dimensions (participation, epistemic, argumentative, social mode).
791 citations
TL;DR: The findings suggest that teachers have positive attitudes toward ICT in education and point to the importance of teachers’ vision of technology itself, their experiences with it, and the cultural conditions that surround its introduction into schools in shaping their attitudes toward technology and its subsequent diffusion in their educational practice.
Abstract: Based on the new technology initiative in Syrian education, this study explored the attitudes of high school English as a Foreign Language (EFL) teachers in Syria toward ICT. In addition, the study investigated the relationship between computer attitudes and five independent variables: computer attributes, cultural perceptions, computer competence, computer access, and personal characteristics (including computer training background). The findings suggest that teachers have positive attitudes toward ICT in education. Teachers’ attitudes were predicted by computer attributes, cultural perceptions and computer competence. The results point to the importance of teachers’ vision of technology itself, their experiences with it, and the cultural conditions that surround its introduction into schools in shaping their attitudes toward technology and its subsequent diffusion in their educational practice.
783 citations