Showing papers in "Education and Information Technologies in 2015"
TL;DR: This article further elaborate on what Computational Thinking is and present examples of what needs to be taught and how, and positions Computational thinking in Papert’s work with LOGO.
Abstract: Computational Thinking is considered a universal competence, which should be added to every child's analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present examples of what needs to be taught and how. First we position Computational Thinking in Papert's work with LOGO. We then discuss challenges in defining Computational Thinking and discuss the core and peripheral aspects of a definition. After that we offer examples of how Computational Thinking can be addressed in both formal and informal educational settings. In the conclusion and discussion section an agenda for research and practice is presented.
380 citations
TL;DR: With these characteristics, digital badges have the potential to become an alternative credentialing system, providing visible recognition in digital symbols that link directly via metadata to validating evidence of educational achievements in public displays.
Abstract: Digital badges provide new affordances for online educational activities and experiences. When used with points and leaderboards, a badge can become a gamification element allowing learners to compete with themselves or others, and to know how close they are to accomplishing a goal and acquiring its accompanying reputation. In this role, badges motivate continued engagement, which increases time on task and supports skill acquisition through performance. Learning outcomes signified by badges can also be displayed in an e-portfolio or on web sites and are highly transportable to social media sites. In this role they summarize achievement and signal accomplishment. With these characteristics, digital badges have the potential to become an alternative credentialing system, providing visible recognition in digital symbols that link directly via metadata to validating evidence of educational achievements in public displays. This paper will trace the brief history of digital badges, define what they are, give examples of their use, and discuss their educational affordances.
347 citations
TL;DR: A conceptual model for identifying and evaluating TPD practices using ICT as a lever for educational change and innovation, accompanied by research aimed to develop TPD models is suggested.
Abstract: Teachers in the 21st century are facing new challenges as a result of the expanding possibilities of ICT integration in every aspect of the school milieu. Studies have shown the potential of teacher professional development (TPD) that is tailored to local conditions as well as global components and takes advantage of mutual support among teachers, as well as modeling of effective practices. The goal of the paper is to consider the issue of TPD with reference to the usage of ICT as a lever for educational change in a systemic manner, based on the application of local as well as international research. This paper will synthesize some key issues and challenges for TPD in the ICT-saturated 21st century, illustrated in four cases presented herein, which synthesize elements of practice and theory. Based on the literature and the four case studies, we suggest a conceptual model for identifying and evaluating TPD practices using ICT as a lever for educational change and innovation, accompanied by research aimed to develop TPD models. We include suggestions for more effectively linking research to practice and will lay out possible research directions, as a means of facilitating evidence-based decisions and policies.
135 citations
TL;DR: The results suggest that second-level knowledge basis (TPK, TCK, PCK) had a stronger impact than core knowledge basis on predicting TPACK development and indirect relationships among some of the TPACK components were found to be of considerable importance.
Abstract: Educators' interest in technological pedagogical content knowledge (TPACK) has been increasing. In parallel with implementations of TPACK-based activities taking place in different settings, efforts for assessing effectiveness of those activities and understanding the overall TPACK framework have also been under investigation. In this study, the main purpose has been placed on understanding the TPACK framework and its dynamics that contribute to effective TPACK development. More specifically, through preservice teachers' experiences we have explored the nature of relationships among the TPACK components. To do this, a TPACK instrument was developed and the data were analyzed by using multi-stage approaches. Results briefly indicated that all correlations among the components were significant. In the structural equation modeling analyses, TPK and TCK's impact were statistically powerful contributors to explaining TPACK variance. In addition, and most important, our results suggest that second-level knowledge basis (TPK, TCK, PCK) had a stronger impact than core knowledge basis on predicting TPACK development. TCK in the structural model stands out as the mediator knowledge base. Finally, indirect relationships among some of the TPACK components were found to be of considerable importance.
109 citations
TL;DR: Teachers’ confidence with technology and the existence of a computer resulted in higher probability of computer use in class and implications for in-service teacher training are discussed.
Abstract: This study investigated teachers' perceptions of barriers to using - integrating computers in early childhood settings. A 26-item questionnaire was administered to 134 early childhood teachers in Greece. Lack of funding, lack of technical and administrative support, as well as inadequate training opportunities were among the major perceived barriers to the use of computers in early childhood settings. Four barrier-factors were extracted: "lack of support", "lack of confidence", "lack of equipment" and "class conditions". Teachers' confidence with technology had a direct significant effect on the factors "lack of support" and "class conditions" (number of computers and number of children in class). The greater teachers' confidence with technology, the minor teachers' perceived barriers regarding support and class conditions. Teachers' confidence with technology and the existence of a computer resulted in higher probability of computer use in class. Implications of findings for in-service teacher training are discussed.
108 citations
TL;DR: A balanced online environment should provide a blend of both asynchronous and synchronous opportunities, which promote communication and collaboration among classmates and instructors.
Abstract: Over the last decade online education has emerged as a way for students and faculty to collaborate more freely, attain greater flexibility, and utilize new media to learn. The burning debate lies in whether online educational options are harmful to traditional education or offer endless benefits necessary to accommodate a 21st century learner. Supporters of virtual learning environments suggest that 21st century learners require the construction and creation capabilities offered through Web 2.0 to succeed while critics suggest that asynchronous interactions are not engaging and rigorous enough for higher education. A balanced online environment should provide a blend of both asynchronous and synchronous opportunities, which promote communication and collaboration among classmates and instructors.
87 citations
TL;DR: The study findings from the quantitative analysis have disclosed that graduate students who participated in online courses achieved more positive learning outcomes and as a result the degree of their engagement was significantly increased than those who enrolled with the blended.
Abstract: Nowadays three-dimensional (3D) multi-user virtual worlds (VWs) are the most well-known candidate platforms in Higher education. Despite the growing number of notable studies that have presented VWs as valuable platforms for the e-Education, there is still a paucity of a comparative study in order to be determined the degree of the students' engagement in constructionist-collaborative learning scenarios. Concurrently, it seems imperative the need for educators and scholars to identify how can VWs influence students' engagement in contemporary and reliable instructional formats, mainly on blended or online settings for university-level courses. In this study the effects of students' achievements were measured by comparing the degree of students' engagement from two student groups (graduate and undergraduate) enrolled in two different instructional formats (blended/online) held in Second Life (SL) to become learning content developers. The purpose of the current research is to present results from the comparative study of one hundred twenty-five (125) students that finally attended in order to be measured their engagement overall as a multi-dimensional construct consisting of the emotional, behavioral and cognitive factors. The study findings from the quantitative analysis have disclosed that graduate students who participated in online courses achieved more positive learning outcomes and as a result the degree of their engagement was significantly increased than those who enrolled with the blended. In these circumstances there are raised some fundamental educational implications which are also discussed.
56 citations
TL;DR: A model Mobile learning framework and dynamic criteria for mobile learning implementations are proposed, along with a case study of one site that is used to illustrate how the proposed model can be applied.
Abstract: In this paper a review of the pedagogical, technological, policy and research challenges and concepts underlying mobile learning is presented, followed by a brief description of categories of implementations. A model Mobile learning framework and dynamic criteria for mobile learning implementations are proposed, along with a case study of one site that is used to illustrate how the proposed model can be applied. Implementation challenges including pedagogical challenges, technological challenges, policy challenges, and research challenges are described. These align well with the themes of EduSummIT 2013 that hosted the dialogue resulting in this paper.
56 citations
TL;DR: The empirical results confirm that blended learning does enhance student’s learning experience and learning outcomes.
Abstract: Learning environment has always been traditionally associated with the physical presence of classrooms, textbooks, pen-and-paper examinations and teachers. However, today's evolving technology has rapidly changed the face of education. Online learning, teleconferencing, internet, Computer Assisted Learning (CAL), Web-Based Distance Learning (WBDL) and other technologies are integrated in education. This blended learning environment has become the major role in training and education scene. This paper focuses on a set of quantitative data pertaining to the perception of blended learning, attitude towards technology, effectiveness and efficiency of blended learning by using path analysis. Data were drawn from a group of business students who were engaged in blended learning environment. This study intends to find out the effectiveness and efficiency of blended learning in Malaysia tertiary institutions. The empirical results confirm that blended learning does enhance student's learning experience and learning outcomes.
49 citations
TL;DR: The use of string similarity is introduced to differentiate likely-experts from a group of unknown performers (mixture of novices and experts) based on how similar their in-game actions are to that of experts.
Abstract: The behavioral differences between expert and novice performance is a well-studied area in training literature. Advances in technology have made it possible to trace players' actions and behaviors within an online gaming environment as user-generated data for performance assessment. In this study, we introduce the use of string similarity to differentiate likely-experts from a group of unknown performers (mixture of novices and experts) based on how similar their in-game actions are to that of experts. Our findings indicate that string similarity is viable as an empirical assessment method to differentiate likely-experts from novices and potentially useful as the first performance metric for Serious Games Analytics (SEGA).
46 citations
TL;DR: Examples of how access to digital resources may help bridge both the digital and cultural divides are illustrated by how some of the recommendations for policy and practice made by the EduSummit 2013 Digital Equity and Intercultural Education Workgroup to help address these needs are related to.
Abstract: Digital equity and intercultural education continue to be areas of concern in the emerging knowledge-based society. The digital divide is present across the globe as the result of a complex of factors such as the inequality in: access to hardware and connectivity; autonomy of use; digital and literacy skills; availability of technical and social support; and access to educators skilled in the use of information and communication technologies (ICTs). Although there is rapid progress in the growth of mobile subscriptions across the globe, there remain groups of digitally excluded peoples within and across countries. Moreover, although progress has been made in addressing connectivity issues and challenges in learning about digital technology, teachers and learners continue to face issues and challenges related to teaching-and-learning with digital technologies and resources within local contexts and beyond. For instance, in an era of rapid global cultural, political, economic and social changes, the need for intercultural education has never been greater. Not only does digital exclusion contribute to a knowledge divide but it also limits opportunities for intercultural connections, communications and understandings. Building on the work of previous EDUsummITs, the EDUsumIT 2013 participants focused on exploring how digital equity and intercultural education are intertwined. This paper describes current needs and challenges as well as opportunities related to digital equity and intercultural education, as well as the increasingly important role technology plays in helping to foster intercultural understanding and education. These are illustrated by examples of how access to digital resources may help bridge both the digital and cultural divides and relate them to some of the recommendations for policy and practice made by the EduSummit 2013 Digital Equity and Intercultural Education Workgroup to help address these needs.
TL;DR: This qualitative view of digital native students, as expressed in their own words, adds detail and additional nuance to the growing body of quantitative data that challenges the popular conception of the digital natives as a homogeneous generation with a common learning style.
Abstract: Eight university students from the `digital native' generation were interviewed about the connections they saw between technology use and learning, and also their reactions to the popular press claims about their generation. Themes that emerged from the interviews were coded to show patterns in how digital natives describe themselves. Participants in this study agreed with some of the claims on a surface level but also described a deliberate and strategic approach to managing the distractions of technology in order to pursue their educational goals. This qualitative view of digital native students, as expressed in their own words, adds detail and additional nuance to the growing body of quantitative data that challenges the popular conception of the digital natives as a homogeneous generation with a common learning style.
TL;DR: Recent developments in technology enabled assessments of collaborative problem solving are reviewed in order to point out where computerised assessments are particularly useful (and where non-computerised assessments need to be retained or developed) while assuring that the purposes and designs are transparent and empowering for teachers and learners.
Abstract: Building upon discussions by the Assessment Working Group at EDUsummIT 2013, this article reviews recent developments in technology enabled assessments of collaborative problem solving in order to point out where computerised assessments are particularly useful (and where non-computerised assessments need to be retained or developed) while assuring that the purposes and designs are transparent and empowering for teachers and learners. Technology enabled assessments of higher order critical thinking in a collaborative social context can provide data about the actions, communications and products created by a learner in a designed task space. Principled assessment design is required in order for such a space to provide trustworthy evidence of learning, and the design must incorporate and take account of the engagement of the audiences for the assessment as well as vary with the purposes and contexts of the assessment. Technology enhanced assessment enables in-depth unobtrusive documentation or `quiet assessment' of the many layers and dynamics of authentic performance and allows greater flexibility and dynamic interactions in and among the design features. Most important for assessment FOR learning, are interactive features that allow the learner to turn up or down the intensity, amount and sharpness of the information needed for self-absorption and adoption of the feedback. Most important in assessment OF learning, are features that compare the learner with external standards of performance. Most important in assessment AS learning, are features that allow multiple performances and a wide array of affordances for authentic action, communication and the production of artefacts.
TL;DR: Current uses of digital video in a wide range of educational settings are examined, to establish the role it plays in supporting and enhancing student learning and some of the challenges present in the literature are outlined.
Abstract: Research indicates that student use of digital video has increased dramatically in recent years, both for personal and academic use; suggesting an opportunity to further incorporate its use in education. Educators too have recognised this trend, and see the value in providing students with academic video content. This inquiry begins by examining current uses of digital video in a wide range of educational settings, to establish the role it plays in supporting and enhancing student learning. Following this, some of the challenges present in the literature are outlined, specifically the challenges of providing relevant video content, and developing teaching and learning methodologies for use with digital video. Future opportunities and directions for the use of video in education are then examined and discussed, with attention given to the prospect of academic online video platforms. In the methodology section, the process of integrating digital videos into lectures is explained, along with some of the challenges and obstacles faced. Findings presented indicate that students value the use of digital video in lectures, and would like to see its use become more ubiquitous in education. Finally, students' readiness for an online video platform for viewing, sharing, and discussing content is outlined, indicating a predominantly positive disposition for such a platform.
TL;DR: The article extends the analysis of assessments of collaborative problem solving (CPS) to examine the significance of the data concerning this complex assessment problem and then for educational assessment more broadly.
Abstract: This article is the second of two articles in this special issue that were developed following discussions of the Assessment Working Group at EDUsummIT 2013. The article extends the analysis of assessments of collaborative problem solving (CPS) to examine the significance of the data concerning this complex assessment problem and then for educational assessment more broadly. The article discusses four measurement challenges of data science or `big data' in educational assessments that are enabled by technology: 1. Dealing with change over time via time-based data. 2. How a digital performance space's relationships interact with learner actions, communications and products. 3. How layers of interpretation are formed from translations of atomistic data into meaningful larger units suitable for making inferences about what someone knows and can do. 4. How to represent the dynamics of interactions between and among learners who are being assessed by their interactions with each other as well as with digital resources and agents in digital performance spaces. Because of the movement from paper-based tests to online learning, and in order to make progress on these challenges, the authors call for the restructuring of training of the next generation of researchers and psychometricians to specialize in data science in technology enabled assessments.
TL;DR: This study describes the case and conditions of ICT integration in Bahrain’s public schools and exposes the main challenges faced by school leaders in the process and discusses strategies and recommendations that could help school leaders and policy makers in Bahrain and similar contexts elsewhere respond to such challenges.
Abstract: The future of Bahrain's economy and the prosperity of its citizens are, like elsewhere in the world, strongly correlated with ICT integration in almost every life aspect (Anderson 2010). ICT integration depends heavily on digital literacy, which is the ability to make use of ICT in learning and work activities (Erstad in Education and Information Technologies, 11, 415---429, 2006; Krumsvisk 2006), and which can be understood more clearly by understanding the role of ICT in schools (Hadjerrouit in Issues in Informing Science and Information Technology, 5, 233---259, 2008) where preparation for the 21st Century skills takes place. This study describes, from the point of view of Bahraini assistant principals, the case and conditions of ICT integration in Bahrain's public schools and exposes the main challenges faced by school leaders in the process. It also discusses strategies and presents recommendations that could help school leaders and policy makers in Bahrain and similar contexts elsewhere respond to such challenges.
TL;DR: Some strategic models are discussed as ways of preparing teachers to innovate, adopt, and implement new ways of teaching and learning in the digital age.
Abstract: Recent developments in educational innovation and new technologies have made tensions between old and new models of schooling more apparent, creating new demands upon teachers as agents of change. Looking back at the last 20 years, it is clear that important steps in development have tried to find a good balance between technology- and pedagogy-driven changes. In the first part of this article, we present some strategic models that summarize these developments. The second part of the article addresses new challenges on the horizon that point towards possible future developments. However, from the position of teachers in schools today, this might create an ambivalence between old and new models of teaching and learning that use new technologies. These models are discussed as ways of preparing teachers to innovate, adopt, and implement new ways of teaching and learning in the digital age.
TL;DR: A new design component for online learning communities (OLC); one that integrates Twitter with an online discussion board (ODB) is presented, paving the way for more integrated learning environments that incorporate online social networking (OSN) technologies.
Abstract: In this research we present a new design component for online learning communities (OLC); one that integrates Twitter with an online discussion board (ODB). We introduce our design across two sections of upper-division information systems courses at a university located within the U.S. The first section consisted of full-time online learners, while the second section met face-to-face twice a week. Guided by a working theoretical model for how individuals learn and interact within OLCs, we measure student perceptions of learning, social interaction and course community before and after our intervention. Initial findings were largely positive and students across both sections experienced high levels of learning, interaction and community. Our results pave the way for more integrated learning environments that incorporate online social networking (OSN) technologies.
TL;DR: The results showed that the TAM in general is useful model for predicting and exploring the factors that influence student and in-service teachers’ intention to use spatial hypermedia such as the HyperSea in their teaching in future.
Abstract: The aim of this study was to use the Technology Acceptance Model (TAM) in order to investigate the factors that influence student and in-service teachers' intention to use a spatial hypermedia application, the HyperSea, in their teaching. HyperSea is a modern hypermedia environment that takes advantage of space in order to display content nodes and social media pages that can be dragged from the Internet. In total, 257 student and in-service teachers completed a survey questionnaire, measuring their responses to four constructs in the TAM. The results of student teachers' regression analysis showed that all components of the TAM were found to predict their intention to use HyperSea in their teaching. Perceived usefulness was the most important predictor in their attitude and intention. On the other hand, only attitude towards use had direct influence on teachers' intention. In addition, perceived usefulness influenced teachers' intention. Perceived ease of use in this study failed to emerge as a significant predictor of teachers' attitude and perceived usefulness. The results showed that the TAM in general is useful model for predicting and exploring the factors that influence student and in-service teachers' intention to use spatial hypermedia such as the HyperSea in their teaching in future. Results of the study are discussed in terms of increasing the intention of student and in service teachers to use spatial hypermedia in their teaching.
TL;DR: The results indicate that students’ perceptions are different when attending a traditional versus online classroom setting, and infers that synchronous and asynchronous settings require different teaching styles and different evaluation criteria.
Abstract: This study examined students' evaluations of faculty performance in traditional and online classes. The study design builds upon prior research that addressed socially relevant factors such as classroom environments, students' learning goals, expected, and received grades, and more importantly, students' ratings of instructors' performance. The sample consists of data from a population of humanities and social sciences faculty from a medium-sized southwest undergraduate university who taught both online and traditional classes during the semester periods Fall 2010 to Spring 2012. In a traditional setting, the evaluation factors (develops rapport with students, stimulates students, challenges student learning, provides timely feedback, and teaches fundamentals), and the external factors--(course level taught and gender)--were found to significantly contribute to faculty summary scores. In an online class, students consistently rank female instructors better. However, the evaluation criteria--develops student rapport, stimulates students, provides timely feedback, and teaches fundamentals (though not `challenges and involves students in their learning')--mirrored the same affects observed in the traditional classroom evaluations. The finding that "teaches fundamentals" received the largest standardized beta-coefficient in both classrooms further confirms earlier research that university students perceive course mastery as a major indicator of instructor performance regardless of gender or rank. However, the results indicate that students' perceptions are different when attending a traditional versus online classroom setting. This infers that synchronous and asynchronous settings require different teaching styles and different evaluation criteria.
TL;DR: A working group that examined digital citizenship within a global context recognized that, given today’s international, regional, political, and social dynamics, the notion of “global” might be more aspirational than practical.
Abstract: EduSummIT 2013 featured a working group that examined digital citizenship within a global context. Group members recognized that, given today's international, regional, political, and social dynamics, the notion of "global" might be more aspirational than practical. The development of informed policies and practices serving and involving as many sectors of society as possible is desirable since a growing world's population, including students in classrooms, will have continued access to the Internet, mobile devices and social media. Action steps to guide technology integration into educational settings must address the following factors: national and local policies, bandwidth and technology infrastructure, educational contexts, cyber-safety and cyberwellness practices and privacy accountability. Finally, in the process of developing and implementing positive and productive solutions, as many key members and stakeholders as possible who share in--and benefit from--students' digital lives should be involved, from families and educators to law enforcement authorities, from telecommunication organizations to local, provincial and national leaders.
TL;DR: The research findings suggest that pair programming can be a useful approach to teach computer programming in higher education to facilitate effective knowledge sharing among the students.
Abstract: Agile software development is an iterative and incremental methodology, where solutions evolve from self-organizing, cross-functional teams. Pair programming is a type of agile software development technique where two programmers work together with one computer for developing software. This paper reports the results of the pair programming exercise which was carried out among fifty six post graduate students of Master of Computer Applications (MCA) who are engaged in developing small applications as a part of their Visual Programming laboratory course at Kumaraguru College of Technology (KCT) during the academic year 2012---2013. The basic intent of the study is to explore the possibilities of adopting pair programming as a pedagogical tool in higher educational setting. The study investigates the possibilities of deploying purposeful pair programming modules to facilitate knowledge sharing in regular laboratory sessions. The research findings suggest that pair programming can be a useful approach to teach computer programming in higher education to facilitate effective knowledge sharing among the students.
TL;DR: The holistic integration approach that a management school has to adopt, so that the students are equipped with enough skills and techniques to face the challenges of the varying business dynamics, is discussed.
Abstract: This paper discusses the holistic integration approach that a management school has to adopt, so that the students are equipped with enough skills and techniques to face the challenges of the varying business dynamics. There is a need for Business schools to integrate academic activities with all other relevant processes such that at the end of their tenure, the students are ready to tackle issues related to society, business and technology. However, for this to happen, the Business schools need to redesign their approach for framing the curriculum. Instead of designing a standalone curriculum, the Business schools need to understand the requirements of all stakeholders such as recruiters, business, students and faculty. The Business schools can achieve this by gaining knowledge through research, consulting and delivering through improved pedagogy using technology. For this research, data was collected by conducting primary survey of 5 Business schools taken as case study and using secondary source to get details of their processes. The findings can be used by any other Business school aspiring to produce effective managers.
TL;DR: It will be argued that Cultural-Historical Activity Theory (CHAT) and the concepts of dominant and non-dominant activities, including conflicts and transitional actions, can lead to an understanding of the distance teaching implementation process.
Abstract: This paper examines possibilities and challenges when implementing distance teaching of theoretical content in a regionalized medical program (RMP). It will be argued that Cultural-Historical Activity Theory (CHAT) and the concepts of dominant and non-dominant activities, including conflicts and transitional actions, can lead to an understanding of the distance teaching implementation process. The concepts further provide a theoretical lens through which one can understand the complex relationship between the established and historically rooted, face-to-face teaching activity and the new non-dominant distance teaching activity introduced in the educational setting. Data in the study was collected through an online survey, log data, observations, and in-depth interviews. During the analysis, conflicts between the dominant face-to-face teaching and non-dominant distance teaching activity were identified, and they partly inhibited medical teachers at the program from adopting and developing distance teaching. By illustrating transitional actions as small, innovative bottom-up solutions, further analysis revealed how medical teachers tried to overcome those conflicts to facilitate the adoption and development of distance teaching. The non-dominant distance teaching activity, even if not fully adopted, actually influenced and facilitated change in educational practice. The discussion argues that understanding the implementation of a non-dominant teaching activity in medical education in terms of mere success or failure is not fruitful. Instead, we should strive for sensitivity by closely analyzing the implementation process as interplay between dominant and non-dominant teaching activities. Such sensitivity will make it possible to cultivate future educational development and change.
TL;DR: The findings indicated the need for CIOs to have multidimensional personalities, diverse work experience, higher education background with the ability to strategically adapt according to the institution’s needs.
Abstract: The study examined the evolving role of Information Technology executives in higher education with the objective of detailing the skills and experiences necessary to be a Chief Information Officer (CIO), the expectations of the leaders in higher education of these individuals and how leaders in higher education view the role of the CIO. The CIO position is no longer highly focused on technical issues, but has influence on the institution's mission critical strategies, which clearly shows that the position has experienced organizational ascension. The study uses a qualitative methodology -- phenomenology -- to explore the CIO position in higher education. The results are discussed in the following three dimensions: skills & experiences, expectations of the leaders in higher education of the CIOs, and how leaders in higher education view the role of the CIO. The findings indicated the need for CIOs to have multidimensional personalities, diverse work experience, higher education background with the ability to strategically adapt according to the institution's needs. Therefore, the study has implications for universities in the process of hiring a CIO and addresses an important aspect of higher education administration. Most importantly, the Association of American University's (AAU) CIOs followed the traditional path to the position (Birnbaum and Umbach in Review of Higher Education 24(3):203---217, 2001).
TL;DR: A research model is proposed to describe the effects of technology acceptance behavior and innovation diffusion behavior on ET/LS adoption for elementary school instructors to explore the moderating effect of cognitive styles (analytical and intuitive) on the relationship between variables and adoption willingness.
Abstract: Literature has paid limited attention to the preference of instructors to adopt e-teaching/learning system (ET/LS) by considering the cognitive styles. The current study proposes a research model to describe the effects of technology acceptance behavior and innovation diffusion behavior on ET/LS adoption for elementary school instructors. A salient aim of the research is to explore the moderating effect of cognitive styles (analytical and intuitive) on the relationship between variables and adoption willingness. An empirical examination that includes research model, measurement, sampling plan, and data analysis is conducted in the context of elementary school. Data is collected via designed questionnaire. Based on the analysis results of 340 valid samples, main research findings were obtained. First, compatibility is unlikely a factor for both-styled subjects to explain the adoption attitude of ET/LS due to the set technological education policy and strategy. Second, cognitive style likely moderates the effect of ease of use on the adoption attitude for the analysis-styled subjects. Third, trialability and playfulness are significant factors that both-styled subjects perceive as related to the adoption attitude. Discussion and implications are also presented.
TL;DR: Two groups of strategic suggestions are developed: 1) developing communications and 2) developing instructions intend to enhance support for the autonomous learning process for the thesis courses in higher education.
Abstract: Autonomous learning hype has created much speculation in educational systems regarding how to develop the learning process. Final project (thesis) in Bachelor's and Master's levels is a significant part of study for students in higher education. However, there are some problems, which lead students not managing to do or finish their thesis. As a part of a solution to these problems, the Department of Computer and Systems Sciences (DSV) at Stockholm University, Sweden, has established an information and communication platform, called SciPro. The system was initiated in 2011 to support students and supervisors during the thesis process courses. This study contributes by exploring problems that learners have faced during the final project courses and analyzing discussed issues in the emails, sent to the SciPro support group, ThesisSupport. A random sample of one hundred emails has been analyzed with the help of a content analysis tool, in order to develop the categories, which cover the discussed issues. The result of the study shows six exhaustive and mutually exclusive categories of problems: 1) Thesis initiation (26 %), 2) Info-mail (4.7 %), 3) Technical issues (17.1 %), 4) Exemption (18.7 %), 5) Supervision (17.1 %), 6) Final seminar (16.4 %). Consequently, based on the significance of the categories, two groups of strategic suggestions are developed: 1) developing communications and 2) developing instructions. These strategies intend to enhance support for the autonomous learning process for the thesis courses in higher education.
TL;DR: It can be concluded that students like having the laptop at school: they go there with greater pleasure, they consider the classes more enjoyable but they are bothered with the technical problems.
Abstract: Students having participated in a one-to-one laptop initiative, indicate they have higher motivation, greater interest at school (Bebell and Kay 2010) and feel more organised (McKeeman 2008). This research focuses on the views and attitudes of the students who participated in the first such initiative in Greece. The differences in the views of boys and girls are also examined. The students completed a questionnaire with 15 Likert style statements and two open questions twice: at the beginning and at the end of the school year 2010---2011. From the students' responses, it can be concluded that students like having the laptop at school: they go there with greater pleasure, they consider the classes more enjoyable but they are bothered with the technical problems. For gender differences, boys are more adaptable, whereas girls appreciate more the learning possibilities of the laptop.
TL;DR: The results tend to demonstrate that the DWE is perceived primarily as a “communication tool” or as a means to achieve the prescribed uses by the academic institutions.
Abstract: This research investigates the effective use of Digital Work Environment (DWE) in France. A theoretical framework based on the pedagogical engineering approach is used to propose an hypothetical model, which results in an explained variable of intention for the pedagogical use of an educational technology. The sex, the teaching disciplines, the use of computers at home and the technical skills are the exogenous variables in this hypothetical model in order to measure the degree of significance of these variables on the intention of integration Digital Work Environment (DWE) in schools. A survey research design was adopted to collect the data on the DWE Scolastance usage from the Academy of Strasbourg Institution. Descriptive statistics and ANOVA were used to measure the difference among the groups. A structural equation modeling approach was used to test and validate the proposed model. The results tend to demonstrate that the DWE is perceived primarily as a "communication tool" or as a means to achieve the prescribed uses by the academic institutions.
TL;DR: Teams of students in an upper-division undergraduate Usability Engineering course used a collaborative environment to carry out a series of three distributed collaborative homework assignments, finding that students were able to use the collaboration model, though the quality of their collaboration was poor both before and after training.
Abstract: Teams of students in an upper-division undergraduate Usability Engineering course used a collaborative environment to carry out a series of three distributed collaborative homework assignments. Assignments were case-based analyses structured using a jigsaw design; students were provided a collaborative software environment and introduced to a simple model of collaboration. We found that students were able to use the collaboration model, though the quality of their collaboration was poor both before and after training. We found that students were able to carry out the distributed collaborative homework activities using our collaborative software environment, though they often used, and sometimes relied on face-to-face interactions. The use of chat to maintain team awareness, and coordinate the development of shared documents, was particularly notable as a practice of our most successful teams. Students reported a great variety of benefits and challenges in carrying out the distributed collaborative homework activities. We speculate on future directions for teaching collaboration skills, and for better supporting team awareness and workflows in distributed collaborative homework activities.