Showing papers in "Educational technology research in 2004"

Designed-Based Research and Technology Enhanced Learning Environments

Abstract: During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design-based research, describe the importance of design-based research for the development of TELEs, propose principles for implementing design-based research with TELEs, and discuss future challenges of using this methodology. (http://www.springerlink.com/content/a582109091287128/)

The Effect of Mastery Feedback Appended to a CAI System for Spaced Learning

Abstract: )v,lizunu (2000) devised a spaced learning r]hettTod, the Low-First Metboci, based on psychoEogiclil tindings related to .vp;hcing effbcts, tbr learning siniple nerLhierarchical nutteriu]s and demonstrateci its ettbctjveness in a CiiLl system. Then Mizurio (L)OOI) n]c,dified it tc) be adaptive to individual dift'erences ol' memory span, veritied its etlbctiveness, and ca]led jt the N'iodilled Lo\",-First Method. However, in an evuluation survey ()L4izuno, 2e02b), t] CA[ svstem -,ith the Modified Lew-First Method vv'tt.K evaluiLteci bad]y with respect to its fauility oNeurning becuuse it was hurcl tbr lettrrTers to nionitor their progress. Sf], in this study, un exl]eriment and a surx,ey \"・ere cenducted le denionstrate the vtt]idity oi' \"ppending a niultitnedja niastery tbedbHc:k device to the C.ALI system with the N,lodified I.ow-First N,tethod te enable them to rnonit.or their' progFess, The results irTdicnted thut mttste:Jr tbedback eniTHnued not only the efi'ectiveness and time-ethcierTcy oi' the CAI s},sleni bul idso the evulutLtion or i'acility ot' learning us \",e]l tts lenrner.s' Tiietivttti\"n, Fintt]]y, the relatienshrips betweon mMstery teedbuck arid metacognition und ber-,een multimediH and mutivation ure discussed.

Development and Validation of a Constructivist Learner Scale (CLS) for Elementary School Science Students

Abstract: The purpose of developing CLS is to enhance the teacher’s capacity to deal with the growing needs of the individual learners. What distinguishes CLS from the previously developed such tool is it’s direct reference to constructivist principles of learning. The items were structured to accommodate to various aspects of constructivist learning directly extracted from theory and other researches. Student’s score on the CLS will provide teacher with a presage about the learner preferences of the students, which can be utilized for felicitous lesson designing. Additionally, CLS is convenient for classroom use because of appropriate length. The sample included 601 students from four schools with almost equal gender presentation from Tokyo area. Finally, 18 items are selected for the final version of CLS through factor analysis, reliability and validity standards. Factors emerged are Active Involvement (AI), Collaboration (C), and Self-responsibility (SR). Each of the factors contains six items. Independence of each factor was demonstrated by low inter-factor correlation but strong correlation between each factor and total scale confirmed the overall coherence of the scale. The validity was established by using the nominative method, which avoided the isolation from the situation, context and environmental elements bearing significant impact on the learning process.