Showing papers in "Educational Technology & Society in 2005"

Combining Software Games with Education: Evaluation of its Educational Effectiveness

Abstract: Computer games are very popular among children and adolescents. In this respect, they could be exploited by educational software designers to render educational software more attractive and motivating. However, it remains to be explored what the educational scope of educational software games is. In this paper, we explore several issues concerning the educational effectiveness, appeal and scope of educational software games through an evaluation study of an Intelligent Tutoring System (ITS) that operates as a virtual reality educational game. The results of the evaluation show that educational virtual reality games can be very motivating while retaining or even improving the educational effects on students. Moreover, one important finding of the study was that the educational effectiveness of the game was particularly high for students who used to have poor performance in the domain taught prior to their learning experience with the game.

Translating Constructivism into Instructional Design: Potential and Limitations.

Abstract: Instructional designers are expected to be familiar with the epistemological underpinnings of several theories and their consequences on the process of instruction. Constructivism is the dominant theory of the last decade and supports construction of knowledge by the individual. This paper discusses the basic principles underlying constructivism, particularly active, collaborative and authentic learning. Application of these principles on the process - analysis, development, evaluation - of instructional design poses certain challenges with regards to issues such as pre-specification of knowledge, authentic evaluation and learner control. Most of the problems are attributed to the fact that constructivism is a learning theory and not an instructional-design theory. Therefore, instructional designers must attempt to translate constructivism into instructional design through a more pragmatic approach that focuses on the principles of moderate - rather than extreme - constructivism and makes use of emergent technology tools. This shift could facilitate the development of more situated, experiential, meaningful and cost-effective learning environments.

Computer Self-Efficacy, Computer Anxiety, and Attitudes toward the Internet: A Study among Undergraduates in Unimas

Abstract: Eighty-one female and sixty-seven male undergraduates at a Malaysian university, from seven faculties and a Center for Language Studies completed a Computer Self-Efficacy Scale, Computer Anxiety Scale, and an Attitudes toward the Internet Scale and give information about their use of the Internet. This survey research investigated undergraduates’ computer anxiety, computer self-efficacy, and reported use of and attitudes toward the Internet. This study also examined differences in computer anxiety, computer selfefficacy, attitudes toward the Internet and reported use of the Internet for undergraduates with different demographic variables. The findings suggest that the undergraduates had moderate computer anxiousness, medium attitudes toward the Internet, and high computer self-efficacy and used the Internet extensively for educational purposes such as doing research, downloading electronic resources and e-mail communications. This study challenges the long perceived male bias in the computer environment and supports recent studies that have identified greater gender equivalence in interest, use, and skills levels. However, there were differences in undergraduates’ Internet usage levels based on the discipline of study. Furthermore, higher levels of Internet usage did not necessarily translate into better computer self-efficacy among the undergraduates. A more important factor in determining computer self-efficacy could be the discipline of study and undergraduates studying computer related disciplines appeared to have higher self-efficacy towards computers and the Internet. Undergraduates who used the Internet more often may not necessarily feel more comfortable using them. Possibly, other factors such as the types of application used, the purpose for using, and individual satisfaction could also influence computer self-efficacy and computer anxiety. However, although Internet usage levels may not have any impact on computer self-efficacy, higher usage of the Internet does seem to decrease the levels of computer anxiety among the undergraduates. Undergraduates with lower computer anxiousness demonstrated more positive attitudes toward the Internet in this study.

Learning with invisible others: Perceptions of online presence and their relationship to cognitive and affective learning

Abstract: This study investigated the relationship between student perceptions of others in an online class and both affective and cognitive learning outcomes. Data were gathered from student survey responses and instructor evaluation of performance. Results from this study indicated significant correlations between student perceptions of the presence of other students in the class and scores on an attitudes scale and their satisfaction with their own learning. This finding demonstrates the salience of other students in the learning environment to affective learning outcomes. Perceptions of the instructor’s presence were significantly correlated with both affective learning and with student learning satisfaction. This outcome in an online class is consistent with findings on teacher immediacy literature in traditional classes and highlight the role of the teacher in establishing a learning environment. Results relative to cognitive learning showed that student reports of their perception of their own presence in the class were significantly correlated with performance in the class and with the grade they would assign themselves.

ICT-Pedagogy Integration in Teacher Training: Application Cases Worldwide

Abstract: Teaching is becoming one of the most challenging professions in our society where knowledge is expanding rapidly and modern technologies are demanding teachers to learn how to use these technologies in their teaching. While new technologies increase teachers’ training needs, they also offer part of the solution. Information and communication technology (ICT) can provide more flexible and effective ways for professional development for teachers, improve pre- and in-service teacher training, and connect teachers to the global teacher community. This paper analyses and organizes a variety of approaches found in ICT uses in teacher training into a four-cell matrix. Based on the analysis of those approaches, it discusses new possibilities and challenges that ICT has brought to teacher training and professional development. It concludes with discussion of emerging research issues with respect to ICT integration into teacher training and networking.

Measuring readiness for e-learning: Reflections from an emerging country

Abstract: In order to benefit from e-learning, companies should conduct considerable up-front analysis to assess their readiness. There are a number of instruments in the market that can be used for assessing readiness for elearning. However, almost all of these instruments are developed to be used in countries that have a mature field of human resources development. So, these instruments consist of terms, phrases, and applications that are meaningless for many companies in especially emerging countries where human resources development field has just shown an improvement. This article includes the description of a survey instrument that has been developed to assess e-learning readiness of companies in these kinds of countries and the results of a study that examines organizational readiness of companies for e-learning in Turkey. The study reveals that companies surveyed are overall ready for e-learning but they need to improve need to improve themselves, particularly in the area of human resources, in order to be able to successfully implement e-learning. Although this instrument has been developed according to the cultural characteristics of Turkish companies it can easily be adapted to be used by companies of other emerging countries.

Adaptive Learning Resources Sequencing in Educational Hypermedia Systems

Abstract: Adaptive learning resources selection and sequencing is recognized as among the most interesting research questions in adaptive educational hypermedia systems (AEHS). In order to adaptively select and sequence learning resources in AEHS, the definition of adaptation rules contained in the Adaptation Model, is required. Although, some efforts have been reported in literature aiming to support the Adaptation Model design by providing AEHS designers direct guidance or semi-automatic mechanisms for making the design process less demanding, still it requires significant effort to overcome the problems of inconsistency, confluence and insufficiency, introduced by the use of rules. Due to the problems of inconsistency and insufficiency of the defined rule sets in the Adaptation Model, conceptual “holes” can be generated in the produced learning resource sequences (or learning paths). In this paper, we address the design problem of the Adaptation Model in AEHS proposing an alternative sequencing method that, instead of generating the learning path by populating a concept sequence with available learning resources based on pre-defined adaptation rules, it first generates all possible learning paths that match the learning goal in hand, and then, adaptively selects the desired one, based on the use of a decision model that estimates the suitability of learning resources for a targeted learner. In our simulations we compare the learning paths generated by the proposed methodology with ideal ones produced by a simulated perfect rule-based AEHS. The simulation results provide evidence that the proposed methodology can generate almost accurate learning paths avoiding the need for defining complex rule sets in the Adaptation Model of AEHS.

Using Information and Communication Technology in Secondary Schools in Nigeria: Problems and Prospects.

Abstract: Though it has been rightly said that what is wrong with education cannot be fixed with technology; there is no doubt that modern life is dominated by technology. There is universal recognition of the need to use Information and Communication Technology (ICT) in education as we enter the era of globalization where the free flow of information via satellite and the internet hold sway in global information dissemination of knowledge. Already, Nigeria is on he wrong side of the international digital divide, as it has not made significant effort to integrate ICT into secondary school curriculum. A great deal of instructional and administrative work in secondary school in Nigeria is still carried out manually. This paper, therefore, examines the major obstacles militating against the use of ICT in secondary education in Nigeria. It identifies he high cost of computer hardware and software; weak infrastructure; lack of human skills and knowledge in ICT, and lack of relevant software appropriate and culturally suitable to Nigeria as the major stumbling block o the adoption of ICT in secondary education in Nigeria. Also, secondary schools in Nigeria are not given adequate funds to provide furniture, relevant textbooks and adequate classroom let alone being given adequate fund for high-tech equipment. At present the cost of subscribing to the Internet is too high for many of the impoverished secondary schools in Nigeria. In modern society, Nigeria needs ICT to aid teaching and learning and educational management. ICT is an instrument for the economic and technological development in the 21 st century; therefore, Nigeria cannot afford to be on the wrong side of the digital divide.

Analysis of the Terminology Used in the Field of Virtual Learning.

Abstract: The broad terminology describing possible learning ways and approaches that use various technologies in the learning process has appeared together with rapid growth of information and communication technologies. This terminology should be ordered and precisely defined. This article presents eight groups of the most widespread terms (such as computer-based learning, distance learning, e-learning, Internetbased learning, online learning, resource-based learning, technology-based learning, Web-based learning) and defines subset relationships among the groups. In addition the meaning of some terms coming from pedagogy (education, instruction, learning, teaching, training, and tutoring) and used as obligatory constituent part of other terms is clarified.

Student Alienation, Academic Achievement, and WebCT Use.

Abstract: The current investigation sought to understand the relationships between college student alienation, academic achievement, and use of WebCT Fifty-three students enrolled in an undergraduate educational psychology course provided three types of data: 1) self-rating of eight Likert scale alienation items, 2) academic achievement measured with four types of multiple choice questions evaluating mastery of course content, and 3) use of WebCT defined as total number of Hits, Articles Posted, and Articles Read Findings suggest that peer alienation was associated with increased WebCT use; learning alienation and course alienation were associated with low WebCT use Learning alienation demonstrated an inverse relation to academic achievement In most cases, significant predictive relationships between academic achievement and student use of WebCT were curvilinear

The Effectiveness of Computer-Assisted Instruction in Teaching Introductory Statistics

Abstract: The focus of this study is to demonstrate and discuss the educational advantages of Computer Assisted Instruction (CAI). A quasi-experimental design compared learning outcomes of participants in an introductory statistics course that integrated CAI to participants in a Lecture-only introductory statistics course. Reviews of participants’ identical midterm and final exams scores demonstrated that participants in Lecture-plus-CAI section obtained higher averages on midterm and final exams than participants in the Lecture-only sections and these higher averages likely were because of their better performance on concepts and practices that were taught in both regular lecture and CAI course. In addition, when the topics of the introductory statistics course moved from descriptive statistics to inferential statistics, the learning gap between Lecture-only and Lecture-plus-CAI is increased. Findings suggest participants’ learning capacity of the introductory statistics could be improved successfully when CAI used as a supplement to regular lecture in teaching introductory statistics course.

A Systems Definition of Educational Technology in Society

Abstract: Conceptual development in the field of Educational Technology provides crucial theoretical grounding for ongoing research and practice. This essay draws from theoretical developments both within and external to the field of Educational Technology to articulate a systems definition of Educational Technology in Society. A systems definition of Educational Technology in Society is characterized as a goal oriented problem-solving approach utilizing tools, techniques, theories, and methods from multiple knowledge domains to: (1) design, develop, and evaluate, human and mechanical resources efficiently and effectively in order to facilitate and leverage all aspects of learning, and (2) guide change agency and transformation of educational systems and practices in order to contribute to influencing change in society. This paper offers valuable theoretical grounding to help guide researchers and leaders in the field.

Computational Representation of Collaborative Learning Flow Patterns Using IMS Learning Design

Abstract: The identification and integration of reusable and customizable CSCL (Computer Supported Collaborative Learning) may benefit from the capture of best practices in collaborative learning structuring. The authors have proposed CLFPs (Collaborative Learning Flow Patterns) as a way of collecting these best practices. To facilitate the process of CLFPs by software systems, the paper proposes to specify these patterns using IMS Learning Design (IMS-LD). Thus, teachers without technical knowledge can particularize and integrate CSCL tools. Nevertheless, the support of IMS-LD for describing collaborative learning activities has some deficiencies: the collaborative tools that can be defined in these activities are limited. Thus, this paper proposes and discusses an extension to IMS-LD that enables to specify several characteristics of the use of tools that mediate collaboration. In order to obtain a Unit of Learning based on a CLFP, a three stage process is also proposed. A CLFP-based Unit of Learning example is used to illustrate the process and the need of the proposed extension.

Personalisation for all: making adaptive course composition easy

Abstract: The goal of personalised eLearning is to support e-learning content, activities and collaboration, adapted to the specific needs and influenced by specific preferences of the learner and built on sound pedagogic strategies. One of the major challenges to the mainstream adoption of personalised eLearning is the complexity and time involved in composing the adaptive learning experience. The key goal in personalized eLearning development tools is to sup-port the teacher in composing adaptive and non-adaptive eLearning experiences. One of the arguments of this paper is that these learning experiences should be activityoriented and pedagogically driven. Presented is a detailed discussion of the challenges of composing adaptive courses and in particular the difficulties and possible techniques in composing appropriate models and information to support adaptive courses. The paper describes an adaptive course construction methodology which extends traditional eLearning syllabi development with design activities which support adaptivity definition, subject matter concept modelling, adaptivity technique selection as well as alternative instructional design template customisation. The paper then details the Adaptive Course Construction Toolkit (ACCT), which supports this methodology and illustrates the tools usage in the development of an adaptive course. Finally the paper presents an initial evaluation of the toolkit and its associated methodology.

Understanding Innovation in Education Using Activity Theory.

Abstract: The purpose of this study was to describe how four teachers in four different cities in Missouri implemented a constructivist-based learning environment (CBLE) that included an innovation cluster that paired an emerging online technology with a unit design framework. The motivating question for the study originated from prior research on teacher reform efforts including the adoption of technology innovations in the classroom, new theories of constructivist-based learning and the principles of professional development for educators implementing reform. Using a multiple case study research method, the researchers collected and analyzed data to (1) identify how effectively each of the teachers implemented the CBLE unit based on their goals for adopting the innovations while participating in online collaborative professional development and (2) identify cross-case issues that arose as the teachers implemented the unit. Conclusions in the study suggest that the teachers implemented innovation into their classrooms with varied levels of effectiveness based on their initial goals for the reform process. Aspects that influenced the effectiveness of their unit and the implementation of the innovation included (1) the teacher’s ability to benefit from online collaborative professional development forums, (2) the teacher’s problem-solving strategies for resolving conflict issues related to their local school environment, and (3) their prior conceptions about teaching and learning and their compatibility with the reform instructional pedagogy.

Dynamic Grouping in Collaborative Learning Supported by Wireless Handhelds.

Abstract: One of the most important decisions to be made in a face-to-face collaborative learning activity is how the participating groups are composed. These compositions produce different learning and social interaction results. The ability to change the group member composition in real time and dynamically enables the leveling up of learning results and improvements in the participants’ social relationships. Changes in composition also facilitate the analysis of the best criteria to be used in a determined activity. We propose a face-to-face collaborative environment supported by wireless handhelds that allows for dynamic changes in the composition of groups while an activity is underway. Three different group composition changes were carried out in one environment and the outcomes were compared with another, similar environment where no such group composition changes were performed. The results obtained showed significant improvements, both qualitative and quantitative, in the environment where dynamic grouping was used. Moreover, the criteria for group composition that produce different social interaction outcomes were identified.

Experienced and inexperienced Internet users among pre-service teachers: their use and attitudes toward the Internet

Abstract: Much has been said about the benefits of the Internet as a teaching and learning tool but to realize these benefits, teachers must be willing and able to use the Internet effectively in their teaching. Studies have also clearly shown that the likeliness of teachers using the Internet effectively and the success of Internet utilization was very much related to the users’ attitudes toward the Internet (Liaw, 2002; Moon & Kim, 2001; Johnson & Hignite, 2000). This paper describes a study on pre-service teachers with differing levels of Internet experience, at one of the premier universities in Malaysia, to assess their Internet use and attitudes toward the Internet. The study is exploratory in essence and seeks to ascertain the comfort level of pre-service teachers where the Internet is concerned and hence to provide a glimpse of the future of the Internet in education within the Malaysian context.

Understanding Teacher Mindsets: IT and Change in Hong Kong Schools

Abstract: In 1998, the Hong Kong government introduced a new policy to use information technology (IT) as a “catalyst” for change in classroom practices. The desired effect was to create a shift from a predominantly teacher-centred approach to more learner-centred teaching. This investigation explores the impact of IT on teaching practices in Hong Kong schools from the perspective of teachers, through the collection of data from surveys and reports into individual school practices, group discussions and follow-up individual interviews. The data was analysed using Fullan’s 2001 framework for understanding leadership within a culture of change. This framework was chosen to facilitate a better understanding of the problems facing classroom teachers. The analysis revealed that while the teachers in this study had indeed taken up the challenge to use IT in their teaching, their practices were little changed. IT was used mainly to support the existing teacher-centred approach. This study identified that the lack of clear and systematic leadership support, the inflexibility of the curriculum and assessment processes, time constraints, and limited appropriate professional development were the main reasons for the restricted impact of IT on the teachers’ practices in the classroom.

Web-based Cognitive Apprenticeship Model for Improving Pre-service Teachers' Performances and Attitudes towards Instructional Planning: Design and Field Experiment

Abstract: Instructional planning is an essential professional activity often used by teachers. However, some characteristics of existing university-based teacher education programs may hamper pre-service teachers’ learning of instructional planning. Thus, this study adopts the cognitive apprenticeship as a theoretical foundation to construct a web-based learning model that integrates expert teachers and Internet technologies (web-based multimedia, performance support system, and electronic conferencing). To examine the effectiveness of this model, a seven-week web-based course was designed and a field experiment was conducted. Experimental results reveal that the course based on the web-based cognitive apprenticeship model improves pre-service teachers’ performance and attitudes on instructional planning more effectively than the traditional training course. Furthermore, the study discusses possible factors based on qualitative data and provides recommendations for future studies and web-based teacher education instruction.

A Comparison of Teacher and Student Attitudes Concerning Use and Effectiveness of Web-based Course Management Software

Abstract: The purpose of this study was to assess the perceived effectiveness of the CourseInfo instructional technology package implemented at a regional Midwestern university. An online survey was administered, with 971 students and 44 faculty responding. Results indicate attitudes of both faculty and students were positive – both believed that the web, and specifically Blackboard's CourseInfo, were beneficial educational tools. They felt confident in their ability to utilize both CourseInfo and the Web and considered themselves computer literate. Faculty, significantly more than students, believed both teacher-student and studentstudent communication was facilitated. Students, much more than faculty felt that CourseInfo had improved student learning.

A Study of Dynamic Design Dualities in a Web-Supported Community of Practice for Teachers

Abstract: The concept of a community of practice (CoP) is prevalent in several venues for teachers’ professional development, especially in online environments. However, there are few descriptive accounts that effectively represent a CoP in a manner that will be of use to other designers. In order to illuminate potential difficulties which may arise when attempting to design a framework to characterize or to build a CoP, this study describes the dynamics of five dualities (specific areas of tension) that were identified during the design and testing period of the Inquiry Learning Forum (ILF), a Web-based community for teachers’ professional development. During the three-year design trajectory of the ILF, these five dualities emerged from and characterized the interactions between the participating teachers and the site designers. As part of the data collection for this study, we conducted document analyses, interviews with designers, researchers, and teachers, and observations of online and face-to-face meetings. The findings of this study are intended to help future Web-designers both to better realize the full potential of online professional development environments and to avoid potential design development issues which may hamper the utility or participation rates in newly created CoPs.

A New Assessment for Computer-based Concept Mapping

Abstract: Concept maps are widely used in education, and have been acclaimed for their excellent results. For efficiently using concept maps in education, computer-based concept mapping systems have been developed. However these computer-based concept mapping systems are limited in their assessment algorithms. The assessment takes only concept nodes as the primary basis, with relation links playing only a minor role. To address this problem, this study proposes a new style of concept map, called the weighted concept map, which assigns a weight to each proposition in a concept map to represent its importance. This study proposes a new assessment based on a weighted concept map and diagnosis analysis. Two studies are conducted to evaluate the methods of assessment.

Engaging Students in Group-Based Co-Operative Learning--A Malaysian Perspective.

Abstract: In recent years, the information and communication technology (ICT) has created a significant impact on the methods of communicating information and knowledge to the learners and, consequently, innovative teaching techniques have evolved to change the way teachers teach and students learn. In this paper, the focus is on a study which was conducted on a group-based cooperative learning class to determine its impact on student learning and the reactions of these learners towards this instructional methodology. The students in the course were given a web-based multimedia-mediated cooperative learning project to complete. Students worked in groups and used multimedia and web technologies to construct their projects. As such, a technology-supported cooperative learning framework was established. A survey was conducted to ascertain the reactions of the students towards this mode of teaching and learning. Results of the study showed that in group-based learning, students learned by cooperating and interacting with each other and participated actively in their own learning process. Students also learned to cultivate teamwork, communication, management and interpersonal skills. Furthermore, by incorporating a multimedia project into the cooperative learning structure, a viable and effective strategy was created to enhance student learning.

Instructional Uses of Instant Messaging (IM) During Classroom Lectures

Abstract: Can “Information Age” learners effectively multi-task in the classroom? Can synchronous classroom activities be designed around conceptually related tasks, to encourage deeper processing and greater learning of classroom content? This research was undertaken to begin to address these questions. In this study, we explored the use of instructionally-related instant messaging (IM) discussions during undergraduate university lectures. Over the course of three weeks, students practiced with and then employed hand-held computers for brief, synchronous class discussions in response to assigned questions related to the lectures. Students were observed during these sessions, and students and the instructors were interviewed separately afterwards. The contents of students’ discussions indicate that they were capable of engaging in on-task discussions and of expressing opinions and exploring instructionally relevant topics. However, even though students routinely multi-task in classrooms as they attend to lectures, process the contents, and record notes for later study, both students and the instructors expressed some discomfort with discussion occurring synchronously with classroom lectures. In this paper, we describe student discussion behavior, and reflect on possible applications of multiple sequential (rather than simultaneous) tasks during classroom instruction.

The Effects of Mastery Learning Model on the Success of the Students Who Attended "Usage of Basic Information Technologies" Course

Abstract: In order to realize one of the most important necessities of the life, which is learning, the human being spends most of their life for education-training activities. In the conventional applications, every individual, being a part of a group is dependant on a single program and an educational management which was chosen for the group by the teacher. However, each student has individual learning abilities, different from other members of the group. At the end of the teaching activities with one group, nearly all of the individuals of that group are expected to be successful. This study was performed at the Technical Education Faculty of

Using Discussion Webs to Develop an Academic Community of Learners

Abstract: The World Wide Web has made possible an entirely new form of communication in the classroom: asynchronous, public, non-sequential, and selective (Windschitl, 1998). However, it is unclear how discussion webs can contribute to educational processes. Our research investigates the role of instructional interactive webs in promoting among preservice teachers an "academic community of learners," defined as an academic community that grounds inquiries and dilemmas emerging in their practice in an academic discourse based on considering alternatives and providing argumentation and evidence for their claims (Wells, Chang, & Maher, 1990). Based on this definition of a community of learners and concerns raised by fellow instructors, we created categories and analyzed one class discussion web, coding a total of 1,124 web entries of undergraduate students and their instructor to examine references they used, topics, genres, and relationships with other messages. Our findings suggest that students' web postings were mostly very sophisticated in that students were able to integrate outside references with new and enriching discussion topics, thereby providing viewpoints alternative to and sometimes critical of those expressed by the instructor and other students. These findings suggest that instructional interactive webs can be a useful tool for promoting and building an academic community of learners.

Strategic e-learning implementation

Abstract: ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org.

Preferences toward Internet-based Learning Environments: High School Students' Perspectives for Science Learning

Abstract: Constructivist Internet-based learning environments are advocated by contemporary educators, but few studies investigated students’ preferences toward the environments for learning a specific school subject such as science. Therefore, the purpose of this study was to develop a questionnaire to explore students’ preferences toward constructivist Internet-based science learning environments. The questionnaire included eight scales: ease of use, relevance, multiple sources, student negotiation, cognitive apprenticeship, reflective thinking, critical judgment and epistemological awareness. The questionnaire responses were gathered from 853 Taiwan high school students. Through factor analysis, these scales revealed highly satisfactory validity and reliability in assessing students’ perceptions for Internet-based science learning environments. The students’ responses also showed that they strongly preferred the Internet-based learning environments that could connect scientific knowledge with real life situations. Moreover, female students tended to place more emphasis on the instructional guidance offered by the Internet-based environments for science learning, as well as the presentation of scientific knowledge in authentic contexts than did male students. Future research and the implications for Internet-based instruction derived from this study were also discussed.

Web-based interactive writing environment: Development and evaluation

Abstract: This study reports the development and evaluation of a web-based interactive writing environment designed for elementary school students. The environment includes three writing themes, “story pass on”, “story chameleon” and “thousand ideas”, to encourage reading comprehension, creativity and problem-solving skills of students. Three assessment mechanisms, expert assessment, self-assessment and peer assessment, are also designed to provide constructive comments to foster students to review and criticize other writers’ essay, to enable students to review their own essay to find strengths and weaknesses in writing, and to encourage students to improve their writing skills. The writing environment comprises four functional modules – writing, assessment, tool and system management. The system was integrated with multilayer educational services platforms, which are designed to support the establishment of online social learning communities for K-12 students and teachers. The system logs and assessment results have been analyzed through the system usage over two years. The results reveal that students can improve their writing skills by participating in the writing environment, submitting many essays, interacting with other students online and reviewing other essays. The comparison result of early and late student writing also demonstrates the improvement of writing. Analysis of the assessment mechanism reveals that expert assessment and peer assessment do not significantly differ. It appears that the assessment criteria proposed in this study fit the needs of both the expert and elementary school students. It is convinced this writing environment effectively helps students to write with designed social interaction, creative writing themes, and reflective assessment criteria.

Platform Support for Pedagogical Scenarios

Abstract: This article deals with providing support for the execution of pedagogical scenarios in Learning Management Systems. It takes an engineering point of view to identifies actors, design and use processes. Next it defines the necessary capabilities of a platform so that actors can manage or use pedagogical scenarios. The second part of the article is dedicated to the presentation of the design and properties of a component we have developed for the execution of scenarios: a flexible Workflow engine and a user interface providing indicators about the student progress within a unit of study.