Showing papers in "Educational Technology & Society in 2010"

Defining Mobile Learning in the Higher Education Landscape

Abstract: Introduction The evolution of handheld portable devices and wireless technology has resulted in radical changes in the social and economic lifestyles of modern people. Today, many technological devices are produced in portable form and people have become accustomed to them. These devices are reshaping users daily lives in different ways. But the development of digital technologies has so far been limited to social communication and few people have regarded mobile learning as a core pedagogical activity in higher institutions of learning. Although this model has been used as a minor adjunct to learning activities such as lectures and assignments, it is still not the primary mode of delivery in higher education. Currently, the instructional technology transmitted by means of mobile technology is mainly social and, to a lesser extent, economic. Advanced mobile devices such as "smart" cellular telephones are very popular among people primarily because they are wireless and portable. These functionalities enable users to communicate while on the move. The popularity of these devices is therefore a consequent of their ability to function at multiple levels. Moreover, the intense commercial competitiveness in the mobile device industry is forcing manufacturers to be very innovative, constantly striving to introduce new features that can give them a competitive edge. Against this backdrop, visionary educators, designers and developers should begin to consider the implications of these devices for the modern teaching and learning environment. In such an environment, contents and services can be relayed to a university student by personal wireless mobile devices. This will add another layer to the personal computer-based model of teaching and learning. This also means e-learning will take place in conditions that will be radically different from those educators and learners are familiar with. Providing university students with services, content instruction and information outside the traditional learning space is becoming more acceptable among education providers who predicate their services on the routine use of advanced information and communication technologies. This article seeks to provide a comprehensive definition of mobile learning and attempts to understand why actual learning practices are changing very rapidly while the learning theories that support educational practices are not. To find viable answers, the article will describe the different components of mobile learning that reflect on the increasing mobility of learners, learning and learner technology. The emergence of revolutionary technologies has had a significant impact on educational technology. It has increased the potential of e-learning as a mode of delivery in education. By definition, mobile learning (or "m- learning") is learning by means of wireless technological devices that can be pocketed and utilised wherever the learner's device is able to receive unbroken transmission signals (Attewell & Savill-Smith, 2005). For example, Laouris and Eteokleous (2005) have reiterated the need for a definition of mobile learning that takes into account all the aspects of the mobile learning process Nyir (2002) has also contributed to a philosophy of mobile learning that relies on Dewey's insights into democracy and education. Nyir and his contemporaries argue that mobile devices are responsible for undermining and, in many cases, eliminating the fixity of traditional classrooms such as lecture halls, laboratories and all the paraphernalia of traditional education. For decades, these traditional spaces have depended on static models of communication and devices for subject delivery. Significantly, mobile devices are revolutionary because they transcend the boundaries of the structural stasis of classrooms and lecture halls and their associated modes of communication--they do not have to be confined to one particular place in order to be effective. …

Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK)

Abstract: Preparing preservice teachers for ICT integration in the classrooms is a key focus for many teacher education institutes. This paper examines the perceived development of preservice teachers in terms of their technological knowledge, pedagogical knowledge, content knowledge and the synthesis of such knowledge, i.e., the technological, pedagogical, and content knowledge (TPACK). A questionnaire adapted from Schmidt, Baran, Thompson, Mishra, Koehler, and Shin (2009) was validated using factor analyses and the preservice teachers' TPACK perceptions before and after their ICT course were examined. The results reveal statistical significant gains with good effect sizes. Regression analysis further reveals that technological knowledge, pedagogical knowledge and content knowledge are all significant predictors of preservice teachers' TPACK, with pedagogical knowledge having the largest impact. Implications for designing the ICT instruction of preservice teachers are discussed.

An Inquiry-based Mobile Learning Approach to Enhancing Social Science Learning Effectiveness

Abstract: Introduction Mobile learning entails the kind of learning in which learners use mobile devices with digital content inside, to learn in "anytime, anywhere" situations. Such devices include PDAs (Personal Digital Assistants), laptop computers, cellular phones with wireless communication capabilities, as well as customized hardware (Liu & Hwang, 2010; Shih, Chu, Hwang, & Kinshuk, in press). To avoid students aimlessly wandering around, instructors need to carefully arrange the learning environment and design an interactive learning model, along with meaningful learning content provided in time. In the past decade, mobile learning has been used in a variety of educational fields in both informal and formal settings, such as bird-watching (e.g. Chen, Kao, & Sheu, 2003), chemistry experiments (e.g. Hwang et al., 2009), math (e.g. Zurita & Nussbaum, 2004), language learning (e.g. Cui & Bull, 2005), environmental investigation (e.g. Rogers et al., 2005; Lai et al., 2007; Chu, Hwang, Tsai, & Tseng, 2010), and butterfly ecology learning (e.g. Chu et al., 2008; Hwang, Kuo, Yin, & Chuang, 2010; Hwang, Shih, & Chu, in press). Most of the existing research has been carried out for science, language, or technique-oriented content that trains students to master certain structural or systematic knowledge or skills, while the use of mobile learning technology for social science learning is seldom reported. Moreover, researchers have indicated that, although mobile learning seems to be innovative and interesting to the students, their learning performance could be disappointing without proper learning strategies or tools (Chu et al., 2010; Hwang, Chu, Shih, Huang, & Tsai, 2010). Unfortunately, so far few scholars have applied mobile learning practices in the social science subjects, not to mention proposing effective strategies or tools to facilitate social science learning. To cope with this problem, this research aims to develop a mobile learning system for supporting exploration activities in authentic learning environments. Moreover, to evaluate the effectiveness of this innovative approach, a mobile learning activity for a social science course is conducted by guiding elementary students in southern Taiwan to learn in a local temple with PDAs. The project is targeted, as social science, to include geographical, historical, and cultural issues since learning about the temple in the students' hometown requires overall content learning about these aspects. The students are situated in a learning scenario that combines both the real world (a local temple) and the virtual world (the PDA learning system with access to digital materials) to extend their learning experience. A series of educational activities between the field and the digital system are designed to demonstrate the practices of mobile learning, which emphasizes learning that happens close to real life. To achieve this objective, an inquiry-based approach is proposed for developing the mobile learning system to facilitate students' field studies; in the meantime, the cognitive loads of the students were taken into account when designing the user interface. Furthermore, both qualitative and quantitative analysis methods were used to evaluate the learning performance of the students. Literature Review Inquiry-based learning Inquiry-based learning is a concept which encourages teachers to allow learners to get in touch with authentic situations, and to explore and solve problems that are analogs to real life (Feletti, 1993; Li & Lim, 2008). By means of exploration, investigation, and observation, students become involved in more rigorous social interactions as well as higher level thinking. In inquiries, students not only develop a deeper understanding of the subject, but also 'learn how to learn' (Price, 2001). Lim (2004) stated that online inquiry learning ensures students' positive participation, on-task behavior, and rich collaboration, as well as empowering students' ownership and self-directed learning by increasing their involvement and responsibility for their own learning. …

Exploring the Possibility of Using Humanoid Robots as Instructional Tools for Teaching a Second Language in Primary School

Abstract: As robot technologies develop, many researchers have tried to use robots to support education. Studies have shown that robots can help students develop problem-solving abilities and learn computer programming, mathematics, and science. However, few studies discuss the use of robots to facilitate the teaching of second languages. We discuss whether language teaching needs robot support, whether robots present an appropriate medium for language instruction, and what challenges must be overcome. In order to explore the possibility of using robots as an instructional tool for teaching a second language, this paper reviews prior studies concerning educational robots and analyzes the characteristics of robots and instructional media. Furthermore, we report on the design and testing of five instruction scenarios for teaching second language. Based on our empirical experience, we provide suggestions for future research directions in the realm of robots for language education. Keyword

The Add-On Impact of Mobile Applications in Learning Strategies: A Review Study

Abstract: Mobile devices are more powerful and portable nowadays with plenty of useful tools for assisting people handle daily life. With the advance of mobile technology, the issue of mobile learning has been widely investigated in e-learning research. Many researches consider it is important to integrate pedagogical and technical strengths of mobile technology into learning environments. This review study focuses on the investigation of add-on impact of mobile applications in learning strategies. We surveyed recent researches including context awareness, pedagogical strategy-enhanced learning scenarios, as well as collaborative and socially networked mobile learning. Through this review study, essential characteristics of mobile learning were identified and discussed. With the essential characteristics, we emphasized on the add-on impact of mobile learning and elaborated mobile learning model in learning strategies.

Theory of Planned Behavior and Teachers' Decisions Regarding Use of Educational Technology

Abstract: According to Ajzen's Theory of Planned Behavior (TPB), behavioral intention (BI) is predicted by attitude toward the behavior (AB), subjective norm (SN), and perceived behavioral control (PBC). Previous studies using the TPB to explain teachers' intentions to use technology have resulted in inconsistent findings. This inconsistency might be due to overly broad definitions of the target behavior. To investigate this potential weakness, we defined a specific target behavior, using computers only to create and deliver lessons, and then used the TPB to investigate teachers' decisions. An elicitation study was used to identify teachers' salient beliefs and develop a closed-ended questionnaire. Results of the closed-ended questionnaire revealed that AB, SN, and PBC all were significant predictors of teachers' intentions. However, AB had twice the influence of SN and three times that of PBC. This finding suggests that teachers must have positive attitudes about using computers to create and deliver lessons. They are less concerned about what others think of this practice, and far less bothered by internal or external constraints. Results provide specific information that can be used to design effective teacher development programs and remind TPB researchers of the importance of using specific definitions of the target behavior.

Cultural Differences in Online Learning: International Student Perceptions

Abstract: This article reports the findings of a case study that investigated the perceptions of international students regarding the impact of cultural differences on their learning experiences in an online MBA program. The study also revealed that online instructors need to design courses in such a way as to remove potential cultural barriers, including language, communication tool use, plagiarism, time zone differences and a lack of multicultural content, which may affect international students’ learning performances. The study indicates that a culturally inclusive learning environment needs to consider diversity in course design in order to ensure full participation by international students.

Teachers' Perceptions of Technology Integration in the United Arab Emirates School Classrooms.

Abstract: Introduction Technology integration in the classroom has become an important aspect of successful teaching. It has triggered many researchers to investigate different aspects of such integration (e.g., Kotrlik & Redmann, 2005; Bauer and Kenton, 2005; Judson, 2006; Totter et al., 2006; ChanLin et al., 2006; Zhao, 2007; Gulbahar, 2007; Anderson and Maninger, 2007; Abbit and Klett, 2007; & Wood and Ashfield, 2008). This is because it allows students to learn more in less time and allows schools to focus on global learning environments if used appropriately. In addition, it could be an effective teaching tool when used to engage all students in the learning process (Almekhlafi, 2006a, 2006b). Research shows that there are increasing number of computers being used at home and an increasing number of technological devices available to schools (Goddard, 2002). Research documented teachers' use of computers for different purposes and objectives (e.g., Guha, 2000; Yildirim, 2000; & Rowand, 2000). Some teachers use computers for instructional purposes while others use them for both personal and instructional goals. This study investigates teachers' perceptions of tilizing of computers and other technologies for teaching and learning. Literature Review Technology use in education is becoming an increasingly important part of higher and professional education (Wernet, Olliges, & Delicath, 2000; & Almekhlafi, 2006a, 2006b). Technology not only gives learners the opportunity to control their own learning process, but also provides them with ready access to a vast amount of information over which the teacher has no control (Lam & Lawrence, 2002). According to Rowand (2000), a survey based on a National Center for Education Statistics (NCES, 2000), found that 39% of teachers indicated that they used computers or the Internet to create instructional materials, 34% for administrative record keeping, less than 10% reported to access model lesson plans or to access research and best practices. Novice teachers were more likely to use computers or the Internet. Similarly and according to a report released by the U. S. Department of Education, NCES (2000), novice teachers were more likely to use computers or the Internet to accomplish various teaching objectives. Teachers with at most nine years of teaching experience were more likely compared teachers with 20 or more years of experience to report using computers or the Internet to communicate with colleagues. Because technology integration is a very broad concept and has several aspects and implications, researchers categorized the previous studies into four different categories: (1) Technology Integration and its Impact on Students and Teachers A number of researchers have explored technology integration projects worldwide and reported positive impact on teaching and learning for teachers using technology (e.g., Holinga, 1999; Guha, 2000; Sandholtz, 2001; Manzo, 2001; Sherry et al., 2001; Hong and Koh, 2002; Zorfass and Rivero, 2005, & Almekhlafi, 2006a, 2006b). For example, Guha (2000) reported significant differences and positive correlations between teachers' present computer training, level of comfort, and computer usage in the classroom as compared to their previous training, comfort level, and usage. Manzo's (2001) study found that many of the students who are drawn to Electronic Arts Class were struggling in most of their other classes. Once they saw what they could do with technology, they began to appreciate the importance of doing well in all subjects. Similarly, Sherry et al. (2001) studied the WEB Project. Their findings of a survey assessing the grant's impact on student achievement suggest that teachers should emphasize the use of meta-cognitive skills, application of skills, and inquiry of learning as they infuse technology into their academic content areas. (2) Factors Influencing Teachers' Technology Integration in the Classroom Technology integration at schools and factors affecting such integration has drawn the attention of many researchers and has been of high interest to them. …

Students' Personal and Social Meaning Making in a Chinese Idiom Mobile Learning Environment

Abstract: In this paper, we present a design research study in Mobile Assisted Language Learning (MALL) that emphasizes learner created content and contextualized meaning making. In learning Chinese idioms, students proactively used smartphones on a 1:1 basis to capture photos of the real-life contexts pertaining to the idioms, and to construct sentences with them. Subsequently, in-class or online sharing and discussions on the contexts took place, which would enhance the students' understanding of the proper usage of the idioms. The learning design is grounded in seamless learning that encompasses in-class formal learning and out-of-class informal settings, and personal and social learning spaces. Our analysis of the student artifacts in both product- and process-oriented aspects reveal the students’ cognitive process and learning strategies during the course of content creation. The students' ongoing, open-ended, personal-to-social meaning making process and artifacts have shown some indicators of seamless language learning that has the potential of transforming language learning into an authentic learning experience.

Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base (Book Review).

Abstract: 219 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. Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base (Book Review)

Motivation and Satisfaction in Internet-Supported Learning Environments: A Review

Abstract: Previous studies examined student motivation and satisfaction in Internet-Supported Learning Environments (ISLE) in higher education but none provided a comprehensive analysis of significant methodological and theoretical issues. To contribute toward filling this knowledge gap and then to better inform instructional systems development, practice, and further research, a qualitative review was conducted. The review was guided by these questions: How did ISLE overall impact student motivation and satisfaction? What specific motivation and satisfaction sources were identified? How was motivation measured in ISLE? What research designs were employed to investigate the phenomena? Studies on ISLE published in leading educational technology outlets between 1995 and early 2007 were analyzed. The analysis indicated that technology attributes, course quality, engagement, program format, and support services supported motivation and satisfaction. Studies used task choice, cognitive effort, persistence, skill, and achievement to measure motivation. Survey and experimental designs dominated research on ISLE. Implications for instructional design/system development, practice, and research are discussed.

Turning to Turnitin to Fight Plagiarism among University Students

Abstract: This paper reports on a pilot project of the Turnitin plagiarism detection software, which was implemented to determine the impact of the software on the level of plagiarism among University of Botswana (UB) students. Students’ assignments were first submitted to the software without their knowledge so as to gauge their level of plagiarism. The results recorded the average level of plagiarism among UB students to be 20.5%.The software was then introduced to the students and they were warned that their second assignments would be checked through the software. The results showed a 4.3% decrease in the level of plagiarism among students. A survey was conducted to find out the reasons why students plagiarise and also get the participants’ views on the use of the software to fight plagiarism. To win the fight against plagiarism, the paper recommends that the university adopt a more comprehensive approach in dealing with the problems that addresses, among other things, the fundamental reason why students plagiarise.

Learning Cultures on the Move: Where are we heading?

Abstract: The paper analyzes the globally recognized cultural move towards a more learner-centred education and discusses the implications for the adoption of mobile technologies and design for learning. Current expectations vis-a-vis learner attributes, skills and competences are explored. The pervasiveness of mobile technologies is precipitating these developments, whilst also generating a distinct mobile culture where learners take mobility and context-awareness as starting points and become more visible as innovators, creators and producers. Language learning, one of the most popular application areas of mobile learning, provides fertile ground for the growth of this phenomenon. The paper reviews several innovative language learning applications and concludes by indicating the directions in which we are heading.

Examining the Roles of Blended Learning Approaches in Computer- Supported Collaborative Learning (CSCL) Environments: A Delphi Study

Abstract: In this study, a Delphi method was used to identify and predict the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments. The Delphi panel consisted of experts in online learning from different geographic regions of the world. This study discusses findings related to (a) pros and cons of blended learning approaches in CSCL; (b) blended learning for collaboration in various contexts including the narrative accounts of blended learning approaches in CSCL given by the Delphi panelist; and (c) the future of blended learning in CSCL, via three-phases of online survey questions. Implications for design issues and future research into blended learning and CSCL are also included.

Social Learning Networks: Build Mobile Learning Networks Based on Collaborative Services

Abstract: Recently, the rising of Web 2.0 has made online community gradually become popular, like facebook, blog, etc. As a result, the online knowledge sharing network formed by interpersonal interaction is now a major character of Web 2.0, and therefore, by this trend, we try to build up a collaborative service mechanism and further set up an analysis mechanism under which. A similarity analysis was conducted on learners’ personal data in order to recommend learning partners of the same interests and specialties to learners. Under this recommendation mechanism, we can support Mobile Computer-Supported Collaborative Learning activities (MCSCL), building up learner-oriented mobile learning knowledge networks.

Cyberbullying Victimization among Turkish Online Social Utility Members

Abstract: Introduction Bullying, which can be defined as intentional and aggressive behavior involving an imbalance of power and strength (Kowalski, Limber, & Agatston, 2008), is no longer considered a natural part of growing up since the society has began to understand the deep emotional damage it can cause (Anderson & Sturm, 2007). Several interesting and comprehensive studies have recently been produced regarding school bullying (Hamarus & Kaikkonen, 2008; Jacobson, 2010; Lee, 2010; Shore, 2009) and workplace bullying (Enarsen, Hoel, Zapf & Cooper, 2003; Ferfolja, 2010; Lester, 2009; Roscigno, Lopez & Hodson, 2009) including contributive bodies devoted to research on bullying such as the Bergen Bullying Research Group under Universitas Bergensis. While the issue needs constant research to improve the soundness of the theoretical framework and the quality of everyday practices to prevent bullying, emerging technologies have transformed the everyday experiences of individuals including the ways they bully one another. New information and communication technologies (ICT) with higher levels of interaction and influence on individuals' lives have urged scholars to expand the traditional definition of bullying to the borderless digital world, as technology users are now able to select from a variety of new tools to bully one another including e-mails, instant messaging programs, personal profile Web sites, voting booths, and chat rooms. In this regard, a new form of bullying emerges. Variously referred to as technobullying, electronic bullying, online bullying, or cyberbullying in different resources (Beale & Hall, 2007; McGrath, 2007), this new form involves harassment that is directed at peers through ICTs (Beran & Li, 2005). Lee's (2004) survey of the literature shows that among the varying definitions of the term, six key concepts were common in most definitions: intent, hurt, repetition, duration, power conflict, and provocation. Willard (2005) defined cyberbullying as sending or posting harmful or cruel contents using the digital communication devices and classified the ways cyberbullying may occur as flaming (sending angry, rude or vulgar messages directed at individuals] privately or to online groups), harassment (sending a person offensive messages repeatedly), cyberstalking (harassment with threats of harm, or is highly intimidating), denigration (posting harmful, untrue or cruel statements about other people), masquerade (pretending to be someone else and sending material to make that person look bad, or get into trouble), outing and trickery (sending or posting material that contains private or embarrassing information about a person, engaging in tricks to solicit embarrassing information to make that information public, and forwarding private messages and images), and exclusion (actions that intentionally exclude a person from the community of an online group). Since users have the ability to communicate anonymously on the Internet, they tend to have a lower level of self-awareness, which leads them in turn, to react more aggressively to other individuals than they would otherwise in face-to-face communication settings (Aricak et al., 2008; Beale & Hall, 2007; Sparling, 2004). In addition, perpetrators often lack empathy for victims; they do not witness first hand, the impact of their actions (Froese-Germain, 2008). However, individuals who are deliberately antagonized and intimidated by others are often hurt psychologically. Victims of cyber-bullying reported a variety of negative consequences including anger and sadness (Beran & Li, 2005). A significant relationship between cyberbullying and emotional distress (Juvonen & Gross, 2008; Ybarra, 2004; Ybarra, Mitchell, Wolak, & Finkelhor, 2006) and a correlation between psychological vulnerability and achievement existed (Nishina, Juvonen, & Witkow, 2005) which supported the argument of Feinberg and Robey (2008) that cyberbullying disrupts and affects all aspects of the victims' lives. …

Computer Games for the Math Achievement of Diverse Students

Abstract: Introduction As a way to improve student academic performance, educators have begun paying special attention to computer games (Gee, 2005; Oblinger, 2006). Reflecting the interests of the educators, studies have been conducted to explore the effects of computer games on student achievement. However, there has been no consensus on the effects of computer games: Some studies support computer games as educational resources to promote students' learning (Annetta, Mangrum, Holmes, Collazo, & Cheng, 2009; Vogel et al., 2006). Other studies have found no significant effects on the students' performance in school, especially in math achievement of elementary school students (Ke, 2008). Researchers have also been interested in the differential effects of computer games between gender groups. While several studies have reported various gender differences in the preferences of computer games (Agosto, 2004; Kinzie & Joseph, 2008), a few studies have indicated no significant differential effect of computer games between genders and asserted generic benefits for both genders (Vogel et al., 2006). To date, the studies examining computer games and gender interaction are far from conclusive. Moreover, there is a lack of empirical studies examining the differential effects of computer games on the academic performance of diverse learners. These learners included linguistic minority students who speak languages other than English. Recent trends in the K-12 population feature the increasing enrollment of linguistic minority students, whose population reached almost four million (NCES, 2004). These students have been a grieve concern for American educators because of their reported low performance. In response, this study empirically examined the effects of math computer games on the math performance of 4th-graders with focused attention on differential effects for gender and linguistic groups. To achieve greater generalizability of the study findings, the study utilized a US nationally representative database--the 2005 National Assessment of Educational Progress (NAEP). The following research questions guided the current study: 1. Are computer games in math classes associated with the 4th-grade students' math performance? 2. How does the relationship differ by linguistic group? 3. How does the association vary by gender? 4. Is there an interaction effect of computer games on linguistic and gender groups? In other words, how does the effect of computer games on linguistic groups vary by gender group? Literature review Academic performance and computer games According DeBell and Chapman (2004), of 58,273,000 students of nursery and K-12 school age in the USA, 56% of students played computer games. Along with the popularity among students, computer games have received a lot of attention from educators as a potential way to provide learners with effective and fun learning environments (Oblinger, 2006). Gee (2005) agreed that a game would turn out to be good for learning when the game is built to incorporate learning principles. Some researchers have also supported the potential of games for affective domains of learning and fostering a positive attitude towards learning (Ke, 2008; Ke & Grabowski, 2007; Vogel et al., 2006). For example, based on the study conducted on 1,274 1st- and 2nd-graders, Rosas et al. (2003) found a positive effect of educational games on the motivation of students. Although there is overall support for the idea that games have a positive effect on affective aspects of learning, there have been mixed research results regarding the role of games in promoting cognitive gains and academic achievement. In the meta-analysis, Vogel et al. (2006) examined 32 empirical studies and concluded that the inclusion of games for students' learning resulted in significantly higher cognitive gains compared with traditional teaching methods without games. …

A performance-oriented approach to e-learning in the workplace

Abstract: Despite the ever-increasing practice of using e-learning in the workplace, most of the applications perform poorly in motivating employees to learn. Most workplace e-learning applications fail to meet the needs of learners and ultimately fail to serve the organization’s quest for success. To solve this problem, we need to examine what workplace e-learning requires and how workplace e-learning systems should be developed in line with those requirements. We investigated the problem by identifying the fundamental elements of the workplace learning environment including the learner, organization, learning content and social context, and their relationships. We found that workplace e-learning should align individual and organizational learning needs, connect learning and work performance, and support social interaction among individuals. To achieve this, a performance-oriented approach is proposed in this study. Key performance indicators are utilized to clarify organizational goals, make sense of work context and requests on work performance, and accordingly help employees set up rational learning objectives and enhance their learning process. Using this approach, a prototype system has been developed and a set of experiments have been conducted to demonstrate the effectiveness of the approach.

A Decision-Tree-Oriented Guidance Mechanism for Conducting Nature Science Observation Activities in a Context-Aware Ubiquitous Learning Environment

Abstract: A context-aware ubiquitous learning environment is an authentic learning environment with personalized digital supports. While showing the potential of applying such a learning environment, researchers have also indicated the challenges of providing adaptive and dynamic support to individual students. In this paper, a decision-treeoriented mechanism is developed for that purpose, enabling digital guidance for students to observe and classify real-world objects in the learning activities of natural science courses. To show the effectiveness of the innovative approach, a context-aware ubiquitous learning environment was implemented for the “butterfly and ecology” unit of a fourth-grade natural science course in Taiwan, and 42 students participated in the learning activity. From the surveys and interviews that were conducted to understand the functionalities of the system and the learning effectiveness for the students, the results show that the system had a positive impact on students’ learning, especially on the affective domain, including participation, motivation, and interaction.

A Study of the Efficacy of Project-based Learning Integrated with Computer- based Simulation - STELLA

Abstract: Incorporating computer-simulation modelling into project-based learning may be effective but requires careful planning and implementation. Teachers, especially, need pedagogical content knowledge which refers to knowledge about how students learn from materials infused with technology. This study suggests that students learn best by actively constructing knowledge from a combination of experience, interpretation and structured interactions with peers and teachers when using technology. Simulations do not work on their own, there needs to be some structuring of the students' interactions with the simulation to increase effectiveness. The purpose of this study was to investigate the effectiveness of project-based learning in a technology-rich environment. A science project, Land-use in Watershed, that takes advantage of Internet facilities was developed and integrated with a simulation software package, Structural Thinking and Experiential Learning Laboratory, with Animation, (STELLA) developed to promote deeper understanding of Land-use by students. The Participants in the study were 72 students in a quasi-experimental research design. Statistical analyses showed that students who participated in the manipulation of the experimental model of the watershed experiment and the STELLA simulation performed best on understanding the watershed concept.

Formative Assessment Design for PDA Integrated Ecology Observation

Abstract: Ubiquitous computing and mobile technologies provide a new perspective for designing innovative outdoor learning experiences. The purpose of this study is to propose a formative assessment design for integrating PDAs into ecology observations. Three learning activities were conducted in this study. An action research approach was applied to continually revise the worksheet designs. Twenty-seven 5 th and 6 th graders’ observation skills using PDAs, and their extended inquiry performance using e-diaries were assessed. An e-library, and online scoring and feedback systems were developed accordingly. The results suggest that the embedded formative assessment designs were effective for guiding and supporting the students’ learning progress. The activity worksheets successfully helped the students focus their outdoor learning attention on the target tasks. The e-library provided reliable resources to clarify their observed descriptions, while the automatic scoring and feedback systems were especially helpful in sustaining the students’ persistent effort. Most students demonstrated substantial improvements in their observation skills, and extended their inquiry abilities. The well designed online formative assessment embedded in the activity worksheet is very promising for PDA integrated learning.

Analyzing Online Behaviors, Roles, and Learning Communities via Online Discussions.

Abstract: Online learning communities are an important means of sharing and creating knowledge. Online behaviors and online roles can reveal how online learning communities function. However, no study has elucidated the relationships among online behaviors, online roles, and online learning communities. In this study, 32 preservice teachers participated in an 18-week instruction program. Analyses of online group discussions revealed the following: (a) of thirteen identified online behaviors, the most common were constructing a positive atmosphere, providing opinions for group assignments, and providing reminders of assignment-related work; (b) of eight online roles identified within a group, the most common roles were information providers, opinion providers, and troublemakers; (c) four online learning communities based on “collaboration” and “participation” were identified. The evolution of these online learning communities indicates the interrelationships among online behaviors, roles, and learning communities. Keyword Behavior, Learning community, Preservice teacher, Online discussion, Roles

A Mobile Device and Online System with Contextual Familiarity and its Effects on English Learning on Campus

Abstract: In this study, a mobile device and online system, StudentPartner, is proposed to help students learn English on campus using multimedia and GPS support. Two activities, exploring the campus in English and English presentation, were designed to stimulate students’ deep engagement and interaction with the system. Since students are very familiar with the campus as context, these activities elicit interest and playfulness. An experiment using the proposed system was conducted on the university campus for six months. The results show that positive perceptions of an activity, especially that of exploring the campus, significantly influenced users’ intentions to utilize the proposed system. In addition, it was found that users’ performance in the English presentation activity was significantly correlated with their achievement in learning. Thus, the proposed system, when combined with these two activities is an effective and enjoyable method of learning English that utilizes the concepts of contextual familiarity and the exchange of ideas through presentations.

The Development and Implementation of Scaffolding-Based Self-Regulated Learning System for e/m-Learning

Abstract: This paper proposes a self-regulated learning (SRL) system with scaffolding support in order to develop independent learning skills among students. The SRL system uses self-regulated learning and scaffolding theories to appeal to both instructors and learners. On the part of the instructors, a Content Accessibility Subsystem is provided to easily organize learning materials and to dynamically provide different levels of support for their learners. As for the learners, many subsystems are proposed that provide a conducive mobile learning environment for them. With the application of the scaffolding theory, the system can easily adjust to provide help to the learners, facilitating SRL processes anytime and anywhere, and establishing the learners’ SRL patterns gradually. The learners in the experiment deemed that that the proposed system could provide them selfregulatory attributes. The experiment results show that the average SRL score of learners increases, though the improvement is not significant. However, the result also showed that the SR skills of students in the group of Low SR significantly improved.

Effect of live simulation on middle school students' attitudes and learning toward science

Abstract: This study examined the effect of live simulation on students' science learning and attitude. A total of 311 middle school students participated in the simulation, which allowed them to access and interpret satellite data and images and to design investigations. A pre/post design was employed to compare students' science learning and attitude before and after the simulation. The findings revealed positive changes in students' attitudes and perceptions toward scientists, while male students had more positive adoption toward scientific attitudes than females. The study also found that the change in student's science learning was significantly influenced by the teacher. Hence, teacher classroom preparation for the simulation experience proved vital to students' attitudes toward science as well as their scientific understanding. Implications for effective use of simulation to increase science-related career awareness and inform effective teaching practice are shared and discussed.

The 3P Learning Model

Abstract: Chatti, M. A., Jarke, M., & Specht, M. (2010). The 3P Learning Model. Educational Technology & Society, 13(4), 74–85.

User Acceptance of Mobile Knowledge Management Learning System: Design and Analysis

Abstract: Thanks to advanced developments in wireless technology, learners can now utilize digital learning websites at anytime and anywhere. Mobile learning captures more and more attention in the wave of digital learning. Evolving use of knowledge management plays an important role to enhance problem solving skills. Recently, innovative approaches for integrating knowledge management into practical teaching activities have been ignored. This is the first study to focus the design of a mobile knowledge management learning system that encourages learners to acquire, store, share, apply and create knowledge. When learners use different mobile devices to learn, larger screens perform better than smaller ones in the task performance and system working quality. Analyzed by learning achievements, the experimental group has a rather significant effect in adopting mobile knowledge management learning system than the control group of traditional classroom lectures. After evaluating the system acceptance by questionnaire survey, the experiment results indicate that (1) perceived easy to use can positively predict perceived usefulness by learners, (2) perceived easy to use and perceived usefulness can positively predict behavioral intention of the system acceptance. Perceived usefulness is the key factor for learners’ willingness to be guided through the system’s learning process.

Internet Use and Child Development: Validation of the Ecological Techno- Subsystem

Abstract: Johnson and Puplampu recently proposed the ecological techno-subsystem, a refinement to Bronfenbrenner’s theoretical organization of environmental influences on child development. The ecological techno-subsystem includes child interaction with both living (e.g., peers) and nonliving (e.g., hardware) elements of communication, information, and recreation technologies in immediate or direct environments. The theoretical techno-subsystem requires empirical validation. Parents of 128 children in first through sixth grade consented to cognitive developmental assessment of their children and completed questionnaires on children’s use of the Internet at home and family socioeconomic characteristics. In general, indices of home Internet use accounted for more of the variance in children’s cognitive development than did indices of socioeconomic status. The ecological techno-subsystem furthers our understanding of environmental influences on child development by emphasizing the impact of digital technologies on cognitive growth during childhood.

A Study of Contextualised Mobile Information Delivery for Language Learning

Abstract: Mobile devices offer unique opportunities to deliver learning content in authentic learning situations. Apart from being able to play various kinds of rich multimedia content, they offer new ways of tailoring information to the learner’s situation or context. This paper presents the results of a study of mobile media delivery for language learning, comparing two context filters and four selection methods for language content. Thirty-five people (18 male, 17 female; M = 31.06 years, SD = 8.93) participated in this study, divided over seven treatments in total. The treatment groups were compared on knowledge gain, and the results indicated that the results differed significantly. The results found indicated an effect of both context filters as selection methods on the learner performance. In addition, the results indicated a cost/benefit trade-off that should be taken into account when developing contextualised media for learning.

Affective Transitions in Narrative-Centered Learning Environments.

Abstract: Introduction Affect has begun to play an increasingly important role in intelligent tutoring systems (ITS). The ITS community has seen the emergence of work on affective student modeling (Conati & Mclaren, 2005), detecting frustration and stress (Burleson, 2006; McQuiggan, Lee, & Lester, 2007; Prendinger & Ishizuka, 2005), modeling student uncertainty (Forbes-Riley & Litman, 2007), modeling agents' emotional states (Andre & Mueller, 2003; Gratch & Marsella, 2004; Lester, Towns, & FitzGerald, 1999), devising affectively informed models of social interaction (Johnson & Rizzo, 2004; Paiva et al., 2005; Porayska-Pomsta & Pain, 2004; Wang et al., 2008), detecting student motivation (de Vicente & Pain, 2002), and diagnosing and adapting to student self-efficacy (Beal & Lee, 2005; McQuiggan, Mott, & Lester, 2008). All of this work seeks to increase the fidelity with which affective and motivational processes are understood and utilized in intelligent tutoring systems in an effort to increase the effectiveness of tutorial interactions and, ultimately, learning. Recent work seeking to characterize the affective experience of learners interacting with intelligent learning environments has considered student affective trajectories occurring during learning. D'Mello, Taylor, & Graesser (2007) studied the likelihood of affective transitions among six affective states (boredom, flow, confusion, frustration, delight, and surprise) that were found to be relevant to complex learning (Craig, Graesser, Sullins, & Gholson, 2004). In general, learners are likely to persist in the same affective state (e.g., transitioning from a state of boredom to boredom is likely, and in some cases, significantly more likely than transitioning to another affective state). This analysis was conducted in the AutoTutor learning environment (Craig et al., 2004; D'Mello et al., 2007). Baker, Corbett, Koedinger, & Wagner (2004) were able to replicate many of D'Mello et al.'s (2007) findings when they calculated the likelihood of affective transitions in the Incredible Machine: Even More Contraptions, a simulation-based learning environment (2007). Baker et al. (2004) extend their analyses to investigate how usage choices affect emotion transitions. This work found that confused learners are likely to game the system. Further, it was found that students who game the system are unlikely to transition into a confused state (Baker, Rodrigo, & Xolocotzin, 2007). In this article we investigate the likelihood of affective transitions in a narrative-centered learning environment, Crystal Island. The Crystal Island environment uses narrative as a mechanism to contextualize learning, making the experience meaningful. Contextualized learning experiences are known to encourage regulated learning behavior (Perry, 1998) and influence student learning and motivation (Linnenbrink & Pintrich, 2001). Because Crystal Island incorporates an engaging storyline into the learning experience, we supplement the known relevant emotions to learning used by D'Mello et al. (2007) and Baker et al. (2007) with affective states that may be relevant to the story (anger, anxiety, boredom, confusion, delight, excitement, fear, flow, frustration, and sadness). We extend our analysis of affective transitions to evaluate the impact of character empathetic responses (parallel vs. reactive empathy) to student affect and the relative impact on transitions. We further extend our analysis to investigate whether additional factors may affect the frequency of transitions between affective states, turning our attention to characteristics of the students. We have chosen four characteristics to examine based on their potential influence on learning and reaction to the learning environment: gender, personality, goal orientation, and presence. The article is organized as follows. First we describe CRYSTAL ISLAND, the narrative-centered learning environment that has been developed in our lab for the domains of microbiology and genetics. …