Showing papers in "Educational Technology & Society in 2011"

Adding innovation diffusion theory to the technology acceptance model: Supporting employees' intentions to use e-learning systems

Abstract: This study intends to investigate factors affecting business employees’ behavioral intentions to use the elearning system. Combining the innovation diffusion theory (IDT) with the technology acceptance model (TAM), the present study proposes an extended technology acceptance model. The proposed model was tested with data collected from 552 business employees using the e-learning system in Taiwan. The results show that five perceptions of innovation characteristics significantly influenced employees’ e-learning system behavioral intention. The effects of the compatibility, complexity, relative advantage, and trialability on the perceived usefulness are significant. In addition, the effective of the complexity, relative advantage, trialability, and complexity on the perceived ease of use have a significant influence. Empirical results also provide strong support for the integrative approach. The findings suggest an extended model of TAM for the acceptance of the e-learning system, which can help organization decision makers in planning, evaluating and executing the use of e-learning systems.

A New Approach toward Digital Storytelling: An Activity Focused on Writing Self-Efficacy in a Virtual Learning Environment.

Abstract: Recently, computer technology and multimedia elements have been developed and integrated into teaching and learning. Entertainment-based learning environments can make learning contents more attractive, and thus can lead to learners' active participation and facilitate learning. A significant amount of research examines using video editing software to create video clips for digital storytelling activities. However, in this study, we suggest performing digital storytelling in virtual worlds with open-ended, edutainment elements, and place more stress on the writing process. The purpose of this study is to examine the effects of writing for digital storytelling on writing self-efficacy and on flow in the virtual reality learning environment known as Second Life. The researchers organized an activity for undergraduate students to create digital stories. Participants were divided into two groups. One group created their digital stories in Second Life. The other group created their digital stories off-line. The two groups’ independent sample t-tests were employed to compare writing self-efficacy and flow. The results of the experiment demonstrate that digital storytelling in a virtual learning environment is more effective than digital storytelling off-line. The findings of this study suggest that the technique of digital storytelling can be used effectively in classroom settings to teach writing.

Assessing the Acceptance of a Blended Learning University Course

Abstract: Usefulness and ease of use proved to be key determinants of the acceptance and usage of e-learning. On the contrary, little is known about students’ perceptions in a blended learning setting. In this paper, the Technology Acceptance Model (TAM) was utilised, in order to investigate Greek university students’ attitudes toward blended learning. The goal of the study was twofold. First, to investigate whether the students’ perceptions in a blended learning setting were comparable with other studies reporting perceptions in the context of distant learning. Second, to investigate variation in students’ perceptions before and after actual system use. A sample of 130 students before actual system use and 102 students after the end of the semester was used. As derived from the model analysis using partial least squares, the e-learning system was well accepted and the majority of our hypotheses were confirmed. The most notable difference between pre- and post- use scenario was that perceived usefulness did not prove to have a significant effect on behavioral intention before system use, whereas, in the end, it appeared to be significant. The results are compared with similar studies focused on elearning acceptance. The implications, both for the designer of a blended learning course as well as for the educational community, are also discussed.

Students' Acceptance of Tablet PCs and Implications for Educational Institutions

Abstract: This research develops and empirically tests a factor model for understanding college students’ acceptance of Tablet PC (TPC) as a means to forecast, explain, and improve their usage pattern in education. The analysis involved more than 230 students from a regional Midwestern institution. Overall, our model exhibited a good fit with the data and provided satisfactory explanatory power for students’ acceptance of TPC in an educational setting. Analysis of the results suggests a number of implications to educational institutions. Most notably are the need for programs aimed at influencing students’ attitudes and perceptions towards TPC, creating an environment of a positive image surrounding the use of TPC on campus, and facilitating the use of TPC.

Using a Wiki to Scaffold Primary-School Students' Collaborative Writing

Abstract: This small-scale case study explores the challenges and potential benefits of a wiki for students and teachers in a primary-five English-language class in Hong Kong. The study examined how the wiki’s key affordances might help in scaffolding students during their collaborative writing projects. The study found that the use of a wiki in a class of primary-five students in a Chinese primary school where English is taught as a second language (L2) was perceived positively. Students enjoyed using the wiki, and the overall perception was that it helped foster teamwork and improved writing. The tracking functionality of the wiki gave in-depth information about the types of edits the students were making and helped the teacher to provide necessary support and feedback, scaffolding their editing process. Findings from this study may help illuminate how Web 2.0, specifically wikis, can help scaffold primary-school L2 writers in collaborative learning.

Self-Efficacy in Internet-Based Learning Environments: A Literature Review

Abstract: This paper reviews 46 papers from 1999 to 2009 regarding self-efficacy in Internet-based learning environments, and discusses three major categories of research: (1) learners’ Internet self-efficacy, assessing learners’ confidence in their skills or knowledge of operating general Internet functions or applications in Internet-based learning; (2) the interplay between learners’ general academic self-efficacy and their Internetbased learning, and (3) learners’ self-efficacy, particularly in terms of Internet-based learning. In general, students’ self-efficacy plays a positive role in their attitude towards and their processes and outcomes derived from Internet-based learning. It was found that for the reviewed studies, a significant amount of research has adopted search tasks to predict students’ learning outcomes in Internet-based settings, implying that search tasks may still be considered as the most commonly implemented Internet-based learning activities. All of the studies utilized questionnaires or surveys for assessing students’ self-efficacy, and mostly selected students in higher education institutes as their samples. It was also found that relatively few empirical studies were conducted from the theoretical perspectives of the initially proposed concept of self-efficacy.

Using Online EFL Interaction to Increase Confidence, Motivation, and Ability

Abstract: Teachers of English as a Foreign Language (EFL) in Taiwan often use an outdated lecture-memorization methodology resulting in low motivation, confidence, and ability on the part of students. Innovative educators are exploring use of technology, such as videoconferences with native speakers, to enrich the classroom; however few guidelines have been developed for effective videoconference instructional design. This study used a survey methodology, Exploratory Factor Analysis, and Structural Equation Modeling to examine which elements of learning via videoconferencing most beneficially affect motivation, confidence, and ability. The study found that long-term changes in ability are best predicted by enjoyment of the learning experience. The data also suggested that even a small amount of authentic interaction in English made students more comfortable in applying their skills, more confident in what they learned, and more inspired to make global, cross-cultural connections. Therefore, EFL instructors should strive to use student-centered active learning and to offer their students interactions with native speakers, including interactions via distance technology.

Podcasting in Education: Student Attitudes, Behaviour and Self-Efficacy

Abstract: The aim of the present study was to describe the characteristics of podcast users, compare uptake across courses, examine preferred modes of use and satisfaction, assess the impact of podcasts on lecture attendance, and evaluate reasons for use and non-use. Participants were 273 undergraduate students enrolled in six diverse courses at a large Australian university. Results suggested differences in uptake and satisfaction across courses, with later year students more satisfied than first year students. Although podcast users were older, worked longer hours in paid employment, and attended fewer lectures than those who did not use podcasts, results also suggest that users had more contact with staff and reported higher levels of academic self-efficacy than nonusers. Suggestions for improvements to current podcasting provisions are offered and directions for future research are provided. In particular the need to tap into the use of podcasts for examination revision is highlighted.

Understanding Complex Natural Systems by Articulating Structure-Behavior- Function Models

Abstract: Artificial intelligence research on creative design has led to Structure-Behavior-Function (SBF) models that emphasize functions as abstractions for organizing understanding of physical systems. Empirical studies on understanding complex systems suggest that novice understanding is shallow, typically focusing on their visible structures and showing minimal understanding of their functions and invisible causal behaviors. In this paper, we describe an interactive learning environment called ACT (for Aquarium Construction Toolkit) in which middle-school students construct SBF models of complex systems as a vehicle for gaining a deeper understanding of how such systems work. We report on the use of ACT in middle-school science classrooms for stimulating, scaffolding, and supporting SBF thinking about aquarium systems as examples of complex systems. We present preliminary data indicating that SBF thinking, facilitated in part by the ACT tool, leads to enhanced understanding of the behaviors and functions of aquaria.

A New ICT Curriculum for Primary Education in Flanders: Defining and Predicting Teachers' Perceptions of Innovation Attributes

Abstract: Teachers play a pivotal role in implementing educational innovations and realising curriculum change. Consequently, their perceptions of innovations and curricula content are of crucial importance. In this study, teachers’ perceptions of the new ICT curriculum in Flanders are examined. This curriculum reflects Flemish society’s underlying vision of the role of technology and ICT in teaching and learning. The curriculum is compulsory for all primary schools and focuses on the cross-curricular integrated use of ICT. Teachers’ perceptions of the curriculum are operationalised using Rogers’ innovation diffusion theory, and are specified as innovation attributes. These are defined as the perceived characteristics of the ICT-curriculum. Factors explaining these attributes are investigated. A questionnaire is administered to a representative sample of Flemish teachers (N = 471). Factor analysis and hierarchical regression analysis are conducted. The results indicate that teachers have moderate opinions about the new ICT curriculum and that both teacher and school level conditions explain teachers’ perceived characteristics of the new ICT curriculum. ‘ICT competences of teachers’ and the ‘schools’ ICT vision and policy’ were found to be the strongest predictors. These results are of particular importance to policy makers and school leaders and shed light on the complex process of ICT curriculum implementation.

Comparison of Web 2.0 Technology Acceptance Level Based on Cultural Differences

Abstract: In order to inform educators in higher education on the integration of Web 2.0 applications for engaging and effective learning experiences, this survey study compared the use and acceptance of Web 2.0 applications between American and Korean college students through the lens of cultural differences. Undergraduate students were recruited to participate in this study in the U. S. and the South of Korea, producing 183 usable responses. Targeting six Web 2.0 applications (blogs, instant messenger, online social communities/Facebook, online video sharing/YouTube, online video & audio conference/Skype, and social virtual communities/Second Life) the survey investigated five categories of technology acceptance based on the Unified Theory of Acceptance and Use of Technology. Significant differences on utilization level and the anxiety level for using them were found in numerous Web 2.0 applications. Korean students responded that most Web 2.0 applications are apprehensive for them to use when compared to their counterparts in the U.S.. The study further discussed the observed differences based on cultural theories and their implications on Web 2.0 learning technology integration.

Concept Maps as Cognitive Visualizations of Writing Assignments

Abstract: Writing assignments are ubiquitous in higher education. Writing develops not only communication skills, but also higher-level cognitive processes that facilitate deep learning. Cognitive visualizations, such as concept maps, can also be used as part of learning activities including as a form of scaffolding, or to trigger reflection by making conceptual understanding visible at different stages of the learning process. We present Concept Map Miner (CMM), a tool that automatically generates Concept Maps from students’ compositions, and discuss its design and implementation, its integration to a writing support environment and its evaluation on a manually annotated corpora of university essays (N=43). Results show that complete CM, with concepts and labeled relationships, are possible and its precision depends the level of summarization (number of concepts) chosen.

Using Wikis for Learning and Knowledge Building: Results of an Experimental Study.

Abstract: Computer-supported learning and knowledge building play an increasing role in online collaboration. This paper outlines some theories concerning the interplay between individual processes of learning and collaborative processes of knowledge building. In particular, it describes the co-evolution model that attempts to examine processes of learning and knowledge building by working on wikis. We report an experimental study that aimed at testing some predictions of this model empirically. The results support the assumption that accommodative knowledge building and a development of conceptual knowledge takes place particularly when there is incongruity at a medium level between people’s knowledge and the information contained in a digital artefact. In contrast, assimilative knowledge building and the development of factual knowledge depends largely on people’s prior knowledge. Concluding, the consequences of these findings on educational uses of wikis are discussed.

A Web-based Decision Support Tool for Academic Advising

Abstract: Student advising is an important and time-consuming effort in academic life. This paper attempts to solve a technology-based “last mile” problem by developing and evaluating a web-based decision support tool (the Online Advisor) that helps advisors and students make better use of an already present university student information system. Two questionnaires were administered to 20 undergraduate students and five faculty members: one to gain insight about their perception of the current advising process, and the other to assess the usability of the proposed Online Advisor. 79% of users stated that they were satisfied with the Online Advisor. 90% rated the Online Advisor as effective and efficient. More than 75% rated the Online Advisor as useful and helpful.

Design and Implementation of a 3D Multi-User Virtual World for Language Learning

Abstract: The best way to learn is by having a good teacher and the best language learning takes place when the learner is immersed in an environment where the language is natively spoken. 3D multi-user virtual worlds have been claimed to be useful for learning, and the field of exploiting them for education is becoming more and more active thanks to the availability of open source 3D multi-user virtual world development tools. The research question we wanted to respond to was whether we could deploy an engaging learning experience to foster communication skills within a 3D multi-user virtual world with minimum teacher’s help. We base our instructional design on the combination of two constructivist learning strategies: situated learning and cooperative/collaborative learning. We extend the capabilities of the Open Wonderland development toolkit to provide natural text chatting with non-player characters, textual tagging of virtual objects, automatic reading of texts in learning sequences and the orchestration of learning activities to foster collaboration. Our preliminary evaluation of the experience deems it to be very promising.

Cooperative Weblog Learning in Higher Education: Its Facilitating Effects on Social Interaction, Time Lag, and Cognitive Load.

Abstract: This paper examines the effects of using weblog technologies to support cooperative learning in higher education. The study focused on the effects of features embedded in weblogs on social interactions, time lags, and cognitive loads. A quasi-experimental control-group research design was adopted. The participants were 115 undergraduates who were randomly divided into two groups. Students in the comparison group engaged in Jigsaw learning activities in the classroom, while the experimental group used a weblogging system during parts of the cooperative processes. Two findings were found. (1) Weblogs with Jigsaw cooperative learning activities, promoted better social interactions than those found in the comparison group. (2) RSS feeds and keyword searches made important contributions to cooperative learning, more than had been previously identified in the literature. These two components were found to alleviate cognitive overload and the consequences of time lag. Consequently, this study provides new insights into the role of weblogging in higher education.

On the Changing Nature of Learning Context: Anticipating the Virtual Extensions of the World

Abstract: Contextual learning starts from the premise that learning cannot take place in a vacuum, but should somehow be connected with real world attributes to make sense to learners. Today, digital media tend to bring about new dimensions of context: internet connections and mobile devices enable learners to overcome restrictions of time and location, and neglect the physical boundaries and limitations of the learning environment. This calls for reconsidering contextual learning. This paper takes a theoretical stand by conceptualising the notion of learning context in the light of its virtualised extensions. It explains the historical and pedagogical backgrounds of contextual learning and reviews existing models that deal with context parameters. The paper identifies and discusses the constituting components of context for learning and it demonstrates how attributes of virtual representations affect the nature of context. The overall purpose of the paper is re-establishing the notion of contextual learning in the light of emerging digital media and making explicit the various dimensions involved.

Knowledge Visualization for Self-Regulated Learning.

Abstract: The Web allows self-regulated learning through interaction with large amounts of learning resources. While enjoying the flexibility of learning, learners may suffer from cognitive overload and conceptual and navigational disorientation when faced with various information resources under disparate topics and complex knowledge structures. This study proposed a knowledge visualization (KV) approach to this problem in an online course. The investigation involved the design, development, and evaluation of an enhanced learning system for the course using the proposed approach. The focus was on visualization of domain knowledge structure and integrating the structure with curriculum design, learning resources, learning assessment, intellectual process, and social learning. Survey and interviews with students demonstrated high user satisfaction and acceptance with the developed system and its functions for KV. These findings lay the foundation for further exploration with the system to determine its impact on reducing cognitive load and improving the learning process.

Jordanian Pre-Service Teachers' and Technology Integration: A Human Resource Development Approach

Abstract: The purpose of this study was to test a model in which technology integration of pre-service teachers was predicted by a number of university-based and school-based factors. Initially, factors affecting technology integration were identified, and a research-based path model was developed to explain causal relationships between these factors. The results supported the hypothesized causal model. The model parameter estimates clearly revealed that a number of factors influenced pre-service teachers' technology integration in their field training. With regard to the university-based factors, the modeling of technology was a highly influential factor impacting pre-service teachers' technology self-efficacy, technology proficiency, and usefulness of technology. Technology self-efficacy was the most important factor with the highest direct effect on technology integration. With regard to the school-based factors, the support structure was the most influential factor with the highest direct effect on technology integration. This study provides some evidence that this model is helpful in determining pre-service teachers' efforts to integrate technology into their classroom practice during field training.

Exploring the meaningful learning of students in Second Life

Abstract: This study reports a case study in which a pedagogical model, namely the Global Virtual Education (GloVEd) model, which is based on the teaching-studying-learning process (TSL process) and the characteristics of meaningful learning, is developed and used to evaluate students’ meaningful learning experiences during the Global Virtual Collaboration Project (GVCP) course in spring 2009. During the course, using collaboration technologies, global student (N = 54) teams solved a creative design task. The data were collected and analyzed using various methods. The results suggest that the GVCP course supported the process characteristics of meaningful learning and its outcomes, although the individual, critical, and interactive characteristics were not fully realized. In addition, Second Life (SL) did not contribute to the realization of the goal-oriented, collaborative, conversational, and immersive characteristics. Several implications can be drawn from the results with respect to creative design.

Usability Testing and Expert Inspections Complemented by Educational Evaluation: A Case Study of an e-Learning Platform

Abstract: Introduction In the context of the inclusive knowledge society, the role of system interfaces that are more closely tailored to the way people naturally work, live and acquire knowledge is unquestionably recognized as important. In addition, the need for active and accessible learning promotes only the e-learning that engages the users effectively. Nevertheless, despite so much publicity and activity, the progress in the field of e-learning has been relatively slow until recently, when problems were often associated with poor designed e-learning applications cf. (SIGCHI, 2001; Granic, 2008). It seems that too much of the research has been driven by technical possibilities, while paying inadequate attention to the area of application. This issue has been ignored for some time, in the hope that new technologies will somehow resolve the lack of real progress. However, to efficiently communicate the contents and improve the learning experience, interaction mechanisms merit particular consideration. Usability studies in the e-learning field are not very frequent despite the important role that usability plays in the success of every e-learning system. If the interface is not transparent and easy to use, the learners/students concentrate on interaction aspects and not on acquiring content. In addition, it has been claimed that usability assessment needs further consideration of the learning perspective. Namely, the approaches to e-learning usability range from those adapted to e-learning to those applying heuristics without special adjustment to the educational context. Accordingly, as an established set of heuristics and a joint evaluation methodology for e-learning systems do not exist yet, there is obviously a need for further research and empirical evaluation. The paper reports on a case study of an e-learning platform implemented in the network of fourteen European schools. The contribution of this paper is two-fold. First, it critically examines the usability of a large-scale e-learning system across several countries in Europe. The second contribution of the paper is providing some general findings and lessons learned from the experience. Usability testing, which integrated six empirical methods into a laboratory-based test, was complemented with heuristic inspections. Interface compliance with Nielsen's (1994) traditional principles was enhanced with experts' judgment of the system's "educational evaluation" by means of three sets of criteria: Learning with software heuristics (Squires & Preece, 1999), Educational design heuristics (Quinn, 1996) and Pedagogical dimensions (Reeves, 1994). We expect that this contribution with its general findings and know-how from the experience will facilitate the understanding on how to evaluate and improve the usability of e-learning systems based on users' (learners'/students' and teachers') and experts' feedback. Since there are limited studies in the field, this contribution adds to the body of knowledge. Related Work Research in the human-computer interaction (HCI) field has provided numerous principles and guidelines that can steer designers in making their decisions. Although applying good design guidelines alone is a good start, it is no substitute for system usability evaluation. In general, usability is context-dependent and is shaped by the interaction between users, tasks and system purpose. A variety of usability evaluation methods have been developed over the past few decades and most are grouped into usability test methods, user-based involving end-users, and inspection methods engaging HCI experts. Research studies involving different kinds of applications, different user groups and evaluation techniques have been conducted and the need for combining the methods is well understood in the usability field; see e.g., Sears & Jacko (2008). To analyze usability of interaction mechanisms of e-learning systems, more or less standard assessments and studies have been carried out. …

Student Engagement with, and Participation in, an e-Forum

Abstract: This paper examines engagement with an online discussion forum, aiming to identify the different levels of participation and to investigate factors that encourage or discourage student participation. The case involved the posing of a short real-life problem via a forum on the university’s virtual learning environment. An in-class survey was conducted to identify students’ participation and attitudes toward the forum. Students understood the benefits of the task, but did not participate due to time pressures and lack of motivation. The reasons for this were found to be inadequate explanation and encouragement to do the task, and insufficient moderator participation. Recommendations for improving forum participation are provided.

Serious and Playful Inquiry: Epistemological Aspects of Collaborative Creativity

Abstract: This paper presents the results of a micro-genetic analysis of the development of a creative solution arrived at by students working collaboratively to solve a robotics problem in a sixth-grade science classroom. Results indicate that four aspects of the enacted curriculum proved important to developing the creative solution, including the following: an open-ended, goal-oriented task; teacher modeling of inquiry techniques; provision of tools and an environment that allowed students to move between dual modes of interaction (seriousness and play); and provision of tools and an environment that allowed students to jointly develop a shared understanding achieved through tool-mediated, communicative, and cognitive interaction. The findings suggest that play is an important mode of inquiry if creativity is the learning goal. Implications of this research for the design of learning spaces as well as directions for future collaborative creativity research are discussed.

A Constructivist Approach for Digital Learning: Malaysian Schools Case Study.

Abstract: The purpose of this study was to investigate the influences of Constructivist Learning Environments (CLEs) through the use of laptops supported within 1:1 e-learning education in Malaysian schools. The main objectives of this study were to investigate (a) different possible gaps between constructivist theory and classroom practices in Malaysian schools, (b) success, if any, of the classroom students who would undertake Classmate PC (CMPC) classroom putting while into practice a constructivist approach to learning, and (c) develop a conceptual framework model based on students’ communication in a constructivist learning environment. Yet, (d) there is a strong need to address Constructivist Learning Environments (CLEs) practices on local Malaysian settings. A modified Constructivist eLearning Environment Questionnaire (CLEQ) survey used in this study was multiply regressed against student Perceived Learning Outcomes (PRCVD). Findings revealed different aspects of students’ learning outcomes and enforcement to use creative thinking in building students’ knowledge within constructivism learning context.

Conceptual Model Learning Objects and Design Recommendations for Small Screens.

Abstract: This article presents recommendations for the design of conceptual models for applications via handheld devices such as personal digital assistants and some mobile phones. The recommendations were developed over a number of years through experience that involves design of conceptual models, and applications of these multimedia representations with students in schools and higher education. Three sets of design recommendations are discussed: design presentation of conceptual models, small screen design, and design in relation to specific learning uses. These recommendations should prove useful to designers of multimedia resources and professionals engaged in instructional uses of these representations. The article calls for researchers to pay more attention to the design of conceptual models and other forms of multimedia resources and their instructional uses.

Training in Mental Rotation and Spatial Visualization and Its Impact on Orthographic Drawing Performance

Abstract: This paper reports the findings from an experimental study based on the pretest posttest research design that studied mental rotation (MR) and spatial visualization (SV) training outcomes and their impact on orthographic drawing performance. The sample of the study comprised 98 secondary school students (36 girls, 62 boys, Mage = 15.5 years, age range: 15 -16 years) who were randomly assigned into two experimental groups and a control group. The first experimental group trained in an interaction-enabled condition, the second experimental group trained in an animation-enhanced condition and the control group trained using printed materials. The research instruments used were computerized versions of the Mental Rotation and Spatial Visualization tests. Data were analyzed using a Statistical Package for Social Science, SPSS version 14.0. The results reveal a significant performance gain in spatial visualization and mental rotation accuracy, but not in mental rotation speed. The training method seems to be interlinked with SV, as the interaction-enabled group outperformed the other groups. In addition, technology based training methods seem more efficient, as both experimental groups performed better than the control group in MR accuracy. Moreover, gender was a significant variable, with boys attaining differential improvement gains, as opposed to girls. The group gaining higher SV through training performed better in solving an Orthographic Drawing task, indicating that the training method is related to the application of the received mental processes, in solving the task. Additionally, this particular finding implies that the cognitive process invoked in solving an orthographic drawing may share similar process associated with spatial visualization. Implications of the research findings are also discussed in this paper.

Blogging for Informal Learning: Analyzing Bloggers' Perceptions Using Learning Perspective

Abstract: This study defines a blog as a contemporary web-based environment that can make a difference in adult informal learning practice. An online survey with 70 adult bloggers in Korea was undertaken to understand the nature of adults’ blogging and its meanings in terms of learning. This study investigates (a) adults’ blogging experiences related to learning, (b) bloggers’ perceptions of the usefulness of blogging in terms of four perspectives on learning processes (i.e., learning as an acquisition process, a reflection process, a practice-based community process, and an embodied co-emergent process), and (c) the link between adult informal learning and blogging. The findings show that the majority of participants became aware of positive changes, including learning experiences, in everyday life after blogging. Among the four perspectives on learning processes, bloggers perceived blogging mainly as acquisition and/or reflection oriented learning process. Also, adult bloggers identified the characteristics of learning through blogging as ‘self-directed,’ ‘practical,’ ‘situative,’ ‘unlimited and accessible,’ and ‘self-regulated,’ which are distinguished from those of formal education in schools. This study therefore implies that the blog can be a meaningful learning environment and the blogging can be a significant factor in having the informal learning for adults more enriched and fulfilled.

Anonymity in Blended Learning: Who Would You like to Be?

Abstract: This paper examines the learning outcomes associated with implementing discussion forums and blog writings using pseudonyms in blended learning. Although anonymity or masking one’s identity has been used as a teaching strategy designed to induce higher writing production and lowering anxiety in face-to-face writing instruction, little research has been reported investigating whether this strategy enhances learning outcomes in blended learning. This paper provides a research framework to clarify the position of anonymity in writing instruction. Through this, field-related research questions are identified. The study found that online writing assignments using pseudonyms can be an effective teaching strategy that induces higher online participation, especially among students who are hesitant to participate in a traditional classroom setting. In this anonymous context, students prefer gender-free pseudonyms, assuming no human identities online, in contrast to a previous research that considers pseudonyms as a form of expression of one’s preferred identity.

Ubiquitous English Learning System with Dynamic Personalized Guidance of Learning Portfolio

Abstract: Situated learning has been recognized as an effective approach in enhancing learning impressions and experiences for students. Can we take advantage of situated learning in helping students who are not English native speakers to read English articles more effective? Can the effectiveness of situated learning be further promoted by individual portfolio? This paper proposes a situated and reading-based English learning system that integrates a reading guidance mechanism into the development of an English learning environment. To facilitate reading, the system offers not only translation of the vocabulary but also the powerful functions such as translation, pronunciation and explanations of sentences, paragraphs and articles. More importantly, the guidance mechanism provides personalized reading suggestions for increasing learning performance according to the assessment of defined dynamic parameters. The assessment refers to a detailed record of the learner behavior, kept as a Learning Portfolio by the system, for improving the accuracy of reading guidance. The experiments show that learners who adopted a situated and reading-based English learning system exhibited higher quality performance than those who adopted conventional learning systems. And, the performance of learners who utilized the learning support system with a reading guidance mechanism was of higher quality than that of learners who merely utilized a simple situated learning system.

The Influence of Adult Learners' Self-Directed Learning Readiness and Network Literacy on Online Learning Effectiveness: A Study of Civil Servants in Taiwan

Abstract: This study examined the effect of civil servants’ Self-Directed Learning Readiness (SDLR) and network literacy on their online learning effectiveness in a web-based training program. Participants were 283 civil servants enrolled in an asynchronous online learning program through an e-learning portal provided by the Regional Civil Service Development Institute in Taiwan. Data were collected via a questionnaire containing three parts: SDLR scale, network literacy scale, and online learning effectiveness scale. The findings indicated civil servants’ SDLR and network literacy were positive; however, participants’ involvement in online discussion was not appreciated according to the reported score of online learning effectiveness. Analysis of the data also revealed that three factors of SDLR (active learning, love of learning, and independent learning) and two constructs (Internet skill and information evaluation) of network literacy were significant predictors in predicting online learning effectiveness of civil servants. Additionally, civil servants’ SDLR appeared to be the most important element in determining their online learning success based on the research findings.