Showing papers in "Interdisciplinary Journal of e-Learning and Learning Objects in 2011"

[Chais] Teachers in a World of Change: Teachers' Knowledge and Attitudes towards the Implementation of Innovative Technologies in Schools

Abstract: Introduction Recent studies indicate that the implementation of innovative technologies in schools demand a systemic change in the school-culture (H. Becker, 2001; Eshet, 2007; Coffman, 2009; Cuban, 1988; Kent & MacNergney, 1999; Wallace, 2004) and involves a wide range of pedagogical, technological, and managerial factors, whose inter-relationships are not fully understood (Cunningham, 2009; Darling-Hammond, 2000; Day & Smethem, 2009; Fullan & Smith, 1999; Halverson & Smith, 2009). Most studies of technology-implementation in school systems report on disappointment from the projects' outcomes (Avidov-Ungar, 2010; Day & Smethem, 2009; De Val & Fuentes, 2003; Halverson & Smith, 2009; Mioduser, Nachmias, Forkosh, & Tubin, 2004) and emphasize the pivotal role of the teachers' pedagogical perspectives and beliefs in its success (De Freitas & Oliver, 2005; Selwyn, 2010). This claim was illustrated in the meta-analysis of thousands of technology-integration projects (Hattie, 2009), which found that the best predictors of students' achievements are related to teachers' activities and not to the technology itself. This emphasizes the importance of studying the teachers' perspectives and beliefs in the context of a technology-implementation project and the interrelationships between teacher-related variables that affect the project's success (Levin & Fullan, 2008). Studies of the factors that affect the success of implementing change in school in general and innovative technologies in particular (Fullan, 2000; Kontoghiorghes, Awbre, & Feurig, 2005; Sandy, 2010) indicate that the three major success factors are: (1) the teachers' attitudes towards change, (2) the teachers' contextual pedagogic and technological knowledge, and (3) the teachers' perception of school as a learning organization. This study explores the correlation between these three factors, in the context of a systemic change, related to the implementation of innovative "smart classes" in school. Below is a brief description of each of the three factors. 1. Teachers' Attitudes towards Change The teachers' attitudes towards change and their readiness to become active partners is considered a critical success factor (Avidov-Ungar, 2010; Coffman, 2009; Day & Gu, 2007; Fullan & Smith, 1999). Similarly, resistance to change is considered one of the main reasons for failure of processes that involve change in organizations in general and in the educational systems in particular (Fullan & Hargreaves, 1996; Zimmerman, 2006). In the case of innovative technology implementation in schools, teachers' resistance is reported by some studies to be the most important factor in the project's success (Del Val & Fuentes, 2003), mainly because the technology doesn't fit to their pedagogical practices and beliefs (Halverson & Smith, 2009; Harris & Hofer 2009). According to Del Val and Fuentes (2003), resistance to change is divided into cognitive resistance (focused on identifying and presenting weaknesses of the change and enlisting claims and reasons for maintaining the existing situation) and emotional resistance (focused on expressing negative feelings towards the change, such as anger, disdain, hostility or sadness). Emotional resistance is also accompanied by psychological symptoms such as tension, impatience, pessimism, apathy and disinterest. In many cases, resistance to change becomes active resistance, in which participants actively sabotage the process of change (Zimmerman, 2006). 2. Teachers' Technological Pedagogical Content Knowledge (TPACK) Teaching in a technological environment faces teachers with a wide range of pedagogical, cognitive and ergonomic challenges (Eshet, 2004; 2007; Koehler & Mishra, 2009, 2008; Mishra & Koehler, 2006). Unfortunately, most teachers are not trained to teach in technological environments (Day & Smethem, 2009), and many of them report on difficulties in effective integration of technologies in their teaching (De Freitas & Oliver, 2005). …

Using the Interactive White Board in Teaching and Learning - An Evaluation of the SMART CLASSROOM Pilot Project

Abstract: In 2008, an educational organization that works in 60 countries across the world, established a pilot project whereby smart classrooms were installed for use in six middle and senior high schools in Israel. In this project, each school received 10 Interactive White Boards (IWBs) (25% of the total number of classrooms in the school), 32 laptops, internet connection, communication software and teacher training. Formative evaluation accompanied the pilot project for two years in order to examine the effects of integrating technology into instruction on teachers, students, and the school community. The findings indicated the following: a) student motivation and engagement in the learning process increased when studying with the IWB; b) teachers reported on their professional development and enhanced technology skills. The findings also showed that the integration of technology into instruction posed some difficulties and challenges, such as a sense of over-burdening among teachers. The main conclusions were the following: a) there is a need to focus on the pedagogical training of the teachers, with an emphasis on the ways that technology can assist interactive teaching; b) in order to help relieve the over-burdening of teachers, a database of instructional tools should be established providing suggestions for lesson plans and instructional materials; c) accessibility to the technology should be extended to more teachers and students by adding smart classrooms to every school in the project.

Teaching and Learning with Clickers: Are Clickers Good for Students?

Abstract: Student response systems (clickers) are becoming very popular in classroom instruction. The majority of the published papers investigate how students feel about clickers. There is limited research regarding clickers’ influence on student learning. The purpose of this study is not only to evaluate students’ experiences and perceptions about the use of clickers, but also to find out whether they have a positive impact on student learning. Data from student surveys supplemented by exam grades were used to analyze these goals. Students in two undergraduate courses in the spring of 2011 utilized clickers for review and practice question sessions. Overall, students gave high approval ratings for this technology, particularly in increasing their participation and engagement in lectures. We found no significant difference in the class mean final examination scores for students taught with clickers (treatment group) compared to those taught in a traditional class setting (control group). However, the range of final exam scores and final course grades were smaller for the class with clickers compared to the class without clickers. The treatment group had also smaller variances in terms of both final exam scores and final grades which suggest that the spread of their scores was much closer to the mean compared to the class without the clickers. Based on the findings from survey responses, interviews, and analysis of final grades we found that the use of clickers appears to increase student engagement and achievement compared to traditional lecture format instruction. The implications for using clickers to improve active teaching and learning are discussed.

E-Learning Platform Usage Analysis

Abstract: E-learning is technology-based learning, such as computer-based learning, web-based learning, virtual classroom, and digital collaboration. The usage of web applications can be measured with the use of indexes and metrics. However, in e-Learning platforms there are no appropriate indexes and metrics that would facilitate their qualitative and quantitative measurement. The purpose of this paper is to describe the use of data mining techniques, such as clustering, classification, and association, in order to analyze the log file of an eLearning platform and deduce useful conclusions. Two metrics for course usage measurement and one algorithm for course classification are used. A case study based on a previous approach was applied to e-Learning data from a Greek University. The results confirmed the validity of the approach and showed a strong relationship between the course usage and the corresponding students' grades in the exams. From a pedagogical point of view this method contributes to improvements in course content and course usability and the adaptation of courses in accordance with student capabilities. Improvement in course quality gives students the opportunity of asynchronous study of courses with actualized and optimal educational material and, therefore, higher performance in exams. It should be mentioned that even though the scope of the method is on e-Learning platforms and educational content, it can be easily adopted to other web applications such as e-government, ecommerce, e-banking, blogs, etc.

How Do Students View Asynchronous Online Discussions As A Learning Experience

Abstract: This case study explores students' perceptions of the value of asynchronous online discussions. Postgraduate business students participated in asynchronous online discussions that are part of a blended approach to teaching, learning, and assessment. The students were required to read three refereed journal articles on global human resource information system (HRIS) implementations, write annotated bibliographies, discuss online in groups of four, and reflect on the learning experience. Students' reflections are examined to identify factors that make this a worthwhile learning experience. These reflections indicate that students valued the learning experience and viewed the online environment as an inclusive place in which to collaborate and discuss with their peers. Planning, preparation, and structure were found to be factors relating to the effectiveness of the online discussion, with timing generally being viewed as positive but seen as an issue by some students. Overall, students valued this learning and assessment strategy believing that it increased their knowledge and understanding of HRIS.

An Agent-based Federated Learning Object Search Service

Abstract: Introduction The Brazilian Ministry of Education provides free digital pedagogical content by means of the Virtual and Interactive Net for Education program (RIVED, 2009), distributing these objects through the International Base of Educational Objects repository (BIOE, 2010) The main goal of these programs is to aid in the development and distribution of electronic educational material by using Learning Objects (LO) as the foremost technology to publish and disseminate such material The material is formed by educational activities, which may contain multimedia resources, animations, and simulations To locate a particular object in a repository is a difficult problem depending on the rightful indexation and cataloging of its material This process corresponds to the fulfilling of the LO metadata with correct information Metadata is information that describes the characteristics of certain documents, material, or LO The main purpose of metadata is still to be understood and used by people or software agents in cataloging, searching, and similar tasks (Taylor, 2003) The cataloging and indexation process represents one of the greatest issues to locating educational contents, such as learning objects, because it is through this process that these objects can be found through search engines Incorrect LO cataloging or indexation causes inefficacy in search processes This situation is aggravated when LO are distributed and maintained in several distinct repositories The increase of LO production in Brazil (and around the world) by several different institutions has shown the risk that the material remains unused by the general community, or at least with very restricted use, limited only to the members of the institution in case a unified search mechanism exists capable of finding LO in repositories of most anyone in the institution Currently there is no standard infrastructure that gives support to a unified search and retrieval of educational resources such as LO (CORDRA Management Group, 2009) To assist in this situation, the present work proposes the creation of an agent-based federated catalog of learning objects (AgCAT) The general objective of this system is to provide an infrastructure of federated LO catalogs that are able to help in the search and retrieval of these educational resources The system will make intensive use of technologies from Distributed Artificial Intelligence (DAI) and Multi-Agent Systems (MAS) research fields (Weiss, 1999; Wooldridge, 2002), seeking to optimize the LO search process The system will use several protocols and technologies to harvest metadata from LO repositories and digital libraries Several AgCAT systems can also be federated, forming a federation of LO catalogs The search for LO in the federation is transparent for its users A query made in any federated AgCAT system is transparently propagated to all other AgCAT systems in the federation Therefore, apart from communication delay, a query in any AgCAT system is equivalent to the same query in any other federated system Only the search propagation protocol must be supported by each federated AgCAT system The administration and management of each federated AgCAT system is completely independent from the other federated systems, allowing for different institutions to be included easily in the federation This work presents the functional structure and organization of the AgCAT system, showing the system's architecture, aspects of its prototype, and main results obtained until now The next two sections present a literature review concerning the main topics related in the present work focusing on the metadata standards supported by AgCAT and the multi-agent technology that supports the system The following section describes the multi-agent architecture of the system, the organization of its agents, particular details about the formation of the directory federation, and the metadata harvesting process …

Teachers for "Smart Classrooms": The Extent of Implementation of an Interactive Whiteboard- based Professional Development Program on Elementary Teachers' Instructional Practices

Abstract: This study investigates the implementation of an Interactive Whiteboard (IWB) professional development program on instructional practices of elementary teachers. The research assesses to what extent teachers implement IWB-related strategies (e.g., technology-pedagogy correspondence, interactivity types, teaching-learning mode, differentiated learning, student-centered learning, multimedia principles, and appropriate design of IWB slides) in their instructional practices after completion of a 30-hour IWB professional development program. A case study design was used. The data was collected immediately after the course using the instrument for assessing IWB lessons through non-participant observations of 43 elementary teachers coming from different subject-matters and schools. The results are discussed in terms of constructivist and cognitive approaches to teaching and learning. Consistent with the constructivist pedagogy, teachers encouraged IBW-student interactions; however, they did not stimulate enough student-student communication. They adapted non-linear learning techniques across the Internet; however, they continued the linear use of prepared IWB files. The lessons' time was divided between the whole class teaching (50%) and more differentiated individual or small group activities. The teachers functioned more as "guide on the side", scaffolding student learning, rather than transferring knowledge. Regarding the cognitive approach, the participants' abilities to apply the multimedia principles and the level of their digital design skills were very high. IWB programs should promote interactivity among students, emphasize saving IBW files for further review, and using nonlinear learning through IBW files.

Analyzing Associations between the Different Ratings Dimensions of the MERLOT Repository

Abstract: As the dissemination of digital learning resources is continuously growing over the internet, the existing repositories are enabled to search for different alternatives to assess the quality of their materials. MERLOT, one of the most recognized learning object repositories available nowadays, has adopted the peer-review approach as the cornerstone for the quality evaluation of their learning objects. In that evaluation, experts on specific areas rate resources according to three predefined dimensions, and, after an extensive edition process, these ratings are published and used for the recommendation of materials among the community of users. In addition, MERLOT allows users to write comments and provide ratings for the learning resources, complementing its evaluation strategy with this more informal mechanism. The present work analyzes associations between the ratings given by the users and the experts with the aim of discovering whether or not these two groups have similar impressions about the quality of the materials, as well as to explore the usefulness of this twofold strategy towards the establishment of learning resources quality inside MERLOT.

Facilitation of Formative Assessments Using Clickers in a University Physics Course

Abstract: Introduction Faculty in the science education community are being charged to replace traditional methods of teaching in the large lecture hall with more learner-centered, student-engaged, interactive strategies informed by what is now known about how many students learn (Bransford, Brown, & Cocking, 2000). While the traditional methods of teaching have long been associated with disconnecting the students from both the instructor and course material, causing students to assume a more passive role in the learning process, encouraging memorization over conceptual understanding of course material, and treating students as if they learn course material at the same time and in the same way, these methods are common in many of today's lecture halls (Mintzes & Leonard, 2006; Sunal, Wright, & Day, 2004). In better preparing students for the skills needed for success in the 21st century (Floden, Gallagher, Wong, & Roseman, 1995; Partnership for 21st Century Skills, 2010), using new technologies during instruction that are interactive have shown to assist faculty in creating active learning environments whereby students learn by doing, receive feedback during the learning trajectory, construct new knowledge and improve skills, and continually refine their understandings of course material (Bereiter & Scardamalai, 1993; Hmelo & Williams, 1998; Mintzes & Leonard, 2006). While supporting research has shown increased student achievement and improved behavioral outcomes for students who are actively engaged with the course content and increased dialogue and interaction with the instructor and peers (Crouch & Mazur, 2001; Mintzes & Leonard, 2006; Slater, Prather, & Zeilik, 2006), "a key instructional implication from the research on learning is that students need multiple opportunities to think deeply and purposefully about the content and to gain feedback on their learning" (Ueckert & Gess-Newsome, 2006, p. 147). Options available to instructors that have been used to engage students and promote an active learning environment in the large lecture hall are Audience Paced Feedback, Classroom Communication Systems, Personal Response Systems, Electronic Voting Systems, Student Response Systems, Audience Response Systems, voting-machines, and zappers (MacArthur & Jones, 2008). Each of these systems has also been referred to as 'clickers' (Duncan, 2005; MacArthur & Jones, 2008). In the most fundamental sense, clickers are radio-frequency, battery powered, hand-held devices that are part of an electronic polling system. The predominant research about the clicker use has been shown to promote student discussion, increase engagement and feedback, and improve attitudes toward science (Cutts, 2004: Draper & Brown, 2004; Duncan, 2005; Latessa & Mouw, 2005). However, an extensive 2009 review of the literature revealed a paucity of empirical peer-reviewed evidence to support the claims that the technique can be used to improve student achievement (Mayer, et al., 2009). Although several research efforts report positive effects of clicker use on students' achievement (Addison, Wright, & Milner, 2009; Hoffman & Goodwin, 2006; Kennedy & Cutts, 2005; Watkins & Sabella, 2008), the empirical evidence suggested by Mayer et al. (2009) that is needed to corroborate existing results and substantiate any claims for using clickers requires additional studies. This study aims to provide evidence from university physics classes. Review of Related Literature General Clicker Device Features and Uses In general, clicker devices have a keypad (alpha, numeric, or alpha/numeric buttons) resembling a television remote control device or small electronic calculator. Using presentation software, the instructor poses a question (multiple choice or true-false formats). Students respond by selecting their answer choice and using the corresponding button on their devices. …

Examining the Effectiveness of Web-Based Learning Tools in Middle and Secondary School Science Classrooms

Abstract: The purpose of the following study was to examine the impact of web-based learning tools (WBLTs) in science classrooms (grades 7 to 10) from the perspective of both teachers and students. Survey, qualitative, and student performance data were collected from a sample of 11 teachers and 371 students. Teachers were very positive about the learning benefits, design, and engagement value of WBLTs. Students were more critical, but still positive about these same features. Qualitative data suggested that students appreciated visual scaffolding, ease of use, engagement, and using technology. Student performance based on five knowledge categories (remembering, understanding, applying, analyzing, and evaluating) increased significantly when WBLTs were used. Finally, middle and secondary school students had similar attitudes toward WBLTs, but older students showed higher learning performance gains.

Factors That Influence Student E-Learning Participation in a UK Higher Education Institution

Abstract: E-learning involves the use of information and communication technologies to deliver teaching and learning and is becoming increasingly important in the delivery of higher education. An online questionnaire survey was designed to gather information on students’ participation and opinions of the use of e-learning in a UK higher education institution, and the results show that different student groups are more likely to participate regularly in certain types of study activities than others. An exploratory factor analysis reveals three underlying factors which may be used to classify the different types of e-learning activities, namely, information and communication use, general educational use, and the use of specialised software. These three factors which represent the different applications of e-learning should be considered individually in terms of design, delivery, and management of e-learning support systems, and provision of training for both staff and students.

Design of an Open Source Learning Objects Authoring Tool-The LO Creator

Abstract: Introduction Authoring tools that allow creation of learning objects are emerging at a slow pace. There are authoring tools available to the public for free download. Reload, for example, is an authoring tool that facilitates "creation, sharing and reuse of learning objects using a range of pedagogical approaches through the use of lesson plans" (See http://www.reload.ac.uk/). Another example is GLO maker, a free authoring tool for creating generative learning objects. (See http://www.glomaker.org/). Although these authoring tools are free to download, they are not Open Source (OS). Conversely, there are several OS authoring tools that are freely available to anyone who would like to adapt, expand, modify, and/or enhance the software. Several examples of these OS authoring tools are as follows: * Xical-Xical is an Open Source player for media presentations, e-learning lectures, tutorials and webinars. It is designed and programmed in Flash and ActionScript and runs on Macromedias OS-agnostic. (See http://xical.org/) * eXe-The eXe project is an Open Source authoring application for creating Web educational content. (See http://exelearning.org/wiki) * Multimedia Learning Object Authoring Tool--The Multimedia Learning Object Authoring Tool is an Open Source tool that "enables content experts to easily combine video, audio, images and texts into one synchronized learning object." (See http://www.learningtools.arts.ubc.ca/mloat.htm) * Xerte-Xerte is an Open Source server-based suite of tools that is "aimed at developers of interactive content who will create sophisticated content with some scripting." (See http://www.nottingham.ac.uk/~cczjrt/Editor/) Most of these OS authoring tools have an extensive learning curve with little attention to simplicity and design flexibility. Therefore, these LO authoring tools may not be suitable for everyone wishing to create learning objects. While the task of developing OS Learning Objects authoring tools is slowly picking up among the communities of practice, two elements must be taken into consideration during the development process--(1) simplicity of design and (2) a free style pedagogical design environment. Simplicity means that the authoring tool is simple and straightforward. It is uncomplicated and the learning curve is nominal. Simplicity of the authoring tool may encourage the LO designer to include appropriate user interface elements in the design process of learning objects. A free style pedagogical design environment does not impose a set of pedagogical approaches to be followed by the LO designer; rather it allows the flexibility for creativity of design using learning theories and principles suitable for a chosen audience. The primary purpose of this paper is to present the birth of an Open Source Learning Objects authoring tool (the LO Creator) that emphasizes simplicity and flexibility for a free style pedagogical design environment for creating learning objects. Consistent with its purpose, this paper is organized as follows. First, the concept of Open Source is explained. Secondly, a brief explanation of learning objects is presented. Next, the paper presents the Open Source Learning Objects Authoring Tool--LO Creator from design to implementation. The discussion then turns to presenting a systematic and methodical approach in designing and creating sound learning objects using the LO Creator. Conclusions and recommendations for future research complete the paper. What is Open Source? GNU project (See http://www.gnu.org/) defines open source (OS) software as "a matter of the users' freedom to run, copy, distribute, study, change and improve the software." GNU project's freedom statements (0-3) regarding OS software are: * Freedom 0--The freedom to run the program, for any purpose. * Freedom 1--The freedom to study how the program works, and adapt it to your needs. …

Aptness between Teaching Roles and Teaching Strategies in ICT-Integrated Science Lessons

Abstract: Teachers' perceptions about their roles may serve to support or oppose the integration of new practices while using Information and Communication Technologies (ICT). To investigate this assertion, we followed the work of six leading teachers in their classrooms during a period of one academic year. By applying the descriptive-interpretive methodology we examined the teachers' role perception and their teaching strategies. The research tools included teachers' interviews, classroom observations, and an aptness matrix that was specially developed for this study. The qualitative analysis focused on four literature-based categories that indicate teachers' roles: guide, motivator, partner, and innovator. In addition, the analysis focused on four constructivist teaching strategies: visualization, problem-solving, inquiry, and reflective learning. Findings indicated that in the ICT lessons, teachers mainly act as guides and motivators while applying two teaching strategies: visualization and problem-solving. Only few teachers felt as innovators and only one teacher applied reflective learning. We demonstrate how the aptness matrix corresponds to the ACOT model for teachers' assimilation of ICT and how it can help teachers identify their own level of ICT implementation while promoting constructivist teaching and learning in their classrooms.

If We Build It, Will They Come? Adoption of Online Video-Based Distance Learning

Abstract: Introduction Video lectures as a means of distance learning, or as a supplement to traditional in-class learning, have been around for several decades. Nowadays, technologies that enable both instructors and students to use video lectures are ubiquitous and affordable (Copley, 2007). Therefore, in the coming years, the use of video lectures as a means for distance learning, as well as for supporting traditional in-class learning is expected to increase. Video lectures offer students a rich learning experience, which resembles traditional in-class learning. Particularly, video lectures may have a potential to increase both student retention and achievements in distance and blended learning environments. However, prior research indicates that due to the essential human need to socialize, most students prefer traditional in-class studying, even when they are offered a rich e-learning environment that includes video lectures, exercises, and personal online tutoring (Guri-Rosenblit, 2005). Hence, it is important to study the adoption of online video-based distance learning. Video lectures may help students who cannot attend class (Wieling & Hofman, 2010), and there is a growing phenomenon of both traditional and distance learning academic institutes that provide their students with access via the internet to recorded lectures. Furthermore, current technologies enable affordable interactive video sessions. Interactivity, which was rarely offered to students in the past, may increase the effectiveness of these videos. A study by Zhang, Zhou, Briggs, and Nunamaker (2006) compared three e-learning environments and one traditional classroom setting, and their findings indicated that the effectiveness of video learning was contingent upon providing the students with interactive video sessions. Zhang et al. (2006) suggested that, since the achievements of students who used the e-learning environment that provided non-interactive video did not improve, it might be important to integrate interactive instructional video into e-learning systems. The need for some sort of active engagement of students in learning is stressed by Cherrett, Wills, Price, Maynard, and Dror (2009), who suggested that passive observation of video is not cognitively captivating and challenging; hence, it is less effective for learning. Many e-learning studies examine various aspects of discussion boards, which are considered as one of the primary tools of e-learning (Harman & Koohang, 2005), or investigate the use of various internet platforms for collaborative learning, such as blogs (Blau, Mor, & Neuthal, 2009), and GoogleDocs (Caspi & Blau, 2011; Rimor, Rosen, & Naser, 2010). However, few studies deal with video use for learning. Whatley and Ahmad (2007) summarize various ways of using video for supporting teaching and learning and describe their own use of video for recording summary lectures to aid students in their revision of face-to-face lectures. Brecht and Ogilby (2008) investigated video lectures that are used to support a traditional classroom course, and their results indicate that these videos may have helped the students pass the course, since 24% of students without the videos failed the course, whereas the failure rate dropped to 6.8% for the group that had the videos available. Precel, Eshet-Alkalai, and Alberton (2008) analyzed a course that was intentionally designed for online learning, which also included some video lectures. Although the students' attitudes towards the online content, including the video lectures, were positive, Precel et al.'s (2008) findings suggest that students prefer a blended learning model to a fully online course. Technology acceptance (Venkatesh, Morris, Davis, & Davis, 2003) and the diffusion of innovation (Rogers, 2003) are two related issues that have been heavily studied and still are not fully understood. Specifically, there is a need for studies that examine the adoption rate of new technologies, since this aspect has been rarely studied (Geri & Naor-Elaiza, 2008; Jeyaraj, Rottman, & Lacity, 2006). …

Exploring the Influence of Context on Attitudes toward Web-Based Learning Tools (WBLTs) and Learning Performance

Abstract: The purpose of this study was to explore the influence of context on student attitudes toward Web-Based Learning Tools (WBLTs) and learning performance. Survey data about attitudes and quasi-experimental data on learning performance were collected from 832 middle and secondary schools students. Five contextual variables were assessed including subject area (math vs. science), grade level (middle vs. secondary school), lesson plan format (teacher led vs. student based), collaboration (pairs vs. individual), and technological problems experienced (minor vs. major). Science-based WBLTs, higher grade levels, teacher-led lessons, and the absence of major technological problems were associated with significantly higher student attitudes toward the learning, design, and engagement value of WBLTs. Science-based WBLTs, higher grade levels, teacher-led lessons, working alone, and the absence of software problems were associated with significant gains in student learning performance. It is reasonable to conclude that the context in which a WBLT is taught can significantly influence student attitudes and learning performance.

An Approach toward a Software Factory for the Development of Educational Materials under the Paradigm of WBE

Abstract: The Software Factory described in this paper is an organizational structure specialized in the production of educational materials based on software components according to educational specifications and externally-defined by the end-users requirements (Learners, Tutors, University, Instructional Designers, etc.). The Software Factory applies manufacturing techniques and principles of Domain Engineering to software development, to mimic the benefits of traditional manufacturing. The software components obtained are called Intelligent Reusable Learning - Components Object Oriented (IRLCOO), which are a special type of Sharable Content Object (SCO) according to the Sharable Content Object Reference Model (SCORM). These software components consume Web Services (WS) to produce reusable and interoperable learning content.

Nurturing a Community of Practice through a Collaborative Design of Lesson Plans on a Wiki System

Abstract: Eleven graduate students, experienced mathematics teachers, participated in a semester long activity in which they collaboratively designed and developed lesson plans on a Media Wiki system. The described study examined the processes involved in this collaborative effort and its contribution to the development of mathematics teachers' community of practice. Data were collected through tracking each Wiki page written by the participants, their reflective journals, a questionnaire, semi-structured interviews, and researchers' notes of the whole class discussions. Evidently, the use of the Wiki system triggered a process of change, and the participants quickly evolved into a small and very Wiki-active community of practice. The results indicate that this teachers' community of practice was concerned with two major issues: social ones and technical ones. The social issues related to the teachers' consideration as to how to provide and receive feedback, as well as uncertainty about the possibility of losing the ownership over their creative work. The technical issues had to do with various difficulties participating teachers faced while writing in Wiki syntax.

Modeling the Macro-Behavior of Learning Object Repositories

Abstract: Introduction The publication of learning materials in online repositories is usually regarded as a simple process. To publish, the contributor provides or uploads the material (or the reference to the material), fills some metadata about the material, and then the material is available in the repository for others to find and reuse. The contributor can repeat this process for more materials as desired, while he or she is still interested in providing content to the repository. These seemingly simple processes that determine the micro-behavior of contributors and consumers give rise to complex macro-behavior at the repository level once the contribution and preference of hundreds or thousands of individuals is aggregated (Ochoa & Duval, 2008). For example, some learning object repositories grow linearly while others, having a similar number of contributors, grow exponentially. Also, the number of objects published by a given contributor is distributed differently depending on the kind of repository, but always following a long-tailed distribution (Anderson, 2006). Unfortunately, there is no research available about how the micro-behavior of the individuals is related to the observed macro-behavior of Learning Object Repositories. The fields of Bibliometrics and Scientometrics have been studying a similar problem: the process of paper publication in different venues (journals, conferences, repositories, etc.). In these fields, several models have been proposed to attempt to explain the observed patterns in the data. For example, De Price Sola (1976) proposed "Cumulative advantage" as a model to explain the inverse-power law distribution, also called Lotka by Coile (1977), observed in the number of papers published by a scientist in a given field. Egghe and Rousseau (1995) and Egghe (2005) refine this notion with the "success breeds success" model. However, the models used for scientific publication cannot be transferred to learning object publication because one of their main characteristics, the increasing rate of production observed in most successful scientific contributors, has not been observed in learning material contributors elsewhere (Ochoa & Duval, 2008). Nonetheless, the methodologies to establish and validate these models will be borrowed and re-used in the present study. The present work proposes an initial model to explain the macro-behavior of LORs based on the characteristics of their contributor base. This paper is structured as follows: the modeling section presents previous unexplained characteristics of Learning Object Repositories that this work proposes to model. In the next section the model is formally defined and explained. The validation section studies the model, comparing its predictions against empirical data. The paper ends with a discussion of the relevance of this model and further research needed to improve it. Modeling the Publication Process In a previous work (Ochoa & Duval, 2008), several characteristics of the publication of learning objects were measured. That work used data collected from several sources: * three Learning Object Repositories (LORp): Ariadne, Connexions and Maricopa Exchange; * three Learning Object Referatories (LORf): Merlot, Intute and Ferl First; * two Open Courseware sties (OCW): MIT OCW and OpenLearn and * one Learning Management System (LMS): SIDWeb. The findings of that work could be summarized as: * LORp and LORf grow in number of objects linearly in two stages (bi-phase linearly), but OCW and LMS grow exponentially. * Most LORp and LORf grow bi-phase linearly in the number of contributors. OCW and LMS grow exponentially. * The number of objects published by a given author follows a Lotka distribution with exponential decay in the case of LORp and LORf. OCW and LMS present a Weibull distribution. * The rate at which contributors publish materials followed a Log-Normal distribution for all the repositories studied. …

Drills, Games or Tests? Evaluating Students' Motivation in Different Online Learning Activities, Using Log File Analysis

Abstract: Introduction Motivation is an essential component of the learning process (Anderman & Dawson 2011; Anderman & Wolters 2006; Schunk & Zimmerman, 2006) and in many cases impacts the students' behaviors in the learning environment. It is for this reason that much educational research focuses on efforts to learn about its varied aspects and implications. From the point of view of developers of online learning environments, there is a need to offer students a variety of educational tools, such as interactive exercises and games, that may promote motivation to learn and thereby enhance learning (Gee, 2003; Mayer, 2011; Mintz & Nachmias, 1998). Students in online environments may choose their own learning path based on their preferences and needs. Their choice is exercised, for example, by the type or amount of content they consume, the time they dedicate to learning, and the effort they are willing to make (Sims & Hedberg, 1995). Motivated students consume more content and use more tools, dedicate more time to thinking, and make an effort to answer questions correctly (e.g., Cocea & Weibelzahl, 2007). Hence, it is clear that developers should be informed about students' behaviors in order to enhance the design of the environments for better learning (Pahl, 2004). Assessment of learners' motivation in online environments has been a challenge for researchers as well as developers due to the fact that it is a difficult factor to evaluate without physically observing the students in the learning process. Traditional research tools, such as surveys and questionnaires, as well as the LMS (Learning Management Systems) of the learning environments, provide limited information to the issue posed. This gap may be bridged with log file analysis, which makes it possible to learn about the online learner by automatically and continuously collecting digital traces (Hershkovitz & Nachmias, 2009). Therefore in this study we have used log file analysis as a methodological tool to learn about the students' actual behavior in different activities and to try and infer their motivation for learning. The study builds on aspects and measurements of motivation that have been previously described in the literature. Background Educational Tools in Online Learning Online learning environments contain a variety of educational tools to enhance students' knowledge and skills in a specific subject domain. These tools are often rich in media such as simulations, games, and other interactive tools (Mayer, 2011). However, perhaps the most prevalent tool for students are the drills in which they get immediate feedback regarding the accuracy of their answers (Egenfeldt-Nielsen, 2005; Weiss & Muller, 2008). Previous research described the influence of this feedback on learning by suggesting that it helps students to assess their knowledge and competence and to focus on their learning process (Chickering & Gamson, 1987; Gibbs & Simpson, 2004). On the other hand, in some studies, it was found that these tools have achieved only limited success in helping students develop advanced knowledge and skills. The reasons mentioned in this regard are that such tools have been poorly designed and are simplistic, boring, and repetitious, and they do not allow users any possibilities for active exploration (Kirriemuir & McFarlane, 2004; Schank, 2005). Games are another common tool in online environments. A growing volume of research indicates that games have promising potential as learning tools. Alongside their ability to improve students' knowledge and skills, they generate motivation for learning by means of components such as competition, fun, and creativity (Gee, 2003; Gredler, 2004; Mintz & Nachmias, 1998). Some studies even point out the link between playing games and learning outcomes (Klopfer, Osterweil, & Salen, 2009; Mor, Winters, Cerulli, & Bjork, 2006; Sandford, Ulicsak, Facer, & Rudd, 2006). …

Implementing On-Line Learning and Performance Support Using an EPSS

Abstract: Electronic Performance Support Systems (EPSS) is a method for on-line learning and performance support applied in organizations for the last 20 years. EPSS integrates learning as well as task performance into a single action. It does so by providing information and guidance regarding the task according to a specific need and situation, thus allowing learning while working. Up to now, only a few empirical studies have been conducted on the effectiveness of EPSS in supporting task performance, while its ability to provide effective on-line learning remains in question. The current research goal is to assess EPSS effectiveness for both learning and performance support considering a number of primary organizational factors including work/learning environments. The results indicate that EPSS effectiveness is highly dependent on organizational environments and user experience. The findings also suggest a new perspective on former studies which claim EPSS superiority and others who disputed its effectiveness altogether. The research conclusions help in formulating development and implementation guidelines for both learning and performance support personnel by matching EPSS strategies to users' attributes and organizational environments

Characteristics of an Equitable Instructional Methodology for Courses in Interactive Media

Abstract: This paper focuses on an action research that was conducted to address difficulties with the development of multimedia applications. These difficulties were associated with the programming (scripting) parts of the development environment that were required to create the interactive elements within them. Initially, a learning environment based on adaptive hypermedia was constructed to provide for students with different backgrounds. Unfortunately a large amount of the content that was developed became redundant when the development software changed. Anecdotally, I was aware of these difficulties, but an analysis of questionnaire data that had been collected at the end of each course offerings, revealed a Difficulty factor that could be reduced to a value. When we looked at this figure for arts and then computing students, we found that arts students found these elements significantly more difficult than the computing. This in itself was expected but their respective values provided a metric to use in future evaluations. What followed was a longitudinal study that involved an action research to resolve the difference in this metric; the result hopefully being that students managed the development environment irrespective of their background. This involved presenting the framework for the development in a more abstract way so that global commands could be planned by the group and then used within individually created sections. A project based instructional methodology suited this course and authentic projects were used. Students were expected to engage in all aspects of the project, including the interactive elements. We avoided the situation where the arts group member became responsible for the graphic design alone. Peer review and peer assessment were embedded within the course to ensure that students maintained their engagement and got meaningful feedback that could be included in their projects. The instructional methods used resulted in there being an emphasis on all the parts of the project, and a subsequent valuing of all the components required for the project’s completion.

[Chais] Learning and Teaching in the Technological Era: Introduction to the IJELLO Special Series of Chais Conference 2011 Best Papers

Abstract: Introduction Innovative instructional and learning technologies are among the major forces that can improve knowledge dissemination, education, life-long learning, on-the job training, and subsequently welfare in the information era. The Open University of Israel (OUI) is based on distance and blended learning and, thus, is committed to the ongoing examination and improvement of its teaching quality through the integration of innovative learning and teaching technologies. The Research Center for Innovation in Learning Technologies functions as the infrastructure and mechanism research arm of the Open University for exploring emerging technologies and developing models and strategies for their integration in learning. The main objective of the Center is to promote research related to the enhancement of instruction, using innovative learning technologies. The Center consists of a consortium of about 40 faculty members from the various OUI departments. The Center conducts a large variety of ongoing academic activities such as symposia, workshops, conferences and research seminars. The following are some of the fields of research in which the Research Center for Innovation in Learning Technologies engages in: * The theoretical foundations of learning, instructional technology and distance education. * Integration of innovative information and communication technologies into educational systems. * Defining and characterizing the variables needed for developing flexible and adaptive technology-enhanced instructional strategies that respond to students' individual needs. * Studying the pedagogical and cognitive contributions of emerging technologies to teaching and learning. "Learning in the Technological Era" is a series of annual national research conferences on learning technologies initiated in 2006 by the Chais Research Center in collaboration with EDEN, The European Distance and E-Learning Network. The Research Center for Innovation in Learning Technologies is committed to continue this important research activity, under the name of Chais conference, which commemorates the contribution of the late Stanley Chais, who funded the establishment of the Chais Center. The Chais conference contributes to the formation of a community of Israeli researchers in the field of instructional technologies and to the positioning of the Open University of Israel as a leading organization in the study and implementation of learning technologies. About 500 researchers from most universities and academic colleges in Israel and from many organizations and Information Technology (IT) companies participate in the conference each year. The purpose of this IJELLO special series of Chais conference best papers is to enhance the international impact of the Chais conference by distributing high quality papers from the local conference to worldwide audience. The Informing Science Institute (ISI) is a natural partner for this mission because it draws together researchers and practitioners of information technologies, who seek effective ways to inform clients about sharing their knowledge with others (http://www.informingscience.org/). The informing science transdiscipline studies the informing process, defined as providing a specific clientele with information in a form, format, and schedule that maximizes its effectiveness (Cohen, 1999, 2009; Gill & Cohen, 2009). Instructional technologies are a certain type of information technologies that aim at providing students and other learners with information and tools to enhance their learning. Within the ISI journals, the Interdisciplinary Journal of E-Learning and Learning Objects publishes high quality articles on theory, practice, innovation, and research that cover all aspects of E-learning and Learning Objects (http://www.iiello.org). The first issue of this series was published two years ago and included 13 selected papers, which dealt with various aspects of technology integration in teaching and learning, collaborative learning environments, quality of mobile learning, motivation for technology use, and more (Eshet-Alkalai, Caspi, Eden, Geri, & Yair, 2009). …

Keeping an Eye on the Screen: Application Accessibility for Learning Objects for Blind and Limited Vision Students

Abstract: A new profile emerges with the Web 2.0. It has evolved from users as mere information receivers to users as creators and content developers. In this new profile users may generate and produce material to later share it with classmates and teachers through the Internet. Nowadays, one of the main challenges teachers face is how to follow students through the digital world and beyond, while making use of these digital resources in order to make classes approachable so that students feel motivated to learn. Therefore we understand that teachers can interact with students by developing richer digital educational material that is able to accommodate all students, including those with special educational requirements. This paper’s main goal is to analyze Learning Objects with a focus on accessibility issues and to recommend applications for the construction of accessible Learning Objects for individuals with special educational requirements.