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Web-based learning programs 普通类
To consider how Web-based learning program is utilized by learners with different cognitive styles, this study presents a Web-based learning system (WBLS) and analyzes learners’ browsing data recorded in the log file to identify how learners’ cognitive styles and learning behavior are related. In order to develop an adapted WBLS, this study also proposes a design model for system designers to tailor the preferences linked with each cognitive style. The samples comprise 105 third-grade Accounting Information System course students from a technology university in central Taiwan. Analytical results demonstrate that learners with different cognitive styles have similar but linear learning approaches, and learners with different cognitive styles adopt different navigation tools to process learning.
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Interacting through avatars 普通类
This paper studies how a virtual world is utilised as a learning environment in an online course in higher education. The aim is to explore how this setting currently facilitates online education, and to identify those issues of interactivity that are essential in this context. The study builds on an ethnographic approach and data were collected through observations, recordings and interviews. The most important finding from this study is that the virtual world provides enhanced interactivity because it allows for synchronous communication and places the student in a spatial dimension. In order to make full use of this enhanced interactivity, the users’ technical skills must be improved and the technical problems associated with computer-generated environments must be resolved. As more and more students get acquainted with virtual world environments, new rules for social interaction emerge; when students have become used to interacting through avatars, we will be able to see the true potential of interaction in these settings.
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Blended learning applied to the study 普通类
This paper begins with a brief introduction to blended learning (BL), recognising the important contributions to learning that can be obtained from the use of methods which combine the New Information and Communications Technologies (NICT) with more traditional methods. The paper goes onto describe the bases, tasks and methodology for developing an online tool, using the most up-to-date technologies. Moreover, it presents an application about Mechanical Couplings (MC) developed for students of Mechanical Engineering in accordance with the described methodology. Among other things, this tool enables students to see simulations of coupling assembly, to consult data bases about the technical characteristics of very different existing couplings, to calculate and choose the right coupling for a specific application of power drive between machine shafts and to carry out self-evaluation tests. A very detailed experimental analysis is then conducted to quantify existing learning differences depending on whether the traditional mode (face-to-face instruction and note taking) is used or BL (a combination of face-to-face instruction with the online use of the MC application). This analysis is carried out using a quasi-experimental non equivalent control group design. The control and experimental groups, each composed of 30 students, were enrolled in the subject “Machine Technologies”. Exhaustive statistical treatment of the data is also included. The paper ends with the conclusions drawn, highlighting the fact that the use of the MC application, developed using New Information and Communications Technologies applied in a blended learning system, increased the level of knowledge of the students in the experimental group, since they obtained a higher average mark in the validated test. Moreover, it was shown to raise the knowledge of all students, which is of interest for an application to be useful from the teaching perspective.
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AH-questionnaire 普通类
One of the main concerns when providing learning style adaptation in Adaptive Educational Hypermedia Systems is the number of questions the students have to answer. Most of the times, adaptive material available will discriminate among a few categories for each learning style dimension. Consequently, it is only needed to take into account the general tendency of the student and not the specific score obtained in each dimension. In this context, we present AH-questionnaire, a new approach to minimize the number of questions needed to classify student Learning Styles. Based on the Felder-Silverman’s Learning Style Model, it aims at classifying students into categories in spite of providing precise scores. The results obtained in a case study with 330 students are very promising. It was possible to predict students’ learning style preference with high accuracy and only a few questions.
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The impact of online video lecture 普通类
To what extent a blended learning configuration of face-to-face lectures, online on-demand video recordings of the face-to-face lectures and the offering of online quizzes with appropriate feedback has an additional positive impact on the performance of these students compared to the traditional face-to-face course approach? In a between-subjects design in which students were randomly assigned to a group having access to the online lectures including multiple choice quizzes and appropriate feedback or to a group having access to the online lectures only, 474 students (161 men and 313 women) of a course on European Law agreed to participate in the experiment. By using regression analysis we found that the course grade of the students was predicted by their grade point average, their study discipline, their grade goal for the course, the expected difficulty-level of the course, the number of online lectures they viewed, the number of lectures the students attended in person and the interaction between the lectures they viewed online and attended in person. Students who attended few lectures had more benefit from viewing online lectures than students who attended many lectures. In contrast to our expectations, the regression analysis did not show a significant effect of automated feedback on student performance. Offering recordings of face-to-face lectures is an easy extension of a traditional course and is of practical importance, because it enables students who are often absent from the regular face-to-face lectures to be able to improve their course grade by viewing the lectures online. Article Outline
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Can interactive visualization tools engage 普通类
Many students find it difficult to engage with mathematical concepts. As a relatively new class of learning tools, visualization tools may be able to promote higher levels of engagement with mathematical concepts. Often, development of new tools may outpace empirical evaluations of the effectiveness of these tools, especially in educational contexts. This seems to be the case with educational visualization tools. Much evidence about the effectiveness of these tools appears to be more suggestive than based on empirical evaluations. In this paper, we attempt to fill this gap and provide empirical evidence for the use of visualization tools in supporting exploratory and other learning-related activities. In particular, we aim to investigate whether visualization tools can be used to engage pre-university students in exploring non-trivial mathematical concepts. We focus particularly on this age group and content domain because of the difficulty these students may encounter when trying to investigate more challenging mathematical concepts. Also, it is during their formative years before university that students’ predisposition and likeness towards mathematical ideas are formed. We report in this paper a study assessing whether a visualization tool, whose design was informed explicitly by research from information visualization and human–computer interaction, could engage pre-university students in their exploration and learning of more advanced mathematical concepts. Students who participated in this study came from multiple grade levels and have diverse cognitive and language skills as well as preferences towards mathematics. The results of this study indicate that visualization tools can effectively engage these students and support their exploration of non-trivial mathematical concepts, only if the tool is designed such that it can cater the diverse needs of these students. Article Outline
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Using podcasts to support communication 普通类
The need for the integration of generic skills training into structured PhD programmes is widely accepted. However, effective integration of such training requires flexible delivery mechanisms which facilitate self-paced and independent learning. A video recording was made of an eminent speaker delivering a 1-h live presentation to a group of 15 first-year science and engineering PhD research students. The topic of the presentation was inter-disciplinary professional communication skills. Following the presentation, the video recording was post-processed into seven alternative podcast formats. These podcast formats included a typed transcription, a full audio recording, a full video recording, presentation slides with embedded speech etc. The choice of podcast formats was based on ease-of-production by a typical computer-literate academic and ease-of-use by a typical computer-literate student. At a subsequent session, the seven podcast formats were shown to the 15 students and a survey to assess their reactions to the various formats was carried out. The survey results (quantitative and qualitative) were analysed to provide useful insight into the student preferences in relation to podcast formats. The students expressed a clear preference for summary key-point slides with explanatory voice-over by the original speaker.
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An investigation of student practices 普通类
This study investigated the online practices of students enrolled in graduate-level distance education courses. Using interviews and a questionnaire as data sources, the study sought to: (a) identify common practices that students adopt in asynchronous discussions, and (b) gain an understanding of why students adopt them. An analysis of the data suggests that many of the practices are coping mechanisms developed to help students more easily meet course participation requirements. Some of these are time saving strategies designed to reduce information overload (e.g., skimming messages rather than reading them carefully). Other strategies are designed to help students project an image of themselves as knowledgeable and collaborative course participants. It is argued that although these practices provide students with a level of efficiency in terms of meeting course requirements, they may inadvertently undermine learning.
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Socioeconomic differences 普通类
The purpose of the study was to explore possible links between student socioeconomic status (SES), beliefs about information and communication technologies (ICTs), and out-of-school learning resources. Grades 5 and 6 students (N = 345) who were enrolled in one private and six public elementary schools in Greece, located in areas with different demographic characteristics, responded to a questionnaire addressing their ICT self-efficacy and value beliefs, out-of-school ICT access and activities, perceived parental support and regulation of home ICT activities, and access to sources of technological support beyond the family. Findings showed that students from all SES family backgrounds tended to have positive views about the value of ICTs, but students from low-SES families expressed lower confidence in their ICT skills. Parents from all SES backgrounds appeared to view equally favorably their children’s engagement with ICTs, and perceived parental support correlated highly with students’ ICT value beliefs. However, students from low-SES families appeared to have fewer opportunities to develop ICT competencies, which may explain why they expressed less positive self-efficacy beliefs. Findings stress the need for school ICT integration efforts to take into account student differences in prior experiences and to be coordinated with students’ home computer use.
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Differences between effective 普通类
Learner-controlled instruction is often found to be less effective for learning than fixed or adaptive system-controlled instruction. One possible reason for that finding is that students – especially novices – might not able to accurately assess their own performance and select tasks that fit their learning needs. Therefore, this explorative study investigated the differences in self-assessment and task-selection processes between effective and ineffective learners (i.e., in terms of learning gains) studying in a learner-controlled instructional environment. Results indicated that although effective learners could more accurately assess their own performance than ineffective learners, they used the same task aspects to select learning tasks. For effective learners, who were also more accurate self-assessors, the self-assessment criteria predicted subsequent task selection. The results are discussed, particularly with regard to their potential to provide guidelines for the design of a self-assessment and task-selection training.