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Patterns of use of an agent-based model 普通类
A classification system that was developed for the use of agent-based models was applied to strategies used by school-aged students to interrogate an agent-based model and a system dynamics model. These were compared, and relationships between learning outcomes and the strategies used were also analysed. It was found that the classification system could also be applied to the use of the system dynamics model, with the addition of criterion. This means that a classification system exists for both styles of models. The fact that the strategies could be identified, despite differences in the actual model, and the model type, compared to the original study, means that there are implications for training teachers or systems to also identify the strategies. Initial findings of this study identified links between prior knowledge and the strategy chosen, as well as links with learning outcomes.
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The case of PLEVALEX 普通类
Although much has been said about ergonomics in interface and in computer tools and interface design, very few articles in major journals have addressed this topic in relation to language testing. This article describes an experiment carried out at the Polytechnic University of Valencia, Spain, in which 27 Media and Communication students provided support to design and experiment an internet based oral and written English as a foreign language test platform called PLEVALEX (García Laborda, 2007b). These students then responded to a questionnaire about their feelings, acquired experience and ergonomics based on their results in both development stages. According to their opinions, language test interfaces are different from those of other e-learning platforms and websites. These differences have been previously mentioned by authors such as Fulcher (2003) or García Laborda and Magal Royo (2007). This research concludes that the features described by García Laborda and Magal Royo which are applied to the PLEVALEX platform, although tending to simplify interfaces, are to be met if students are to be tested in their knowledge of English as a foreign language as opposed to being tested on their skills and performance as computer users. The findings of this paper have valuable implications for the scientific community, given that more and more standardized high-stakes language tests are beginning to use internet and computer based versions (García Laborda, 2007a).
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Interactive whiteboards produce 普通类
A treatment/control study (N = 773) was conducted to determine the extent to which use of interactive whiteboard technology (IWB) was associated with upper elementary students’ self-reported level of motivation in mathematics. Students in the treatment group reported higher levels of motivation relative to control students, but the effect was extremely weak. Students with teachers who were more supportive of IWB technology reported higher motivation levels (compared to students of teachers who were less supportive), but this effect also was very small. Claims about the motivation-enhancing effects of the IWB are not baseless, but they appear to be somewhat overstated. Research is needed to determine how IWB-use is associated with academic performance, and also to examine how teachers use the IWB and how this usage could be strengthened.
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Podcasting in education 普通类
Instructors in higher education are disseminating instructional content via podcasting, as many rally behind the technology’s potential benefits. Others have expressed concern about the risks of deleterious effects that might accompany the adoption of podcasting, such as lower class attendance. Yet, relatively few studies have investigated students’ perceptions of podcasting for educational purposes, especially in relation to different podcasting forms: repetitive and supplemental. The present study explored students’ readiness and attitudes towards these two forms of podcasting to provide fundamental information for future researchers and educators. The results indicated that students may not be as ready or eager to use podcasting for repetitive or supplemental educational purposes as much as we think they are, but they could be persuaded.
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The effect of multiple scaffolding tools 普通类
This study investigated the effectiveness of multiple scaffolding tools in helping students understand a complex problem. In order to support students with this task, a multimedia learning environment was developed based on the cognitive flexibility theory (CFT) and scaffolding through computer-based tools. Seventy-nine 10th-grade students in an urban high school participated in this study. A quasi-experimental method was used to compare the effectiveness of different scaffolding tools within this learning environment. Scaffolding used in conjunction with CFT principles did not affect students’ ability to consider multiple perspectives or their numbers of misconceptions. On the other hand, scaffolding tools had varying effects on students’ problem understanding, and a significant interaction was found between the different scaffolding tools used. This study raised questions about the effectiveness of combining multiple scaffolding tools within a multimedia environment.
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Harmonizing technology with interaction 普通类
This paper discusses the harmonizing role of technology and interaction in a qualitative study on blended problem-based learning within the context of academic development in higher education. Within this setting, and as both designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid their weaknesses. A qualitative study of the lived experiences of 17 academic staff participants in a blended problem-based learning module was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction in this form of professional academic development in higher education. Specific aspects of interaction (technical, peer, content and the learning experience) within blended problem-based learning tutorials are analysed to provides research-based information about the realities of delivering a PBL programme using technology. The study argues that the intersection of PBL and learning technologies can offer different ways of teaching and learning that require exploration and reflection of pedagogy and technology as in integrated approach that must work effectively together. The synergy from the collaborative blended PBL approach in this module could result in the coherent and comprehensive provision of training, support and research work throughout higher education institutions.
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Temporal transitions in participation flow 普通类
This study examined the overarching issue of how temporal transitions, specifically duration of message flow, affects momentum or wellness of discussion in an asynchronous forum. Quantitative data representing time indicators in discussion activity included posting patterns related to duration (density, intensity, latency, and response count), Day-In topic, day of week, and time of day. Qualitative analysis identified notable spikes or irregularities (i.e., peaks and valleys) in the content level of postings. Results revealed that for open-ended topics (i.e., no specific end date imposed by the instructor), the momentum of forum discussion may be short-term, between 21 and 28 days into the topic. Peaks and valleys subsequent to 31 days were not significant to discussion vitality. Students posted mainly early to mid-week. Time of day had no direct influence on the vitality of the discussion. Strategies for applying temporal transitions in an online forum to motivate and sustain student participation are discussed.
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A case study in elementary schools in Greece 普通类
The aim of this paper is to present the design, implementation and evaluation of the methodology which focuses on the pedagogical utilization of Interactive Videoconferencing (IVC) in the contemporary elementary school. As part of the project “ODYSSEAS”, during the school year 2007–2008, 46 students and 4 teachers from two elementary schools in Athens and Crete collaborated at a distance via IVC and, with the aid of the animation technique, designed and implemented constructive activities on the topic: “Environment–Climatic Changes”. According to the findings of this paper, IVC under pedagogical conditions plays a significant role in supporting collaborative synchronous learning activities at a distance by strengthening the social relations among students and teachers of the local and the remote class at both schools. This survey brought to light that the combination of IVC and face-to-face learning activities consolidates the role of the modern school as a socialization agent. At the same time, it broadens students’ opportunities for communication, collaboration and expression by strengthening their willingness to make new contacts all over the world.
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Promoting the personal learning situation 普通类
In this article an ethnographical study of laptopers’ activities during lectures in a university milieu is analyzed as different kinds of involvements. Through interviews and observations we have focused on how these involvements influence the laptopers’ alignment towards the educational practice. The analysis shows the importance of separating the educational practice and the personal learning situation. Studying students’ learning intentions, rather than certain laptop related activities, we get a deeper understanding of the role the laptop can take during learning activities. Five general characteristics of laptoping are found. Negotiating the laptops’ different roles in the educational practice opens up for an understanding of the students personal learning situation as being more than just listening to a lecturer. Additionally, competent integration of digital tools into the learning situation extends the dimensions of the lecture beyond the lecturing hours and personal note taking. Such knowledge is vital for creating foundations for digital competency in a digitized society.
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Enhancing Physical Education 普通类
Information and Communication Technologies (ICT) have become an integral component of Physical Education (PE) and Sport Science (SS) curricula and professions. It is thus imperative that PE and SS students develop ICT skills, self-efficacy in ICT and positive attitudes towards ICT. This study was aimed at designing a computer literacy course targeted at equipping PE and SS students with core ICT skills, and at evaluating its impact on students’ computer and Internet self-efficacy, attitudes towards computers and the Internet, and computer anxiety. The study also explored students’ responses to the course, students’ perceptions of the relevance of ICT for PE and SS professionals as well as eventual differences in the course’s impact in relation to students’ prior ICT experience. Participants were 89 PE and SS undergraduate students. Both quantitative and qualitative data were gathered through pretest/posttest questionnaires and transcripts of an online discussion forum. Data analysis showed that the course significantly enhanced students’ computer and Internet self-efficacy and their positive attitudes towards computers and the Internet, while significantly reducing their computer anxiety. The course was very well-received by the students, who were found to fully perceive the pervasiveness of ICT in today’s PE and SS professions, and who felt that they had developed valuable ICT skills. The course elicited positive responses regardless of students’ prior ICT experience, although it had significantly more positive effects, in terms of computer self-efficacy, Internet self-efficacy and computer attitudes, with the students who were most in need of the course, namely those with low prior ICT experience. The findings are discussed in relation to training PE and SS students in ICT within academic settings.