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A knowledge engineering approach 普通类
Recent developments in computing and mobile technologies have enabled the mobile and ubiquitous learning approach, which situates students in an environment that combines real-world and digital-world learning resources. Although such an approach seems to be innovative and interesting, several problems have been revealed when applying it to practical learning activities. One major problem is owing to the lack of proper learning strategies or tools that can guide or assist the students to learn in such a complex learning scenario. Students might feel excited or interested when using the mobile devices to learn in the real world; however, their learning achievements could be disappointing. To cope with this problem, in this study, a knowledge engineering approach is proposed to develop Mindtools for such innovative learning scenarios. Experimental results from a natural science course of an elementary school show that this innovative approach not only enhances learning motivation, but also improves the learning achievements of the students. Article Outline
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The effects of gender and learning styles 普通类
Abstract It has been advocated that pedagogical content knowledge as well as subject matter knowledge are important for improving classroom instructions. To develop pedagogical content knowledge, it is argued that understanding of students’ mental representations of concepts is deemed necessary. Yet assessing and comparing mental model of each individual is very tedious and time consuming. This study attempted to use gender and learning styles to associate mental models in learning sorting algorithm. The Gregorc Style Delineator (GSD) was used to measure learning styles of the participants. Mental models were assessed using the Pathfinder Scaling Algorithm (PSA). Results indicated that females showed greater similarity in mental models than males and concrete learners also exhibited closer resemblance to the expert mental model than abstract learners. These suggest that gender and learning styles can be meaningfully used to associate mental models in order to provide a group-based instead of individual-based diagnosis and thus promote conceptual change in learning.
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Virtual communities in schools 普通类
The general aim of this study was to test the hypothesis that students belonging to a school online community would show higher levels of both offline bridging and bonding social capital than a control group of students, not using the online community. We further hypothesized that the more students used the online community the higher their level of their offline bonding and bridging social capital. Participants were 264 high school boys and girls, 126, (62 males and 64 females) who had joined the community online Spallanzani shout and 138, (62 males and 76 females) who did not. ANOVAs analysis showed that levels of bridging and bonding social capitals were significantly higher for members. Instead intensity of use was significantly related only to bridging but not to bonding social capital. Implications of the findings and directions for future research are discussed.
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A study of learning performance 普通类
This research investigated the application of knowledge maps in e-learning materials design and hypothesized that knowledge maps would be more effective than e-learning in general at improving the performance and satisfaction of e-learning. In order to test the hypotheses, we conducted an experiment with 175 participants and randomly assigned them into knowledge map-based and browse-based groups. Both groups of participants needed to acquire specific skills and knowledge to write the target ADO.NET program. In the end of each training session subjects received an assessment to understand their learning score, satisfaction level, and computer self-efficacy. Our statistical analysis result showed that knowledge map-based learning group outperformed browse-based group in these three measurements. Thus, the proposed hypotheses were supported. We concluded that if knowledge map-based materials design approach were employed novice users would acquire the ADO.NET programming in a more effective manner. In addition, the satisfaction and computer self-efficacy of users could be improved substantially as a result of knowledge map-based materials design approach. Thus, we propose that if knowledge maps are employed to adequately present the relationships of learning contents that knowledge could be better understood and learning performance could be improved.
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The influence of the instruction 普通类
Abstract This study investigated whether the instruction of visual design principles had an influence on pre-service teachers’ perception and analysis (interpretation) of visual materials. In addition, the relationships between pre-service teachers’ visual intelligence and their perception and analysis (interpretation) of visual materials were also explored. Participants were 86 pre-service teachers who took a one-credit required educational technology course at a mid-western university in the United States. Some participants were absent in the weeks when data were collected, resulting in a total of 59 responses included in data analysis. Findings implied that the instruction of visual design principles could possibly improve pre-service teachers’ visual literacy. Suggestions for future research were discussed.
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The role of self-regulated learning 普通类
In this study, we examined how high-school students utilized a hypermedia learning environment (HLE) to acquire declarative knowledge of a historical topic, as well as historical thinking skills. In particular, we were interested in whether self-regulated learning (SRL; Winne & Hadwin, 1998; Zimmerman, 2000) processing was related to the acquisition of declarative knowledge and historical thinking. We found that, using the HLE, participants did learn from pretest to posttest, and that they most often engaged in strategy use SRL processes. However, the frequency of participant use of planning SRL processes, not strategy use, was predictive of learning. This study has implications for how educators use HLEs to foster historical thinking skills, and suggests that scaffolding planning skills may facilitate students’ use of computers as cognitive and metacognitive tools for learning (Azevedo, 2005; Lajoie, 2000).
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Students’ expectations 普通类
Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least ‘sometimes’ or ‘frequently’ (Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider important for their learning achievements and course satisfaction? This question was addressed by surveying 2196 students from 29 universities in Austria about their expectations of, and experiences in e-learning. Multiple regression analyses using Mplus 4.21 were carried out to investigate how different facets of students’ expectations and experiences are related to perceived learning achievements and course satisfaction.
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From the perspective of network embeddedness 普通类
Many companies have pursued innovation to obtain a competitive edge. Thus, educational reform focuses mainly on training creative students. This study adopted the concept of an affiliated network of projects to investigate how project embeddedness influences project team creativity. This work surveys 60 projects in a Management Information Systems Department of a University. Validity of the specific study hypotheses is tested by using moderate hierarchical regression analysis to determine how project embeddedness affects project team creativity and assess how the team innovation climate moderates the relationships between project embeddedness and project team creativity. Analytical results indicate a positive association between structural embeddedness and project team creativity, a negative relationship between positional embeddedness and project team creativity, and a positive influence of team innovation climate on the relationships between network embeddedness and project team creativity. An attempt is also made to understand the role of positional embeddedness by classifying the interactions based on the content of interactions. According to those results, positional embeddedness is positively related to project team creativity during problem–identification interaction; during solution–design interaction, positional embeddedness is negatively related to project team creativity. Results of this study explain the phenomena of divergent thinking and convergent thinking during creative development.
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Enhanced recognition of written words 普通类
The effectiveness of a reading intervention using the whole-word multimedia software ‘Oxford Reading Tree (ORT) for Clicker’ was compared to a reading intervention using traditional ORT Big Books. Developing literacy skills and attitudes towards learning to read were assessed in a group of 17 struggling beginner readers aged 5–6 years. Each child was given each of the two interventions, and the order of intervention was counterbalanced across the group. Each intervention was integrated into the literacy hour over five consecutive days. Measures of written word recognition, written word naming, phonological awareness and attitudes towards computers were taken before and after each intervention. Significant gains in performance were found following both interventions for all of the literacy measures, but significantly greater gains in written word recognition and enjoyment of instruction were found following the Clicker than Big Book intervention. These results suggest that whole-word multimedia software could be a useful classroom aid for supporting early literacy skills in children who are struggling with learning to read.
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Understanding the nature 普通类
This paper reports an extended analysis of the study reported in [Wood, C. (2005). Beginning readers’ use of ‘talking books’ software can affect their reading strategies. Journal of Research in Reading, 28, 170–182.], in which five and six-year-old children received either six sessions using specially designed talking books or six sessions of one-to-one tuition with an adult using the paper-based versions of the same books. This analysis focuses on the nature of the children’s interactions with either the adult or the computer in an attempt to explore how these different resources impacted on the children’s literacy interactions, and whether different styles of literacy interaction observed within each group were associated with gains in phonological awareness or changes in reading strategy. Four styles of literacy interaction were identified and there was a significant association between these styles and membership of one of the two experimental conditions in the study. Interactional style was also seen to impact positively on phonological awareness development for lower ability children who used the talking books. In contrast, interactional style affected changes in reading strategy amongst children in the adult tutor condition. Finally, there was also an influence of interactional style on spontaneous dialogic reading by the children overall, but this effect originated from the children in the adult tutor group.