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Teachers’ attitudes toward web-based 普通类
This study was conducted to explore the relationships between teachers’ Internet self-efficacy, beliefs about web-based learning and attitudes toward web-based professional development. The sample of this study included 421 teachers, coming from 20 elementary schools in Taiwan. The three instruments used to assess teachers’ Internet self-efficacy (ISS), beliefs about web-based learning (BWL), and attitudes toward web-based professional development (AWPD) revealed high reliability. In this study, the results supported that teachers’ Internet self-efficacy and beliefs about web-based learning were important predictors of their attitudes toward web-based professional development. The belief for the positive consequences of web-based learning is very important for the favorable attitudes toward web-based professional development.
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A moderate constructivist e-learning 普通类
This paper presents a novel instructional model for e-learning and an evaluation study to determine the effectiveness of this model for teaching Java language programming to information technology specialists working for the Spanish Public Administration. This is a general-purpose model that combines objectivist and constructivist learning theories and is based on the concept of learning objective. The purpose of the evaluation study is to find out whether the results of using this distance learning instructional model to teach this subject are comparable to learning in a traditional face-to-face classroom, with the plus of eliminating travel and maintenance expenses of the public servants attending the course and also saving time. The learners, selected at random to participate in this study, were divided into three groups depending on the type of teaching/learning they received: traditional classroom, distance learning with virtualized course contents and distance learning based on the proposed instructional model. The results indicate that the grades and satisfaction levels were similar for learners taught using the proposed instructional model and learners taught in the traditional classroom. Moreover, they were substantially better than for distance learning with virtualized contents, although the mean course learning time is greater.
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Can the grammar of schooling be changed 普通类
In this article we propose that the grammar of schooling [Tyack, D., & Tobin, W. (1994). The “grammar” of schooling: Why has it been so hard to change? American Educational Research Journal, 31(3), 453–479.] is responsible not only for the well-known and world-wide difficulties in integrating ICT into formal educational settings, but also for the replication of traditional models when this integration occurs. In clear contrast with this domain, in out-of-school projects ICT is integrated in innovative and truly “disruptive” [Blin, F., & Munro, M. (2008). Why hasn´t technology disrupted academics´ teaching practices. Understanding resistance to change through the lens of activity theory. Computers and Education, 50(2), 475–490.] ways. To exemplify this integration, we have selected and described two successful, although different in nature, out-of-school projects. The first one, Pincel y Ratón, seeks to develop creativity in children and to educate them to use ICT in a reflexive and useful manner. The second project, Menosca, pursues children’s understanding of their historical and social environment through the use of GPSs, digital photography and web-page design. Both experiences underscore the multiple and varied possibilities that ICT affords for meaningful learning when the constraints inherent to the school setting do not seem to apply. By contrasting the formal and the out-of-school experiences, it is possible to unveil and bring to consciousness the principles and rules of the “grammar of schooling”. We propose that becoming aware of the features of this grammar, i.e., philosophy, course design, time and place, tasks, resources, outcomes and products and assessment, is the first step toward change.
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How indirect supportive digital help 普通类
This study investigates the effectiveness of computer-delivered hints in relation to problem-solving abilities in two alternative indirect instruction schemes. In one instruction scheme, hints are available to students immediately after they are given a new problem to solve as well as after they have completed the problem. In the other scheme, hints are only available as worked out problems after students have finished their solution. The instruction schemes are supplied by means of a web-based program, Physhint, which supports the development of strategic knowledge [Pol, H. J., Harskamp, E. G., & Suhre, C. J. M. (2008). The effect of the timing of instructional support in a computer-supported problem-solving program for students in secondary physics education. Computers in Human Behavior, 24, 1156–1178]. This program supports novice problem solvers while undertaking physics problems concerned with forces by providing hints structured in accordance with Schoenfeld’s episodes [Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching (pp. 224–270). New York: McMillan Publishing]. An experiment was carried out in four schools in order to study students’ use of the hints in both of the computerized instruction schemes, as well as the effect of different uses of the available hints on students’ ability to solve physics problems. The experiment consisted of three groups. Two groups of students were assigned to one of the two instruction schemes and a control group was selected for the purpose of comparison. The results of the experiment show that both computerized instruction schemes are effective. Students working with the most elaborate instruction scheme show an increased use of their pallet of heuristics and algorithms in the post-test. Furthermore, the instruction scheme in which hints are available to students during problem-solving proves to be most effective when students show an increase in the systematic use of hints during problem-solving. This paper therefore provides an insight into how a computer program implemented in school practice can improve students’ strategic knowledge.
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Information literacy skills 普通类
This article reports on a project, involving three New Zealand schools, which investigated teachers’ understanding of information literacy and their associated classroom practices. Recently published work, while lamenting school students’ lack of information literacy skills, including working with online resources, provides little research investigating classroom teachers’ knowledge of information literacy skills and their related pedagogical practice. The findings of this project indicate that while some of the teachers in this project had a reasonably good understanding of the concept of information literacy, very few reported developing their students’ information literacy skills.
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Development of a technology mentor survey 普通类
Agreement on the effectiveness of the technology mentoring approach in addressing educators’ needs for learning different technologies has been growing. Literature on the concept of mentoring in general and technology mentoring specifically has indicated mentoring relationships in different settings provide benefits for the less experienced mentoring partner, while existing literature was limited in providing insights about mentoring from the more experienced partner’s point of view. But, studies have suggested that understanding mentors’ reactions to the experience is necessary to establish sustainable and mutually beneficial mentoring relationships. For this purpose, this study discusses and proposes an assessment framework and an instrument to examine benefits for technology mentors. Considering the lack of similar studies and the absence of an instrument designed specifically to study this subject, we believe that our study will contribute to the knowledge base by providing educators with an assessment strategy and a tool for investigating the benefits gained by the more experienced person (graduate student in our context) benefits in a technology mentoring relationship. In addition, the resulting survey instrument provided along with this study is a valuable tool for those studying technology mentoring. The theoretical foundations, development process of the development of the instrument, and reliability and validity issues are discussed in detail.
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Exploration of an e-learning model 普通类
We designed an e-learning model to promote critical thinking about basic science topics in online communities of students during work placements in higher education. To determine the effectiveness and efficiency of the model we explored the online discussions in two case studies. We evaluated the quantity of the interactions by looking at quantitative data of the discussion ‘threads’ and we evaluated the quality of the discussion by content analysis of the individual messages. Both the procedural facilitation of the discussion and the instrument for content analysis were based on Garrison’s ‘Practical Inquiry model of Cognitive Presence’. Furthermore, we explored the experiences of the students and moderators by interviewing them and we organised their perceptions using the framework of an activity system. On the basis of the quantitative and qualitative data we conclude that the e-learning model was successful in establishing a dialogue among a group of students and an expert during work placements at different locations. The ‘Practical Inquiry model’ was useful in facilitating a sustained on-topic discourse involving critical thinking. Although the amount of critical thinking was moderate, the results suggest ways to increase integration and resolution activities in the online discussions.
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Empirical user studies inform the design 普通类
The research presented in this paper reaches towards a better theoretical understanding of how students in higher education currently take notes, how this process is evolving in the digital age to include information assimilation, and the kinds of support students need to be successful with their changing academic tasks. To gain insight into these questions, we triangulated three major and distinct user studies. First we interviewed 70 university students from various disciplines across campus, and we administered questionnaires to these same students, receiving back a total of 68. Our second study was based on participant observation whereby we “shadowed” 32 university students for 2–3 h each as they went about their normal academic business around campus. Lastly, we conducted a broader-based questionnaire with 280 students from a wider campus demographic than our first survey. We sought a diverse population for our research, and were able to include students from the disciplines of Business, English, Computer Science, Chemistry, Psychology, Pharmacy and Biology in one or more of the studies. We discovered how closely students are connected to technology and how they are adapting to changing expectations, current issues they have completing their academic tasks, how they view traditional notetaking versus electronic notetaking, and evidence that they are engaging more and more in the process of information assimilation. From these results, we conclude that students in higher education might accomplish certain tasks more effectively and efficiently with a well-designed software system that provides access to a centralized set of notes from different locations on campus and beyond. After identifying functional requirements for the system we envision, we preview our initial low-fidelity prototypes, and discuss feedback we gathered on these designs from a set of user focus groups.
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Using online annotations to support 普通类
Giving feedback on second language (L2) writing is a challenging task. This research proposed an interactive environment for error correction and corrective feedback. First, we developed an online corrective feedback and error analysis system called Online Annotator for EFL Writing. The system consisted of five facilities: Document Maker, Annotation Editor, Composer, Error Analyzer, and Viewer. With this system, teachers can mark error corrections on online documents and students can receive corrective feedback accordingly. The system also classifies and displays error types based on user query. Second, an experiment was conducted to evaluate the effectiveness of this system. Fifty EFL (English as a Foreign Language) college freshmen were randomly assigned to two groups. The experimental group received corrective feedback with the developed system whereas the control group used the paper-based error correction method. After the treatment, students in both groups conducted corrective feedback activities by correcting the same document written by an EFL student. The experimental results were encouraging in that the analysis of students’ corrective feedback revealed significantly better performance in the experimental group on recognizing writing errors. Implications for further research are discussed.
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The timing of online lecture slide availability 普通类
The use of PowerPoint slides has become an almost ubiquitous practice in university classrooms, however little research has examined whether the timing of lecture slide availability to students (either before or after lecture) affects classroom behaviour or exam performance. Using a 2 (slide availability condition) × 2 (course type) between-subjects design, the present study examined lecture slide availability differences in attendance, participation, and exam performance in two courses – Research Methods and Cognitive Development – taught in both the Fall and Winter semesters. For each type of course, lecture slides were made available on the course website before lecture in one semester and after lecture in the other semester. Course material was held constant across semesters. Results showed that mean attendance was higher when slides were available before lecture, but only for the type of course that did not include attendance points as part of students’ final grades. For students who participated in class, participation was more frequent when slides were available before lecture. No significant difference in exam performance was found between lecture slide availability conditions, however. These findings suggest that making lecture slides available to students before lecture may lead to better overall attendance and participation, but exam performance is determined by more than just whether or not students have lecture slides available for their note-taking.