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Mobile formative assessment tool
The aim of this study is to investigate current parental support for student learning with information technology (IT) in Hong Kong. A total of 3340 and 3656 parents and 539 and 440 primary school heads responded to two surveys in 2005/06 and 2006/07, respectively, in this cross-sectional study. The results show a persistent positive perception of and support for IT among educators and parents, which signify a solid foundation for the extension of student learning from the classroom to the home environment. The high level of expectation among school heads for parental support reflects the need for schools to initiate cooperation with parents to extend IT-supported learning to the home setting. The shift in parental apprehension from worry over the provision of IT facilities to worry over the cultivation of proper attitudes toward the use of IT reveals the importance of fostering information literacy in home–school collaboration.
Reflection plays a very important role in learning processes and is very helpful for promoting learning performance. Many higher education institutions today are actively promoting learners’ reflection ability in order to help them cope with the fast changing world they will be entering when they graduate. Online learning provides potential for applying new teaching and learning strategies. However, it has not yet been systematically studied how to concretely apply reflection strategies in an online learning environment. The aim of this study is to explore how high level prompts and peer assessment can affect a learner’s reflection levels in an online learning context. The participants were 157 university students and each individual was randomly assigned to one of the fourteen learning conditions. We found that the main factor affecting reflection levels is high level prompts followed by high quality observation that has a moderating effect on learners’ reflection levels. However, peer feedback has no significant influence on reflection levels.
Objective Since simulations are often accepted uncritically, with excessive emphasis being placed on technological sophistication at the expense of underlying psychological and educational theories, we evaluated the learning performance of simulation software, in order to gain insight into the proper use of simulations for application in medical education. Design The authors designed and evaluated a software packet, following of user-centered development, which they call Haemodynamics Simulator (HAEMOSIM), for the simulation of complex physiological models, e.g., the modeling of arterial blood flow dependent on the pressure gradient, radius and bifurcations; shear–stress and blood flow profiles depending on viscosity and radius. Measurements In a quasi-experimental real-life setup, the authors compared the learning performance of 96 medical students for three conditions: (1) conventional text-based lesson; (2) HAEMOSIM alone and (3) HAEMOSIM with a combination of additional material and support, found necessary during user-centered development. The individual student’s learning time was unvarying in all three conditions. Results While the first two settings produced equivalent results, the combination of additional support and HAEMOSIM yielded a significantly higher learning performance. These results are discussed regarding Mayer’s multimedia learning theory, Sweller’s cognitive load theory, and claims of prior research on utilizing interactive simulations for learning. Conclusion The results showed that simulations can be beneficial for learning complex concepts, however, interacting with sophisticated simulations strain the limitation of cognitive processes; therefore successful application of simulations require careful additional guidance from medical professionals and a certain amount of previous knowledge on the part of the learners. The inclusion of pedagogical and psychological expertise into the design and development of educational software is essential.
The purpose of the study is to build a model that predicts the level of technology acceptance by pre-service teachers at a teacher training institute in Singapore. It examines relationships among variables associated with factors that influence technology acceptance. Data was collected from 475 participants using a survey questionnaire. Employing structural equation modelling, a hypothesized model was tested for model fit in the study. The resulting model is found to have a good fit. Perceived usefulness, attitude towards computer use, and computer self-efficacy have direct effect on pre-service teachers’ technology acceptance, whereas perceived ease of use, technological complexity, and facilitating conditions affect technology acceptance indirectly. These six variables account for approximately 27.1% of the variance of behavioural intention. Perceived usefulness appeared to the strongest determinant of behavioural intention.
The current practice of traditional in-class lecture for learning computer science (CS) in the high schools of Taiwan is in need of revamping. Teachers instruct on the use of commercial software instead of teaching CS concepts to students. The lack of more suitable teaching materials and limited classroom time are the main reasons for the software-based teaching practices. This study proposes a pre-class video viewing of the lecture content plus in-class supervised laboratory work as a model that can overcome the above problems. Experiments on teaching image processing concepts at two local high schools have been conducted. The experimental results show that the proposed model is a feasible and effective way for the teaching and learning of image processing. The new approach also facilitates student–student and student–teacher interactions in the classroom. Finally, an improvement in the understanding of the subject by the students and an increased interest toward learning CS are also evident.
Designing specifications for technically advanced instructional products, such as e-learning, simulations or simulators requires different kinds of expertise. The SLIM method proposes to involve all stakeholders from the beginning in a series of workshops under the guidance of experienced instructional designers. These instructional designers ensure that specifications are designed in a systematic, iterative, way based on instructional design and development models. The workshop participants, however, bring in all the necessary information and they take all the decisions. The SLIM method is geared towards the first phase of the instructional design process: designing a needs statement in the form of a first set of global user requirements. It has been used in eight case studies. The results of these case studies have led to improvements to the method and suggestions for further research.
Prior empirical studies in the implementation of general information technologies (IT) have revealed that IT adoption and usage were determined by user beliefs and attitudes. However, little is known about how user beliefs and attitudes form and change over time. To address these issues, this paper reports a study of 481 inexperienced and 120 experienced potential users on learning objects. Technology acceptance model’s constructs were used to conduct a longitudinal study across three phases (introduction, training and direct-use experience) to examine the formation and the changes in users’ beliefs and behavioral intention to use learning objects over time. The results showed that the rates of changes in users’ beliefs and behavioral intention toward learning objects usage were time-variant and were more predominant during the early stage (introduction to training) of learning objects usage than in the later stages (training to direct-use experience). The study confirmed that initial exposure through introduction and training was effective in improving inexperienced users’ beliefs and intentions to use learning objects. It also helped to reduce the belief and intention gaps that existed between experienced and inexperienced users. In addition, the influence of initial introduction and training on users’ beliefs and perceptions was sustained over time, thus further indicating their importance.
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