• Patterns of interactive media use among youth

    Patterns of interactive media use among contemporary youth (pages 103–118) A. van den Beemt, S. Akkerman and P.R.J. Simons —— Journal of Computer Assisted Learning Volume 27, Issue 2, Pages 103-189, April 2011 —— The intensive use of interactive media has led to assertions about the effect of these media on youth. Rather than following the assumption of a distinct Net generation, this study investigates diversity in interactive media use among youth. Results from a pilot study show that contemporary youth can be divided into clusters based on the use of interactive media. These results call for a better understanding of these clusters and the characteristics of their members. The research question for this paper was: Can patterns be found in the interactive media activities and opinions of young people? We answer this question by a survey among 2138 Dutch students aged 9 to 23 in education levels ranging from primary to higher professional education. Four categories of interactive media activities were discerned using confirmatory factor analysis: interacting, performing, interchanging, and authoring. Four clusters of interactive media users, namely Traditionalists, Gamers, Networkers, and Producers were identified using cluster analysis. Behind these straightforward categories, complex patterns of user activities and opinions can be found. The implication is that education should be cautious in applying these media as learning tools, because contemporary students show diversity in the kinds of interactive media they prefer using.

    创建者:
    xiaojing
    时间:
  • The effect on college student engagement

    The effect of Twitter on college student engagement and grades (pages 119–132) R. Junco, G. Heiberger and E. Loken —— Journal of Computer Assisted Learning Volume 27, Issue 2, Pages 103-189, April 2011 —— Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This paper describes our semester-long experimental study to determine if using Twitter – the microblogging and social networking platform most amenable to ongoing, public dialogue – for educationally relevant purposes can impact college student engagement and grades. A total of 125 students taking a first year seminar course for pre-health professional majors participated in this study (70 in the experimental group and 55 in the control group). With the experimental group, Twitter was used for various types of academic and co-curricular discussions. Engagement was quantified by using a 19-item scale based on the National Survey of Student Engagement. To assess differences in engagement and grades, we used mixed effects analysis of variance (ANOVA) models, with class sections nested within treatment groups. We also conducted content analyses of samples of Twitter exchanges. The ANOVA results showed that the experimental group had a significantly greater increase in engagement than the control group, as well as higher semester grade point averages. Analyses of Twitter communications showed that students and faculty were both highly engaged in the learning process in ways that transcended traditional classroom activities. This study provides experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role.

    创建者:
    xiaojing
    时间:
  • Cognitive load theory constructivist approaches

    Cognitive load theory vs. constructivist approaches: which best leads to efficient, deep learning? (pages 133–145) J.J. Vogel-Walcutt, J.B. Gebrim, C. Bowers, T.M. Carper and D. Nicholson —— Journal of Computer Assisted Learning Volume 27, Issue 2, Pages 103-189, April 2011 —— Computer-assisted learning, in the form of simulation-based training, is heavily focused upon by the military. Because computer-based learning offers highly portable, reusable, and cost-efficient training options, the military has dedicated significant resources to the investigation of instructional strategies that improve learning efficiency within this environment. In order to identify efficient instructional strategies, this paper investigates the two major learning theories that dominate the recent literature on optimizing knowledge acquisition: cognitive load theory (CLT) and constructivism. According to CLT, instructional guidance that promotes efficient learning is most beneficial. Constructivist approaches, in contrast, emphasize the importance of developing a conceptual understanding of the learning material. Supporters of these theories have debated the merits and shortcomings of both positions. However, in the absence of consensus, instructional designers lack a well-defined model for training complex skills in a rapid, efficient manner. The current study investigates the relative utility of CLT and constructivist-based approaches for teaching complex skills using a military command and control task. Findings suggest that the acquisition of procedural, declarative, and conceptual knowledge, as well as decision-making skills, did not differ as a function of the type of instruction used. However, integrated knowledge was slightly better retained by the group provided with CLT-based instruction. These results are contrary to our expectation that constructivist approaches, which focus on the development and integration of information, would yield better performance in an applied problem-based environment. Thus, while contemporary researchers continue to defend the use of constructivist strategies for teaching, our research supports earlier findings that question the utility, efficiency, and impact of these strategies in applied domains.

    创建者:
    xiaojing
    时间:
  • Exploring students' web 2.0 mentality

    What if undergraduate students designed their own web learning environment? Exploring students' web 2.0 mentality through participatory design (pages 146–159) G. Palaigeorgiou, G. Triantafyllakos and A. Tsinakos. —— Journal of Computer Assisted Learning Volume 27, Issue 2, Pages 103-189, April 2011 —— Following the increasing calls for a more skeptical analysis of web 2.0 and the empowerment of learners' voices in formulating upcoming technologies, this paper elaborates on the participatory design of a web learning environment. A total of 117 undergraduate students from two Greek Informatics Departments participated in 25 participatory design sessions, employing two needs' elicitation techniques, with the aim of envisioning a learning platform that meets their learning particularities and needs, incorporates and exploits their new technological habits, and can be harmoniously situated in their daily routine. Overall, 773 needs were elicited, proving that students had refined views about the elements that can render the next wave of e-learning applications successful. They convincingly demonstrated their web 2.0 mentality but sought for a smooth transition to the new environment, promoting an evolution rather than a revolution. The resulting set of needs demarcates a zone of expectancies where the enhancement of the learning content and the contextualization of knowledge remain top priorities with revamped opportunities, while networking, participation and collaboration complement and improve their characteristics. Our study is an example of exploiting participatory design for exposing students' thoughts and requirements from a critical design perspective.

    创建者:
    xiaojing
    时间:
  • Predicting ICT integration into classroom

    Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables (pages 160–172) Guoyuan Sang, Martin Valcke, Johan van Braak, Jo Tondeur and Chang Zhu —— Journal of Computer Assisted Learning Volume 27, Issue 2, Pages 103-189, April 2011 —— Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables. In addition, the little research available is set up in the Chinese context. The latter is important given that the different cultural context in which the interplay between teacher beliefs and educational practices has only been documented quiet little. The present study centres on the complex interplay of a number of internal teacher variables to explain ICT classroom integration. These variables comprise ‘teachers’ constructivist teaching beliefs’, ‘teacher attitudes towards computers in education’, ‘teachers’ computer motivation’, ‘teacher perception of ICT-related policy’. A survey was set up, involving 820 Chinese primary school teachers. Path modeling was used to explore the direct and indirect effects of the teacher-related variables on their level of ICT classroom integration. Firstly, two distinctive types of ICT use can be distinguished in the Chinese context: (a) teacher supportive use of ICT that refers to the use of ICT for e.g. student administration, preparing worksheets, developing evaluation activities; and (b) classroom use of ICT to support and enhance the actual teaching and learning process. The results show that classroom use of ICT directly depends on teachers' computer motivation and the supportive use of ICT. Teachers' constructivist beliefs, their attitudes towards computers in education and perceptions about the ICT-related school policy influence ICT integration in an indirect way. The results demonstrate how the complex interplay between teacher-related variables and ICT integration in the classroom is partly in line with findings in non-Asian contexts. A number of differences can be explained by the particular Chinese context. In particular an indirect relationship was found between teachers' constructivist beliefs and their level of ICT integration.

    创建者:
    xiaojing
    时间:
  • Mentor modeling: the internalization of modeled

    Mentor modeling: the internalization of modeled professional thinking in an epistemic game (pages 173–189) Padraig Nash and David Williamson Shaffer —— Journal of Computer Assisted Learning Volume 27, Issue 2, Pages 103-189, April 2011 —— Players of epistemic games – computer games that simulate professional practica – have been shown to develop epistemic frames: a profession's particular way of seeing and solving problems. This study examined the interactions between players and mentors in one epistemic game, Urban Science. Using a new method called epistemic network analysis, we explored how players develop epistemic frames through playing the game. Our results show that players imitate and internalize the professional way of thinking that the mentors model, suggesting that mentors can effectively model epistemic frames, and that epistemic network analysis is a useful way to chart the development of learning through mentoring relationships.

    创建者:
    xiaojing
    时间:
  • Mobile technology and literacy

    The effect of Twitter on college student engagement and grades

    创建者:
    xiaojing
    时间:
  • ‘txtN is ez f u no h2 rd’

    The effect of Twitter on college student engagement and grades

    创建者:
    xiaojing
    时间:
  • Children's text messaging

    The effect of Twitter on college student engagement and grades

    创建者:
    xiaojing
    时间:
  • The effect of text messaging on children's reading

    The effect of Twitter on college student engagement and grades

    创建者:
    xiaojing
    时间:

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