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Working with these young learners led to a bank of new information with implications for all the stakeholders in 14-19 education and training. There are thirteen chapters with introductions and summaries, and each chapter discusses between three and six discrete themes in good detail.
No abstract is available for this article.
The recent trend towardsWeb 2.0 focuses on users’ active participation and interaction via online environment (Musser, O’Reilly & the O’Reilly Radar Team, 2006), and makes educational strategies more interactive and diverse. Many teaching strategies are also integrated with online learning activities. However, this raises questions about how learners conduct these online learning behaviours and about the visual sequential behavioural patterns that they employ. These patterns may provide an important reference for teachers’ or intelligent agents’ guidance for enhancing learners’ learning. Lag sequential analysis (Bakeman & Gottman, 1997) can individually examine whether the sequential relationship between each behaviour has been achieved significantly and visualise the patterns. This study tries to conduct an empirical observation and apply sequential analysis to detect learners’ behavioural patterns. Based on our initial findings, we also provide suggestions, which are expected to promote in-depth online learning.
Address for correspondence: Dr. Huei-Tse Hou, Department of Information Management, Ching Yun University, 229, Jiansing Road, Jhongli City, Taoyuan County 320, Taiwan Jung-li 320, Taiwan. Email: ho@ice.ntnu.edu.tw
Jennifer Rowley is a professor of Information and Communications at Manchester Metropolitan University. Sally Sambrook is a professor of Human Resource Development at the Bangor Business School, Bangor University. Addresses for correspondence: Jennifer Rowley, Manchester Metropolitan University, Rosamund Street West, Manchester, M15 6BH, UK. Email: j.rowley@mmu.ac.uk; Sally Sambrook, Human Resource Development, Bangor University, Bangor Business School, Hen Goleg, College Road, Bangor, LL57 2DG, Northern Ireland. Email: abs803@bangor.ac.uk
Address for correspondence: Chun-Yi Lee, No. 162, Sec. 1, Ho-ping East Road, Taipei 10610, Taiwan. Email: chunyi.lii@gmail.com
Address for correspondence: Shesen Guo, Literature Department, Qianjiang College, Hangzhou Normal University, Hangzhou, Zhejiang Province, Postal Code 310012, P. R. China. Email: guoshesen@ 126.com
A key step to understanding paradigm shifts in e-learning: towards context-aware ubiquitous learning
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