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Using Jigsaw and Case Study for supporting 普通类
In CSCL contexts (Computer Supported Collaborative Learning) collaborative activities with different levels of structuredeness are often used to foster discussion and exchange among students and enhance collaboration. In this field the debate around whether and to what extent it is useful to structure the activities proposed to students, is still very lively. In this paper two collaborative activities are explored, namely a simple Case Study (moderate level of structuredness) and the Case Study joint with the Jigsaw (higher level of structuredness). Starting from the analysis of the interactions occurred among students of two real online courses performing these activities, it is possible to identify strong points and weaknesses of the two activities, so to draw some reflections on the impact of structuredness on the collaborative learning process.
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An analysis of change 普通类
The passage from secondary school to university puts students in an environment with different expectations. Not only the expectations towards learning might change, but also towards ICT competences and computer use. The purpose of this article is to find out whether freshmen, after 6 months at the university, changed their self-perception of ICT competences and computer use in comparison with their behaviour at secondary school, and what factors can explain the self-perception of ICT competences and computer use in secondary school, in the university and their possible change. Based on a panel research among 714 freshmen of a large university, this article answers the following questions: (1) What is the self-perception of ICT competences among freshmen and is there a change in this self-perception 6 months after entering the university? (2) How often and for what purpose do freshmen use a computer and is there a change in the frequency of the use of a computer? (3) What factors might influence this attitude, behaviour, and possible change? In function of the basic components of Unified Theory of Acceptance and Use of Technology (Venkatesh, Morris, Davis, & Davis, 2003) hypotheses was developed and tested to answer these questions. Students who consider the computer to be a useful instrument, have control over the computer, possess a certain level of Internet competence, and are at ease with computers are more likely to have the skills needed to maintain a computer, to develop a web site, and to use basic ICT skills. The predictors have little influence on Internet usage. The same predictors contribute modestly to the explanation of the different frequencies of computer use, and a few of the predictors explain parts of change in ICT skills and frequency of computer use.
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The effects of problem-based learning 普通类
Web-based education as an alternative to face-to-face teaching is now being extended as an application to higher education. Much effort is undertaken to provide multimedia rich, attractive content to learners. While the use of multimedia technologies has a noticeable effect on students’ learning, so does the selected teaching methodology. Underpinned by the Constructivist approach, problem-based learning is one of the methods that could be applied in web-based learning environments. The current study investigates the effects of problem-based learning on students’ classroom community perceptions and their achievement. It focuses on the tertiary level course “Introduction to Computers” offered by the Department of Business Administration of the Distance Education Program at a higher education institution in Turkey. The results indicated that students who worked on problem-based projects felt much more ‘connected’ to other class members when compared to the control group. They achieved higher scores in the post-tests although their online midterm and final examination scores did not indicate any difference between the groups.
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Investigating models for preservice 普通类
The study addressed two limitations of previous research on factors related to teachers’ integration of technology in their teaching. It attempted to test a structural equation model (SEM) of the relationships among a set of variables influencing preservice teachers’ use of technology specifically to support student-centered learning. A review of literature led to a path model that provided the design and analysis for the study, which involved 206 preservice teachers in the United States. The results show that the proposed model had a moderate fit to the observed data, and a more parsimonious model was found to have a better fit. In addition, preservice teachers’ self-efficacy of teaching with technology had the strongest influence on technology use, which was mediated by their perceived value of teaching and learning with technology. School’s contextual factors had moderate influence on technology use. Moreover, the effect of preservice teachers’ training on student-centered technology use was mediated by both perceived value and self-efficacy of technology. The implications for teacher preparation include close collaboration between teacher education program and field experience, focusing on specific technology uses.
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Reading electronic books as a support 普通类
The effect of reading an electronic storybook (e-book) on Israeli children’s language and literacy was examined in kindergarten children (N = 40; age 5:2–6:3) compared to first graders (N = 50; age 6:3–7:4). The children in each age group were randomly assigned to two groups: an intervention group which read the e-book five times and a control group which was afforded the regular school program. Pre- and post-tests included vocabulary and word reading measures. Post-tests included story comprehension and production. Children who read the e-book exhibited significant progress in word meaning and word reading compared to the control group. Kindergarten children progressed in word reading more significantly than first graders across treatment groups. This could be explained by the ceiling effect of the first graders’ word reading level which did not leave much room for progress in this skill compared to the kindergarten children. No interaction was found between age and treatment groups. Kindergarten children exhibited a good level of story comprehension, similar to first graders, although their story production was lower. Implications for future research and education are discussed.
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Boys’ and girls’ ICT beliefs Do teachers matter 普通类
This exploratory study took place in the context of middle school information science in Greece, to examine possible relations between boys’ and girls’: value and efficacy beliefs about computers and information science; perceived parental support; perceived teacher expectations; and perceptions of the nature of information science instruction. The participants of the study were 301 (135 male and 166 female) students who responded to a self-report questionnaire. Regression analysis showed that perceived teacher expectations were positively associated with students’ ability beliefs, perceptions of learning activities as creative and personally meaningful was a significant predictor of students’ interest in computing, and perceived parental support was related to both value and efficacy beliefs. Unlike previous research, the findings of this study did not support the conclusion that boys have more positive ICT self-efficacy and value beliefs than girls. They indicated however, that boys’ and girls’ beliefs are differentially affected by parents, teachers, and school IS instruction.
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Effects of attitudes and behaviours 普通类
This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a 3.4 point difference in test scores between individuals on a 10-point scale. General attitude towards mathematics positively predicted test scores. However, more able students who were well-disposed towards mathematical computer tools achieved lower scores. Self-reported behaviours were unrelated to test scores. Detailed observation of a small number of students (N = 8) revealed that positive attitudes towards mathematics and mathematical computer tools augmented exhibited learning behaviours, and that both a positive attitude to mathematical computer tools and exhibited learning behaviours benefited tool mastery. Although tool mastery and test scores are intimately related, reflective processes appear to mediate this relationship. Promoting learning with mathematical computer tools needs to take several factors into account, including improving student attitudes, raising levels of learning behaviours, and giving sufficient opportunity for constructing new mathematical knowledge within meaningful mathematical discourse.
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Acknowledgement to referees 普通类
Acknowledgement to referees
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A web-based formative assessment tool 普通类
Abstract The use of web-based learning and assessment tools is growing in tertiary institutions around the world. To date, very few papers have reported the development and evaluation of a web-based formative assessment tool for postgraduate students. The aim of the present paper was to report on the development and evaluation of an online formative assessment tool for this student group. The web-based formative assessment tool was evaluated by a sample of undergraduate students, postgraduate students and academic staff within a psychology department in order to determine the suitability and sensitivity of the tool. The results of this pilot test suggest that the development of such a tool is both appropriate and feasible for Masters students studying psychology.
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The DaktariAn interactive multi-media tool 普通类
This article describes the findings from the assessment of a touch-screen, multi-media learning program on livestock health and production: The Daktari. The program was tested on a sample of 62 livestock keepers in the Nairobi slums of Kariobangi and Kibera. The study examined prior knowledge regarding three livestock diseases (liver fluke, mastitis and mange) and compared this to newly acquired knowledge after exposure to the software. The results demonstrated a significant difference between pre- and post-knowledge assessments confirming that use of the program led to learning. Learning occurred among a variety of demographic/social groups (i.e. age, gender and education) with a range of abilities. Indeed, by utilising an audio–visual interface developed with relevant content for the population in question, it was found that the program could support and enhance participant understanding of livestock disease causation, diagnosis, treatment and prevention.