bluuebunny/crossref_metadata_2025 huggingface dataset:
Impact of Type 1 Diabetes Technology on Family Members/Significant Others of People With Diabetes
Authors: Barnard Katharine , Crabtree Vincent , Adolfsson Peter , Davies Melanie , Kerr David , Kraus Amy , Gianferante Danielle , Bevilacqua Elizabeth , Serbedzija George
Published: April 2016

Background:

The aim was to explore the impact of diabetes-related technology to ensure that such devices are used in a way that returns maximum benefit from a medical and psychological perspective.

Method:

Spouses and caregivers of people with type 1 diabetes were invited to complete an online questionnaire about their experiences with diabetes technologies used by their family members. Participants were recruited via the Glu online community website. Questions explored impact on daily living, frequency and severity of hypoglycemia, and diabetes-related distress.

Results:

In all, 100 parents/caregivers and 74 partners participated in this survey. Average (mean) duration of living with a person with type 1 diabetes was 16 years (SD = 13) for partners, with duration of diabetes for children being 4.2 ± 3.2 years. Average duration of current therapy was 8.3 ± 7.3 years for adults and 3.4 ± 2.9 years for children. Of the participants, 86% partners and 82% parents/caregivers reported diabetes technology had made it easier for their family members to achieve blood glucose targets. Compared to partners, parents/caregivers reported more negative emotions ( P < .001) and decreased well-being ( P < .001) related to their family members type 1 diabetes. Diabetes-related distress was common, as was sleep disturbance associated with device alarms and fear of hypoglycemia. Reduced frequency and severity of hypoglycemia related to device use was reported by approximately half of participants.

Conclusion:

There is little doubt about the medical benefit of diabetes technologies and their uptake is increasing but some downsides were reported. Barriers to uptake of technologies lie beyond the mechanics of diabetes management. Supporting users in using diabetes technology to achieve the best possible glycemic control, in the context of their own life, is crucial. Furthermore, understanding these issues with input from the type 1 diabetes community including family members and caregivers will help innovation and design of new technology.
Cardioembolic stroke secondary to paroxysmal atrial fibrillation in a patient with systemic lupus erythematosus
Authors: Talabucon Loreto Pascual , Manzano Jennifer Justice Frogozo , De Silva Deidre Anne
Published: April 2016

A case is reported of a patient with systemic lupus erythematosus (SLE) presenting with ischemic stroke. This case highlights the need to search for various pathogenic mechanisms, including atrial fibrillation, which has a higher predilection with SLE, and its treatment with chloroquine.
Parents’ Experiences of Toothbrushing with Children
Authors: Marshman Z. , Ahern S.M. , McEachan R.R.C. , Rogers H.J. , Gray-Burrows K.A. , Day P.F.
Published: April 2016

Globally, dental caries is one of the most prevalent diseases and is more common in children living in deprived areas. Dental caries is preventable, and guidance in the United Kingdom recommends parental supervised brushing (PSB): a collection of behaviors—including twice-daily toothbrushing with fluoridated toothpaste—that should begin upon eruption of the first tooth (approximately 6 to 12 mo of age) and for which children need to be helped or supervised by an adult until at least 7 y of age. The aim of this study was to explore parents’ experiences of toothbrushing with their young children and to establish barriers and facilitators to PSB at individual, interpersonal, and environmental levels according to the theoretical domains framework. Qualitative semistructured interviews guided by the framework were conducted with 27 parents of young children (<7 y) in 2 deprived areas of the United Kingdom. Framework analysis was used. Parents were not aware of national guidance concerning their active involvement in toothbrushing; however, they did have detailed knowledge of toothbrushing practices for children, and their intentions were to brush their children’s teeth themselves twice every day as part of a family routine. Nonetheless, parents’ difficulties experienced in managing their children’s challenging behavior and the environmental context of their stressful lives meant that many parents adopted a role of simply reminding their children to brush or watching them brush. As such, the main barriers to PSB among parents living in deprived areas were skills in managing their children’s behavior and environmental influences on family life. The results of our study have clear implications for the development of appropriate interventions to address the modifiable barriers to improve parental adoption of PSB.

Knowledge Transfer Statement: The results of this study will be used to develop a behavior change intervention to encourage parental supervised brushing. The intervention—which is likely to be delivered through health practitioners rather than dental teams—will be developed to reduce dental caries among young children and will require evaluation in terms of its clinical and cost effectiveness.
Clinical trials for stem cell transplantation: when are they needed?
Authors: Van Pham Phuc
Published: April 2016

In recent years, both stem cell research and the clinical application of these promising cells have increased rapidly. About 1000 clinical trials using stem cells have to date been performed globally. More importantly, more than 10 stem cell-based products have been approved in some countries. With the rapid growth of stem cell applications, some countries have used clinical trials as a tool to diminish the rate of clinical stem cell applications. However, the point at which stem cell clinical trials are essential remains unclear. This commentary discusses when stem cell clinical trials are essential for stem cell transplantation therapies.
Change, technology and higher education: Are universities capable of organisational change?
Authors: Marshall Stephen
Published: April 2016

Technology and change are so closely related that the use of the word innovation seems synonymous with technology in many contexts, including that of higher education. This paper contends that university culture and existing capability constrain such innovation and to a large extent determine the nature and extent of organisational change. In the absence of strong leadership, technologies are simply used as vehicles to enable changes that are already intended or which reinforce the current identity. These contentions are supported by evidence from e-learning benchmarking activities carried out over the past five years in universities in the United States, the United Kingdom, Australia and New Zealand.
Towards understanding the potential of e-portfolios for independent learning: A qualitative study
Authors: Chau Juliana , Cheng Gary
Published: April 2016

This paper discusses the findings of a research study concerning the use of e-portfolios to develop independent learning, from the perspectives of teachers and students in a Hong Kong university. While most of the findings confirm the value of e-portfolio practice reported in other contexts, they throw into relief a complicated interplay and conflict of factors that may thwart the good intentions of e-portfolio design and implementation. Insights derived from this research will illuminate the issues about e-portfolio-mediated independent learning across a range of settings and learners.
Preferences for deep-surface learning: A vocational education case study using a multimedia assessment activity
Authors: Hamm Simon , Robertson Ian
Published: April 2016

This research tests the proposition that the integration of a multimedia assessment activity into a Diploma of Events Management program promotes a deep learning approach. Firstly, learners' preferences for deep or surface learning were evaluated using the revised two-factor Study Process Questionnaire. Secondly, after completion of an assessment exercise comprising a multimedia presentation with digital images and oral commentary, the respondents' self-described approaches to learning were collected using semi-structured interviews. Using these two data sets, learners preferred and implemented learning approaches were compared. Results show that whilst the multimedia assessment exercise did not prohibit the adoption of a deep learning approach, it tended to enable the adoption of both deep and surface learning approaches. In addition to informing our understanding of the relationship between deep and surface learning preferences and the implementation of a multimedia assessment item, the data gathered also provide some clues related to the sorts of factors that the respondents considered and how they responded to these factors in their undertaking of the assessment exercise.
Podcasting of health sciences lectures: Benefits for students from a non-English speaking background
Authors: Pearce Karma , Scutter Sheila
Published: April 2016

Podcasting in higher education is the presentation of study material in digital format that can be downloaded as audio or video files onto a MP3 player or computer. These files can then be accessed anywhere and at any time students choose. The use of podcasting is now widespread amongst undergraduate students, yet their application to the specific needs of students with a non English speaking background (NESB) is largely unknown. The findings of this study are based on a survey of 404 NESB and 708 native English speaking Health Science undergraduate students at the University of South Australia. Ninety percent of NESB students accessed podcasts of undergraduate lectures, with the majority listening to more than 15 podcasts during each semester. The availability of podcasts had limited effect on attendance at lectures. M-learning (mobile learning) was not popular amongst NESB students compared to other students. They preferred to listen to audio recordings of the whole lecture from a computer in conjunction with the PowerPoint presentation. This study suggests the use of podcasts as a revision tool has obvious benefits as perceived by undergraduate NESB students in terms of their learning in face to face classes and when reviewing and revising complex material.
A bridge too far? Explaining beginning teachers' use of ICT in Australian schools
Authors: Bate Frank
Published: April 2016

This paper discusses some of the findings from a recent longitudinal study that examined how 35 beginning teachers used information and communications technologies (ICT) in the first three years of their teaching. The research, set in Western Australia, adopted a mixed method approach to help understand the role that ICT played in the evolving pedagogical practices of the teachers involved. The study found that beginning teachers articulated pedagogical beliefs that aimed to engage their students in active meaning making. It also found that these teachers were competent in the use of a basic suite of ICT software. However, pedagogical beliefs that resonate with contemporary learning theory and operational ICT competence did not translate into practices that synergised pedagogical, content and technological knowledge. The teachers involved in the study did not use ICT in ways that were consistent with their stated pedagogical beliefs. The relationships between teachers' beliefs and their pedagogical and technological knowledge are discussed within the contexts of different school settings. A framework is presented that emphasises the need for teachers and school leaders to make connections across pedagogical and technological domains.
Netbooks in sixth-grade English language classrooms
Authors: Lin Janet Mei-Chuen , Wu Yi-Jiun
Published: April 2016

As netbook computers are becoming an attractive option for K-12 educators, they have the potential to be a more integral part of language learning. In this study 45 sixth graders in two classes used netbooks to learn English as a second language. Forty-four students in two other classes served as the control group who received traditional instruction. It was found that the use of netbooks encouraged the instructor to design more innovative learning activities which greatly enhanced student engagement in learning. The activities provided students with much more opportunities to practice listening and speaking. A questionnaire survey and individual interviews showed that the netbook-using students not only liked English language class more and were more attentive during class but were more confident in being able to learn English language well. It was also revealed that the netbook-using students significantly outscored their non-netbook-using counterparts. These encouraging findings confirm the potential benefits of netbooks in language classrooms. However, this study also discovers some possible problems of implementing netbook-supported learning activities, including increased classroom inefficiencies caused by unstable network connectivity and slow boot and application load time, the increased anxiety felt by the participating teacher, and the extra effort needed to gain parental support on the use of netbooks in class.
Blended learning environments: Using social networking sites to enhance the first year experience
Authors: McCarthy Joshua
Published: April 2016

This study explores blending virtual and physical learning environments to enhance the experience of first year by immersing students into university culture through social and academic interaction between peers. It reports on the progress made from 2008 to 2009 using an existing academic platform, the first year design elective course Imaging Our World, in the School of Architecture, Landscape Architecture and Urban Design at the University of Adelaide. Over one semester, 120 design students, including 27 internationals, engaged with their peers through an online forum within the host site Facebook, in addition to the traditional teaching mechanisms of lectures and tutorials. Students were required to submit work online to Facebook and provide critiques of peers' submissions. Resulting discussions were then transferred into the physical classroom with the aim of building meaningful relationships between peers based on the embryonic online connections. The evaluation process involved pre and post semester questionnaires, weekly feedback from students and project-specific reflections at the completion of the semester. The findings are discussed in light of the conflicting attitudes and assumptions regarding the 'digital native' student cohort, and the use of social media to support learning and teaching in higher education.
Secondary school socio-cultural context influencing ICT integration: A case study approach
Authors: Divaharan Shanti , Ping Lim Cher
Published: April 2016

This paper proposes the use of activity theory and multi-level activity systems as a framework to analyse the effectiveness of ICT integration in Singapore secondary school classrooms. Three levels of activity systems are developed to study the effectiveness of ICT integration at the classroom: the classroom activity system, the department activity system and the school activity system. A multiple case study approach with three secondary schools in Singapore was adopted to provide in depth understanding of the socio-cultural factors that affect ICT integration in the classrooms. The findings show that schools need to function as learning organisations to be adaptable to changes, especially rapid changes brought about by technology integration in curriculum. To be successful learning organisations, schools need a curriculum focused, over-arching ICT goal to provide clear direction to the key players - teachers, HOD/ICT and instructional program HODs in the school. The management approach to ICT integration in the school should be through distributed leadership. While the school principal sets the tone for the school vis-à-vis modelling curriculum focused integration, providing encouragement to teachers and support for the HODs plans, the role of the HOD/ICT should be to ensure the relevant ICT-enabled infrastructure and implementation procedures are in place.
 
Measuring learner's performance in e-learning recommender systems
Authors: Ghauth Khairil Imran , Abdullah Nor Aniza
Published: April 2016

A recommender system is a piece of software that helps users to identify the most interesting and relevant learning items from a large number of items. Recommender systems may be based on collaborative filtering (by user ratings), content-based filtering (by keywords), and hybrid filtering (by both collaborative and content-based filtering). Recommender systems have been a useful tool to recommend items in many online systems, including e-learning. However, not much research has been done to measure the learning outcomes of the learners when they use e-learning with a recommender system. Instead, most of the researchers were focusing on the accuracy of the recommender system in predicting the recommendation rather than the knowledge gain by the learners. This research aims to compare the learning outcomes of the learners when they use several types of e-learning recommender systems. Based on the comparison made, we propose a new e-learning recommender system framework that uses content-based filtering and good learners' ratings to recommend learning materials, and in turn is able to increase the student's performance. The results show that students who used the proposed e-learning recommender system produced a significantly better result in the post-test. The results also show that the proposed e-learning recommender system has the highest percentage of score gain from pre-test to post-test.
Using contemporary topics and Internet resources to stimulate student-centred learning
Authors: Lee Susan E. , Woods Kyra J.
Published: April 2016

In this paper we describe how we fostered learning by modifying an existing course which covered topics relevant to biosciences. This course was offered predominantly to first year undergraduate science, biomedical science and environment students. The students were trained to find reliable scientific information via computer searches, and shown ways to use and cite references. Small teams of students used Internet resources to find, evaluate and summarise information for 15 minute presentations. An initial lack of confidence in presentation ability improved significantly over this period. The students identified the computer workshop format, the presentations and the interesting lectures as outstanding course features. The structure facilitated student-centred learning by providing interdisciplinary research topics that were considered interesting, relevant and authentic. The learning environment supported the diversity of abilities and interests of the students. Other positive student outcomes were the formation of friendships, a broadened interest in science, discovery of possible career paths, and greater confidence in their ability to find good references. The provision of computers with Internet access in the students' workshops changed the previously tutor-led approach to a student-centred format, ideal for ensuring active learning. The choice of interesting, multidisciplinary topics and lecturers also helped mitigate the possible negative effect of a student cohort drawn from diverse disciplines.
Off campus students' experiences collaborating online, using wikis
Authors: Weaver Debbi , Viper Shane , Latter Jennifer , McIntosh P. Craig
Published: April 2016

An online group work project for off campus students, using wikis as the collaboration platform, has been conducted successfully for several years. Students were given the opportunity and technical means to collaborate, and staff could assess individual students' participation. However, the actual level of collaboration was less than hoped for, especially in early iterations of the unit. While the teaching staff are confident that, for the overall student cohort, collaborating online using a wiki is meeting the needs of most students, this is varied across the diverse cohort. To gain further insight into the internal machinations of student groups, selected students were invited to submit their experiences of their wiki project. This paper reports the personal stories of two off campus students, and compares the experiences described by our students with the teaching staff members' perceptions. The two students featured were selected not just for their articulate writing, but because their group experiences were quite different. Considering these students' experiences has allowed the teaching staff to reflect on how to better support our students during their group project.
Blended learning using video-based blogs: Public speaking for English as a second language students
Authors: Shih Ru-Chu
Published: April 2016

With globalisation and the advent of information technology, the English language has become more important for second language (L2) learners. This study aimed to establish a blended teaching and learning model combining online and face to face instructional blogging for an English for specific purposes (ESP) course named English Public Speaking. The research methodology combined qualitative and quantitative approaches and included peer and instructor feedback, interviews, self-reflection, and a learning satisfaction survey. A total of 44 college seniors majoring in English participated in the study. The results of the study showed that this model could contribute to learning effectiveness and student satisfaction if the blended model is implemented with sufficiently supportive equipment and course plans. Most importantly, peer and instructor's feedback and the blog characteristics like free access, ease of revision, and interesting material for learning were major factors that enhanced students' learning satisfaction by motivating them to learn effectively.
Adoption of blogging by a Chinese language composition class in a vocational high school in Taiwan
Authors: Lou Shi-Jer , Wu Shi-Chiao , Shih Ru-Chu , Tseng Kuo-Hung
Published: April 2016

The purpose of this study was to examine the effect of adopting blogging upon Chinese language composition instruction in a vocational high school in Taiwan. The researchers developed a model that utilises blogging in Chinese language composition instruction. Forty randomly selected students from a public vocational high school served as the research participants. The experimental instruction was employed for eight weeks; all students completed a pre-test before the intervention and a post-test after. Statistical approaches reported include descriptive statistics, a one-sample t-test, and an independent t-test. The results of the study are as follows: (1) the instructional model of utilising blogging in Chinese language composition in a vocational high school can be successfully implemented with positive outcomes; (2) utilising blogging in Chinese language composition instruction can positively enhance students' composition learning; (3) the participants possessed a positive attitude toward the instructional model of utilising blogging in Chinese language composition instruction, and the majority of participants reported feeling positively about the overall design of the blog, the teaching materials, and their own achievement in learning composition; and (4) the instructor-student interaction was positive, which enhances participants' learning motivation and compositional ability.
 
Learning objects and the development of students' key competencies: A New Zealand school experience
Authors: Falloon Garry , Janson Annick , Janson Robin
Published: April 2016

This paper outlines a study investigating the impact of the use of learning objects on the development of two key competencies from the revised New Zealand Curriculum Framework (Ministry of Education, 2007). It specifically focuses on the key competencies of 'thinking' and 'relating to others', and explores how teachers in an urban intermediate school (year 7 and 8) planned and integrated learning objects into a wider 'community' social studies topic, and the impact this integration had on student competency development. Outcomes from the study indicate that learning objects can, for some students, provide a motivating and engaging learning experience through which thinking capabilities and relationship skills can be enhanced, but that such development is dependent upon several factors including the design, content, and level of interactivity of the objects, how closely they align with learning goals, the careful selection of student groupings, and how access to the learning objects is organised and managed. The study also revealed some issues with the use of new digital data collection tools, particularly related to the accuracy of coding of visual information, and how to best translate this into text format for publication without 'diluting' its richness and meaning.
Developing leadership potential for technology integration: Perspectives of three beginning teachers
Authors: Gao Ping , Wong Angela F. L. , Choy Doris , Wu Jing
Published: April 2016

This paper reports one major finding from a large two-year, mixed-methods study that investigated the process of beginning teachers' learning to teach with information and communication technology (ICT). Among the ten participants involved in the qualitative portion of the study, three stood out from the rest in their effort to use ICT in student-centred teaching approaches and translating their constructivist orientation learned from the university into classroom practice. They began to develop leadership potential to influence their university peers and their cooperating teachers during their ten-week period of student teaching (Gao, Choy, Wong & Wu, 2009). During their first year of teaching, they continued to develop their leadership potential for technology integration by teaching with their 'technology savvy' strengths, leading their colleagues in school-wide technology initiatives, and supporting other beginning teachers. This study suggests that beginning teachers can learn to teach with ICT and lead in technology integration at the beginning stage of teacher development.
Instructional advice, time advice and learning questions in computer simulations
Authors: Rey Günter Daniel
Published: April 2016

Undergraduate students (N = 97) used an introductory text and a computer simulation to learn fundamental concepts about statistical analyses (e.g., analysis of variance, regression analysis and General Linear Model). Each learner was randomly assigned to one cell of a 2 (with or without instructional advice) x 2 (with or without time advice) x 2 (with or without learning questions) between subjects factorial design. Time spent with the simulation as well as retention and transfer tests were used as dependent measures. Neither the instructional advice to examine the different parameters in a simulation systematically presented immediately before the simulation nor the learning questions (without feedback) presented during the simulation improves learners' retention or transfer performances. Students who were asked to employ more time on the computer simulation immediately before they want to finish it spent considerably more time with the simulation and performed better on retention, but not on transfer than did students for whom this request was absent. The results were discussed on the basis of the extended Scientific Discovery as Dual Search model and in conjunction with adaptive computer simulations.
An examination of the role of the e-tutor
Authors: Goold Annegret , Coldwell Jo , Craig Annemieke
Published: April 2016

As online learning environments continue to evolve, both teachers and students need to adapt to make the most of opportunities afforded by these environments for teaching and learning. The focus of this paper is on the changing role undertaken by tutors in online learning environments. We present a brief review of the current perspectives on the roles and responsibilities suggested for the e-tutor for effective teaching, and then report on a study where roles of e-tutors in a large wholly online unit were examined. The study supports the view that although the role of the e-tutor is similar to that of the face to face tutor in some respects, there are sufficient differences to make e-tutoring challenging to those who have not undertaken such online activities previously. Ongoing professional development is required to meet the changing demands of the technological environment, as well as the changing needs of students.
Talking about science in interactive whiteboard classrooms
Authors: Murcia Karen , Sheffield Rachel
Published: April 2016

Teachers using interactive whiteboards (IWB) effectively can engage and motivate students with a range of digital resources to explore science's role in making sense of our world and to construct knowledge of key scientific concepts. The case study research described in this paper illustrates how interactive pedagogies in the IWB classroom were used to support whole class substantive discourse about science. A sociocultural framework structured the exploration of the discourse surrounding four teachers and their students' use of IWB technology in their primary science classrooms. Action research methods and a professional learning intervention were used for both exploring and developing teachers' understanding of the interactive technology and its impact on the nature of classroom talk. Comparing video captured lessons with and without the use of the IWB provided some initial evidence of an increase in students' participation in substantive science conversations and exploratory talk. The preliminary analysis of the data summary across the four case studies suggested that the teachers were using more open questions, greater wait time and required greater participation from students. This research suggests that teachers' effective IWB pedagogy impacts positively on the way students talk about science. Seven principles of effective interactive pedagogy focused on enhancing discourse emerged from the action research. It is recommended that these principles be used with IWB technology to scaffold deep substantial science discourse, which is essential in developing students' scientific literacy.
Project ACTIVate: Innovations from New Zealand
Authors: Yelas Janet , Engles Paul
Published: April 2016

This case study discusses a collaborative three year project involving two school clusters located in the North Island and South Island of New Zealand. The project was named Project ACTIVate and its main thrust was to study how the use of the interactive whiteboard (IWB) combined with teaching, learning and research across schools. The project was also partnered with the Ministry of Education, New Zealand, a tertiary institution, and information and communication technology-related and enterprises. The aim of the research was to develop effective teaching and learning practices using IWB technology in New Zealand classrooms. It was also deemed significant for the project to use the IWB to enhance specific curriculum goals and environments where students and teachers could learn and research as partners in cognitive proximity within schools and across schools. A number of successes and challenges presented themselves during the three year time frame. One aspect of particular importance for education arising from the case study is the future implications for IWB technologies.
Connecting classrooms in rural communities through interactive whiteboards
Authors: Mitchell Jane , Hunter Jane , Mockler Nicole
Published: April 2016

This paper reports on the uses of interactive whiteboards in 'connected classrooms' in rural New South Wales, Australia. The research specifically focuses on the e2 program, a senior school initiative among five schools that seeks to extend the range of curriculum options available for students by connecting classrooms using video conference and interactive whiteboard technology. Teachers working in these environments have created specific sets of pedagogical practices. Through a series of focus group interviews and observations of classrooms, the research has sought to document core features of the teaching practice in the connected classroom environment. The research details the ways in which the interactive whiteboard provides a key visual focus for all lessons in the connected classroom; how the interactive whiteboard is used alongside a video conference screen; and reasons why teachers are committed to working with these technologies.
Interactive whiteboards: Interactive or just whiteboards?
Authors: Northcote Maria , Mildenhall Paula , Marshall Linda , Swan Paul
Published: April 2016

Over the last decade, interactive whiteboards have become popular teaching and learning tools, especially in primary school classrooms. Research studies from recent literature report on high levels of student motivation, teacher enthusiasm and whole-school support associated with these technological tools. Much research to date has reported on the potential of interactive whiteboards (IWBs) to improve the quality of teaching and learning processes by enhancing levels of interaction, communication and collaboration. Whether these claims have been substantiated has not yet been fully investigated. This paper reports on the findings from a collaborative research project between university lecturers, school-based primary school teachers and principals, pre-service teachers and district education consultants who worked together on a small, school-based research project. The researchers involved in this project had three main purposes: (1) to investigate different ways that IWBs are used in primary schools; (2) to share ideas and expertise on the use of IWBs; and (3) to document teachers' current practice with IWBs. Field notes from professional development meetings and classroom observations were analysed using a grounded theory methodology. Findings from this research are reported in this paper and compared to other recent research. The paper concludes with recommendations for practice and future research.
The interactive whiteboard: A transitional technology supporting diverse teaching practices
Authors: Winzenried Arthur , Dalgarno Barney , Tinkler Jacqueline
Published: April 2016

This article describes the findings of a qualitative study investigating teacher perspectives on the impact of interactive whiteboards (IWBs) on their classroom teaching practice, using intensive case studies focusing on six primary and secondary teachers from two rural schools. The study found that all teachers were enthusiastic, had seen improvements in student engagement, and were able to develop and evolve their IWB teaching strategies through explicit reflection. However, there was considerable diversity both in the ways in which the IWB was used and in the degree to which teachers changed their classroom teaching practices. Whereas some (Glover and Miller, 2001; Kennewell, 2006) have been critical of IWB adoption without clear pedagogical transformation or without utilisation of all IWB features, we argue that one of the IWB's key benefits is that it can be used initially without requiring a big shift in pedagogy but that it may gradually afford more major pedagogical changes over a longer period of time. These findings are important for the design of professional development in schools because with such a diversity of perceived IWB affordances, effective professional development is more likely to take the form of informal practice sharing than of specific hardware or software training.
Learning as students to become better teachers: Pre-service teachers' IWB learning experience
Authors: Divaharan Shanti , Koh Joyce Hwee Ling
Published: April 2016

The study presented in this paper involved 124 Singaporean pre-service teachers who were attending a core information and communications technology (ICT) module, which is a component of their teacher education program. During this module, the pre-service teachers were introduced to the interactive whiteboard (IWB) through an instructional approach that consisted of tutor modeling, self-paced exploration, peer sharing, and team-based design projects. The pre-service teachers experienced the IWB first as 'students' and then explored it as teachers planning for implementation in their lessons. Qualitative data of pre-service teachers' reflections was collected to analyse their perceptions of the IWB use in their lessons and to examine how they learnt to use the board. The findings illustrated that pre-service teachers predominantly felt that the IWB was useful for engaging students in the learning process and for generating active participation vis-à-vis the interactive affordances of the board. The findings also revealed that learning about technology in teams was most useful for the successful assimilation of a technology tool that was new and unfamiliar to pre-service teachers. This paper examines how the existing IWB instructional approach can be modified to help pre-service teachers learn pedagogical uses of the IWB more effectively.
Analysing high school students' participation and interaction in an asynchronous online project-based learning environment
Authors: Quek Choon Lang
Published: April 2016

This study aims to replicate and extend a previous study which was conducted on primary school students' asynchronous online project-based learning. In this study, 276 high school students' participation and interaction in a project-based learning environment was mediated by an asynchronous computer-mediated communication (CMC) tool. The students' high participation revealed their adaptability to this teacher-facilitated learning environment. However, in terms of interaction, these students' notes were found congregating mainly in phase I (comparing and sharing information, 82.7%) but lesser extent in the subsequent phase II (the discovery and exploration of dissonance or inconsistency among ideas, concepts or statement, 13.5%), phase III (negotiation of meaning/co-construction of knowledge, 3.7%) and beyond when these notes were analysed using Gunawardena's Interaction Analysis Model (IAM) (1997). These findings were compared, discussed and referenced to the earlier research conducted in the primary school to surface gaps for future research that will focus on addressing obstacles to students' learning issues pertaining to participation and interaction socially and cognitively in such a learning environment.
Using wikis for collaborative learning: Assessing collaboration through contribution
Authors: Judd Terry , Kennedy Gregor , Cropper Simon
Published: April 2016

Wikis are widely promoted as collaborative writing tools and are gaining in popularity in educational settings. However, while wikis include features that are designed to facilitate collaboration, it does not necessarily follow that their use will ensure or even encourage collaborative learning behaviour. The few empirical studies that have considered this issue report equivocal findings. We assessed students collaborative behaviour based on their contributions to a wiki-based shared writing task using a variety of text and time based metrics. We found little evidence of collaboration despite adopting a learning design that was intended to support it. While overall participation was high, a relatively small proportion of students did the bulk of the work and many students' contributions were superficial. Students made little use of the wiki's commenting feature - a critical tool for contextualising and coordinating their contributions for and with others, and the majority of contributions were made very late in the task, making the possibility of extensive collaboration unlikely. These findings are discussed in relation to factors that may lead to the more successful integration of innovative, technology based learning activities into broader undergraduate curricula.
The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy
Authors: Drexler Wendy
Published: April 2016

Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research. The article is meant to facilitate further discussion about K-12 student construction of personal learning environments and offer the practitioner a foundation on which to facilitate a networked learning experience. It seeks to determine how a teacher can scaffold a networked learning approach while providing a foundation on which students take more control of the learning process.
Assessing laptop use in higher education classrooms: The Laptop Effectiveness Scale (LES)
Authors: Lauricella Sharon , Kay Robin
Published: April 2016

Considerable research has been conducted examining the use of laptops in higher education, however, a reliable and valid scale to assess in-class use of laptops has yet to be developed. The purpose of the following study was to develop and evaluate the Laptop Effectiveness Scale (LES). The scale consisted of four constructs: academic use and three areas of non-academic use (communication, watching movies, playing games). Tested on 177 higher education students, the data generated using the LES showed acceptable internal reliability, construct validity, content and convergent validity. Feedback from students suggested that both academic and non-academic constructs assessed by the LES could be expanded to incorporate a wider range of laptop related behaviour
How do students use podcasts to support learning?
Authors: Scutter Sheila , Stupans Ieva , Sawyer Tim , King Sharron
Published: April 2016

Podcasting is used commonly recreationally and is now increasingly used in education. The technology for podcasting is readily available, easy to use and inexpensive, making it an attractive option for providing additional flexible learning resources for students. However, little is known about how podcasts are used by students and the implications for learning. This paper describes how podcasts were used by students in a medical radiation program. In common with many other health science programs, the medical radiation program has a large content load, particularly in first year where courses such as anatomy and physiology are introduced. Students generally used podcasts to review lecture content, especially when they had difficulty with understanding lectures or new terminology. Students generally listened to the recordings whilst viewing the lecture PowerPoint presentations on a home computer. Results from this study indicate that academics need to contemplate the introduction of instructional methods such as podcast lectures within the broader context of instructional goals.
Using blogs to help language students to develop reflective learning strategies: Towards a pedagogical framework
Authors: Hourigan Tríona , Murray Liam
Published: April 2016

Due to the social changes brought about in no small part by Web 2.0 tools, the potential impact of the blog writing phenomenon upon teaching and learning contexts reveals an important area for consideration for all university educators, and in particular for e-learning practitioners. Today, web users may access a wide variety of media to express themselves and to communicate with others. These may include conventional blog websites such as blogger.com or indeed social networking sites such as MySpace, Facebook or Bebo, which continue to integrate blog tools and which also encourage self-expression on the part of the users. Moreover, the application of such written expression tools into a language learning context requires further investigation by the computer-assisted language learning (CALL) community, most notably in the field of exploring the distinct pedagogical environment which emerges within such a context. This paper shall detail the pedagogical and support role of the teacher as well as considering the content of learners' reflective output throughout the course of the semester. Our analysis will consider the overall teaching and learning environment, with additional qualitative examples from the learner blogs and essays in order to define clearly emerging roles and activities with regard to future classroom practice.
"But they won't come to lectures ..." The impact of audio recorded lectures on student experience and attendance
Authors: Larkin Helen E.
Published: April 2016

The move to increasingly flexible platforms for student learning and experience through provision of online lecture recordings is often interpreted by educators as students viewing attendance at lectures as optional. The trend toward the use of this technology is often met with resistance from some academic staff who argue that student attendance will decline. This study aimed to explore students' use of online lectures and to measure the impact of them on student attendance at lectures. A pre and post evaluation methodology was undertaken using a self administered questionnaire that gathered both quantitative and qualitative data. Overall attendance was recorded at each lecture throughout the semester. Results indicated that attendance remained high throughout the semester and while only a minority of students used the recordings, those who did found them to be helpful. Most students used them to either supplement their learning or to make up for a lecture that they had not been able to attend. This study provides evidence that contrary to popular belief, Generation Y students in general, do not aspire to replace lectures with downloadable, online versions. Many of the students in this study valued the opportunity for interactive learning provided by face to face teaching. Finally, a model that outlines the attributes that contribute to quality teaching is used to describe how this technology can contribute to positive student experiences and can enhance reflective teaching practice.
Faculty's acceptance of computer based technology: Cross-validation of an extended model
Authors: Ahmad Tunku Badariah Tunku , Madarsha Kamal Basha , Zainuddin Ahmad Marzuki Haji , Ismail Nik Ahmad Hisham , Nordin Mohamad Sahari
Published: April 2016

The first aim of the present study is to validate an extended technology acceptance model (TAME) on the data derived from the faculty members of a university in an ongoing, computer mediated work setting. The study extended the original TAM model by including an intrinsic motivation component - computer self efficacy. In so doing, the study assessed the direct and indirect effects of computer self efficacy on the use of the technology, via the perceived usefulness and intention to use the technology voluntarily. The second purpose of the study is to evaluate gender and age invariants of the causal structure of TAME. This cross-validation procedure determined whether gender and age group moderated the causal structure of the model, and thus the generality of TAME. The data were collected from a self reported questionnaire administered to 731 faculty members of a public university in Malaysia. The results of structural equation modeling supported the adequacy of TAME. Although the TAME's causal structure was applicable to both male and female staff, age group appeared to moderate the structural relationships among the constructs of interest.