bluuebunny/crossref_metadata_2025 huggingface dataset:
Integrating English for specific purposes courseware into task-based learning in a context of preparing for international trade fairs
Authors: Tsai Shu-Chiao
Published: April 2016

This study reports on integrating courseware for participating in international trade fairs into English for specific purposes (ESP) instruction at a technical university in Taiwan. An Information and Communication Technology (ICT) approach combining courseware integration with Task Based Learning (TBL), was adopted. Evaluation of implementing this courseware-integrated ESP instruction was based on pre- and posttests in three tasks and student responses to questionnaires concerning satisfaction and attitude. Interviews were also conducted with recent graduates of this courseware-integrated program now working in business fields. Meanwhile, teacher-centred, face-to-face instruction on the same topic was conducted with a control group. The courseware not only provided authentic materials for learning the target ESP in situational settings, but also offered learning activities with corresponding instant self-evaluation so that students were engaged in cognitive processes based on individual need. Students enrolled in the courseware-integrated instruction made as much, and at times, even better, progress as those electing the teacher-centred instruction while completing the tasks of problem-solving and higher-order thinking. Their self-learning effectiveness in both task performance and linguistic skills was significantly improved and they reported satisfaction with the courseware-integrated instruction. Thus, courseware-integrated TBL instruction may offer a potential solution to problems in the development of ESP courses.
The effects of face-to-face and computer-mediated peer review on EFL writers’ comments and revisions
Authors: Ho Mei-ching
Published: April 2016

This study investigates the use of face-to-face and computer-mediated peer review in an English as a Foreign Language (EFL) writing course to examine how different interaction modes affect comment categories, students’ revisions, and their perceptions of peer feedback. The participants were an intact class of 13 students at a Taiwanese university. The computer-mediated peer review involved OnlineMeeting, software specifically designed for peer review activities and featuring a split screen protocol, document sharing, and chat room functions. The results of chi-square tests show that overall students offered more revision-oriented comments than non-revision-oriented ones among different writing tasks in either mode. Also, peer review mode affected some types of peer comments to a certain extent. There were significantly more global alteration comments and fewer local alteration comments in face-to-face than computer-mediated mode. While the participants liked comments via Word’s annotation features over handwritten comments, they felt face-to-face discussions to be more effective than online chat via OnlineMeeting due to the affordance of face-to-face talk (e.g., immediacy and paralinguistic features), that cannot be easily replaced by electronic chat. Pedagogical implications regarding the balanced use of computer-mediated and non-computer-mediated writing activities are discussed, along with suggestions for future research.
The perspectives of major stakeholders on video enriched problem-based learning for Chinese teacher education
Authors: Ma Angela Kit Fong , O'Toole John Mitchell
Published: April 2016

The study described in this paper investigated how the major stakeholders of a teacher education institution responded to a particular suite of educational products that involved video-based educational learning objects. It aims to look into stakeholder attitudes to potential technological development in fostering student-centred learning in general and problem-based learning (PBL) in particular, with the ultimate goal of enhancing and improving the quality of teacher training. The research objectives are specifically focused upon (a) the experience of the major stakeholders when using multimedia technology and PBL pedagogy; (b) perceived benefits and challenges when applying the courseware in actual teaching situations; and (c) the possibility of these video-rich PBL cases being adjusted to better suit stakeholder needs and encourage their wider use in the particular context of this Chinese teacher education institution. The results show that previous training can exert a significant influence on the adoption of PBL by teachers and students. The data analysis is expected to form a useful baseline for a longitudinal study to determine the extent to which such multimedia educational courseware can affect the processes of learning, and to identify the learning outcomes that may be achievable through video-rich learning objects.

 
Using e-portfolios in a field experience placement: Examining student-teachers' attitudes towards learning in relationship to personal value, control and responsibility
Authors: Shroff Ronnie H. , Trent John , Ng Eugenia M.W.
Published: April 2016

This study extends the ownership of learning model by using e-portfolios in a field experience placement to examine student-teachers' attitudes towards learning in relationship to personal value, feeling in control and taking responsibility. A research model is presented based on research into ownership of learning. The student e-portfolio ownership of learning questionnaire (SEOLQ) was developed. Seventy-seven participants completed the survey measuring their responses to ownership of learning components of attitudes towards learning (ATL), personal value (PV), feeling in control (FIC), and taking responsibility (TR). Data were used to test the hypotheses postulating the main effects of ATL using e-portfolio on the constructs PV, FIC, and TR. The results of the study indicated that ATL had a significant influence on PV, FIC and TR. The results suggest the student-teachers valued the integration of the e-portfolio into the field experience and developed a sense of control of their learning. Responsibility-related findings suggest that participants were sensitive to both the means of manipulating the e-portfolio and the results of their efforts doing so. By providing student-teachers with the opportunity to reflect critically upon their work as educators, e-portfolios can serve as an invaluable resource for promoting effective ownership of learning.
Quality experiences of inquiry in blended contexts – university student approaches to inquiry, technologies, and conceptions of learning
Authors: Ellis Robert A.
Published: April 2016

Evaluating the quality of inquiry using technology in blended contexts at university is a complex phenomenon as there are many variables which could account for qualitative variation in the experience. This study looks at reasons for qualitative variation in the university student experience of inquiry using technologies. It considers approaches to inquiry and technologies, conceptions of learning and academic achievement. The results identify which aspects of the experience account for relatively more successful learning and which aspects of the experience tend to be related to less successful experiences. It offers a nuanced understanding of the contribution of technology to successful experiences. The results have implications for the design of activities which involve class and on-line contexts and the way we help students to be successful.

 
Improving assessment processes in Higher Education: Student and teacher perceptions of the effectiveness of a rubric embedded in a LMS
Authors: Atkinson Doug , Lim Siew Leng
Published: April 2016

Students and teachers play different roles and thus have different perceptions about the effectiveness of assessment including structure, feedback, consistency, fairness and efficiency. In an undergraduate Business Information Systems course, a rubric was designed and semi-automated through a learning management system (LMS) to provide formative feedback. Action research with a qualitative approach was undertaken by the teacher. A questionnaire was administered to the 55 students to gather their perceptions of the effectiveness of the process. Students reported benefits of clearly being able to see what they needed to do, what they had achieved, and what they needed to do to improve. The majority (95%) recommended further use of the rubric process. From the teacher's perspective, a key benefit was an estimated 40% reduction in marking time and improved student satisfaction with feedback. An insight from the student feedback and teacher reflection was that there is a balance between providing clear detailed structure versus challenging students with freedom to deal with the ambiguity of open ended issues. The study provides practical insights for further roll-out of assurance of learning initiatives based on rubrics embedded in LMSs, and contributes a model for further research into student and teacher perceptions of assessment effectiveness.
Enhancing learning outcomes through new e-textbooks: A desirable combination of presentation methods and concept maps
Authors: Huang Kuo-Liang , Chen Kuo-Hsiang , Ho Chun-Heng
Published: April 2016

It is possible that e-textbook readers and tablet PC’s will become mainstream reading devices in the future. However, knowledge about instructional design in this field of learning sciences is inadequate. This study aimed to analyse how two factors, that is, presentation methods and concept maps, interact with cognitive load and learning outcomes when the contents of e-textbooks are compiled. Further, it endeavored to suggest an adequate logic of instructional design based on the findings. An empirical method was adopted, and 78 participants – either undergraduates or graduates in college – were recruited. Regarding the compilation of e-textbooks, the findings can be summarised as follows: (a) Providing concept maps not only reduces learners’ cognitive load but also enhances their learning outcomes of cognition, affection, and psychomotor performance. (b) Overall, video (V) is superior to text and diagram interaction (TDI) in terms of learning outcomes, and TDI is superior to text and diagram (T&D). Nevertheless, within the cognitive domain, learning outcomes produced by V are not necessarily superior to those produced by TDI. When learners are not provided with concept maps, TDI is superior to V in terms of learning outcomes. Conversely, if learners are provided with concept maps, V is superior to TDI.

 
Editorial 29(1)
Authors: Bennett Sue , Dalgarno Barney , Kennedy Gregor
Published: April 2016

It is with great pleasure that we present our first editorial as the incoming lead editors of the Australasian Journal of Educational Technology (AJET). We’d like to thank the selection committee representing the ascilite executive and the AJET editorial board for the confidence they have shown in us in appointing us to this role for the next three years.

Our first and most important task is to acknowledge the contribution of outgoing editors Dr Roger Atkinson and Associate Professor Catherine McLoughlin and to thank them for their work together over the past 10 years. We’d particularly like to acknowledge the contribution of Roger Atkinson as AJET production editor for more than 15 years. The very strong position AJET finds itself in, with a high volume of submissions and the quality and scholarly impact of articles, is in no small measure attributable to the work of Roger, Catherine, and their predecessor as editor prior to 2002, Professor Ron Oliver.

We’d like to highlight the new editorial team structure we have put in place, which consists of ourselves (Associate Professors Sue Bennett, Barney Dalgarno and Gregor Kennedy) as lead editors and Dr Helen Farley, Professor Robert Fitzgerald, Dr Michael Henderson, Dr Terry Judd, Professor Lori Lockyer and Dr Lina Markauskaite as associate editors. We are confident that this new distributed structure will sustain the journal well into the future.

This issue contains a range of articles addressing some of the most important contemporary issues in educational technology research, including technology supported learning design in higher education, teacher knowledge and ICT capacity development, the use of laptops and mobile devices in schools, and comparisons of learning outcomes achieved with and without technology.
Factors that influence the perceived advantages and relevance of Facebook as a learning tool: An extension of the UTAUT
Authors: Escobar-Rodríguez Tomás , Carvajal-Trujillo Elena , Monge-Lozano Pedro
Published: April 2016

Social media technologies are becoming a fundamental component of education. This study extends the Unified Theory of Acceptance and Use of Technology (UTAUT) to identify factors that influence the perceived advantages and relevance of Facebook as a learning tool. The proposed model is based on previous models of UTAUT. Constructs from previous models were used such as performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation and habit. Additionally, two new perspectives were added: perceived advantages and perceived relevance of Facebook as a social media platform. It provides some insights into students' behavioural intentions, and such an understanding can help faculty to examine their assumptions about the role of social media technologies in the teaching and learning process. The study participants were students enrolled in a Spanish public university. Data from 956 usable questionnaires were tested against the research model. Our results provide support to the model and reveal a good model fit. In light of these findings, implications for theory and practice are discussed.

 
 
Student use of mobile devices in university lectures
Authors: Roberts Neil , Rees Michael
Published: April 2016

Mobile devices are increasingly used by students in university lectures. This has resulted in controversy and the banning of mobile devices in some lectures. Although there has been some research into how students use laptop computers in lectures, there has been little investigation into the wider use of mobile devices. This study was designed to investigate which mobile devices students use, what they use them for and the duration of each activity within 1 hour lectures. Students in six cross faculty core classes (n=74 students total) at Bond University responded to a survey asking them to document and comment on their mobile device use over the previous hour at the end of their lecture. A focus group of students who had not been surveyed was conducted to cross-validate the survey results. The key results were that 66% of students responding to the survey reported using a mobile device in the lecture. Of this group, 45% used a mobile phone and 38% a laptop. The most common activity was typing notes on a laptop, followed by accessing lecture slides. The vast majority of mobile device usage was on task and related to the lecture.
Frequency and pattern of learner-instructor interaction in an online English language learning environment in Vietnam
Authors: Pham Thach , Thalathoti Vijay , Dakich Eva
Published: April 2016

This study examines the frequency and pattern of interpersonal interactions between the learners and instructors of an online English language learning course offered at a Vietnamese university. The paper begins with a review of literature on interaction type, pattern and model of interaction followed by a brief description of the online environment and its learners and instructors. The online messages extracted from the communication forums were analysed using simple descriptive statistics and content analysis techniques in the light of Salmon’s (2003) model of online teaching and learning to explore the frequency and pattern of interaction. The results of the study indicate that after a high level of engagement at the beginning of the course, the learners’ interaction dropped and different patterns interaction were found in the three communication forums of the online course.
Facilitating learners’ web-based information problem-solving by query expansion-based concept mapping
Authors: Huang Yueh-Min , Liu Ming-Chi , Chen Nian-Shing , . Kinshuk , Wen Dunwei
Published: April 2016

Web-based information problem-solving has been recognised as a critical ability for learners. However, the development of students’ abilities in this area often faces several challenges, such as difficulty in building well-organised knowledge structures to support complex problems that require higher-order skills (e.g., system thinking). To resolve these issues, this study employs a semi-automatic tool that supports query expansion-based concept mapping (QECM) for assisting learners’ web-based information problem-solving. The query expansion technique aims to recommend relevant concepts and linking words for building the map. The linking of concepts also uses non-taxonomic relationships for visualising a systemic model to develop complex problem-solving. An experiment was conducted by randomly dividing 50 participants into two groups, QECM (experimental) and conventional keyword-based search system, (control), to compare their performance during web-based information problem-solving tasks. The results show that the QECM system facilitated participants in extending their queries so as to enhance the comprehensiveness of their constructed concept maps. The QECM also improved the participants’ information problem-solving performance by bridging concepts of an assigned task. The findings imply that learners using the QECM system can focus on the higher-order tasks of problem-solving and be better engaged in exploring real-life problems with the web.
Teacher training through social networking platforms: A case study on Facebook
Authors: Demiraslan Çevik Yasemin , Çelik Serkan , Haşlaman Tülin
Published: April 2016

Numerous studies have attempted to explain the role of social networking platforms within educational environments, though none of them has reported on their potential for enhancing professional development in education. The purpose of this qualitative research was to explore the reflections of prospective teachers who were assigned to design and conduct instruction on Facebook. Seven groups of prospective teachers (n=25) attending a teacher training program in Turkey participated in the study. Reflections of these prospective teachers on online teaching through Facebook were elicited by means of reflective papers. As an outstanding result of the online teaching project in the current study, the prospective teachers gained positive experiences in utilising Facebook for designing and implementing online teaching activities that are in accordance with the constructivist learning paradigm. However, sustaining learner involvement, enhancing interaction, and problems resulting from group work processes were observed as destructive issues throughout the online teaching project.
The role of feedback and social presence in an online peer coaching program for student teachers
Authors: Thurlings Marieke , Vermeulen Marjan , Bastiaens Theo , Stijnen Sjef
Published: April 2016

Feedback is essential in any kind of learning. This study focused on feedback in online learning and conceptualized feedback as a social interaction process. Online learning rests on social interaction, which is affected by feelings of social presence. Therefore, we investigated received and perceived online feedback, and the coherence between them. In addition, we studied the influence of social presence on feedback processes. Sixteen Dutch student teachers, who followed a 1 year customized postgraduate teacher education course, engaged in an online peer coaching program using Skype. Data could be collected from 8 different participants and 966 feedback utterances were analysed. In order to determine the quality of this received feedback, an observational instrument was used. In addition, questionnaires were filled in that addressed student teachers’ feedback perceptions and feelings of social presence. Findings showed that participants with higher feedback perceptions received more effective observed feedback than participants with lower perceptions. Feelings of social presence affected perceived and observed feedback, however the social presence items need further validation. This study has practical implications for providing effective online feedback as well as providing a more holistic view on the processes of feedback among teachers.

 
Using social networking environments to support collaborative learning in a Chinese university class: Interaction pattern and influencing factors
Authors: Lu Jie , Churchill Daniel
Published: April 2016

This paper reports a study that investigated the social interaction pattern of collaborative learning and the factors affecting the effectiveness of collaborative learning in a social networking environment (SNE). A class of 55 undergraduate students enrolled in an elective course at a Chinese university was recruited for the study. The participants used an SNE to support their learning activities over a semester. Data was collected through interviews, classroom observations, and from digital artifacts created in the SNE. Social network analysis and content analysis were adopted to analyze data. The results showed that social interaction in the SNE tended to be teacher-centered, social-oriented, fragmented, and short-lived. Pre-existing social relations, perceptions of the teacher and peer feedback, preferred learning approaches and collaboration strategies, nature of the task, and the individualistic nature of social networking technology were factors that influenced how students interacted with each other in collaborative learning mediated by the SNE. The findings have both practical and theoretical implications.

 
Investigating the structural relationship among perceived innovation attributes, intention to use and actual use of mobile learning in an online university in South Korea
Authors: Joo Young Ju , Lim Kyu Yon , Lim Eugene
Published: April 2016

The purpose of this study was to investigate the effect of perceived attributes of innovation, that is, relative advantage, compatibility, complexity, trialability and observability on learners’ use of mobile learning. Specifically, this study employed structural equation modeling in order to examine the causal relationships among perceived attributes of innovation, learners’ intention to use mobile learning and the actual use of mobile learning. Analysis of 200 college student respondents who registered for a course offered by an online university in South Korea revealed that relative advantage and complexity had significant effects on the intention to use mobile learning, whereas trialability and observability did not. Further, the intention to use mobile learning had a direct positive effect on learners’ actual use of mobile learning.

 
An empirical study of lecturers’ appropriation of social technologies for higher education
Authors: Hamid Suraya , Waycott Jenny , Kurnia Sherah , Chang Shanton
Published: April 2016

The use of Online Social Networking (OSN) educational activities has become commonplace in today’s higher education. OSN enables lecturers and students to generate and share content, interact, and collaborate in the knowledge construction process. The pedagogical benefits of social technologies have been widely discussed. However, less is known about the processes that lecturers follow when integrating social technologies into their teaching activities. With the aim of developing a practical guiding framework, this paper examines the processes that lecturers have followed when appropriating social technologies for learning purposes. Based on interviews with fourteen Australian lecturers and sixteen Malaysian lecturers who have used social technologies, different processes of appropriation are explored. Drawing on the empirical findings, this paper proposes a framework that can be used to guide lecturers in appropriating social technologies systematically. The framework will be beneficial for lecturers seeking guidance to support the appropriation of social technologies for structured and formal use in higher education.
Blended learning in higher education: Three different design approaches
Authors: Alammary Ali , Sheard Judy , Carbone Angela
Published: April 2016

Blended learning has been growing in popularity as it has proved to be an effective approach for accommodating an increasingly diverse student population whilst adding value to the learning environment through incorporation of online teaching resources. Despite this growing interest, there is ongoing debate about the definition of the concept of blended learning. As a result, teachers in higher education have developed different understandings of the term and different design approaches have evolved. Selecting the most appropriate design approach for a blended course is a major challenge for many teachers in higher education institutions who are new to the idea of blended learning. This paper aims to provide guidance to help teachers of traditional face-to-face courses in selecting the most appropriate approach to use when designing their blended courses. Firstly, it discusses the different definitions of the term blended learning and how they have resulted in a number of design approaches. It then classifies these approaches into: low-impact, medium-impact and high-impact blends according to the potential changes to the existing teaching program and student learning experience. Finally, it describes the benefits and the challenges of applying each approach and provides recommendations about when and how each approach should be used.

 
Mining interactions in immersive learning environments for real-time student feedback
Authors: Kennedy Gregor , Ioannou Ioanna , Zhou Yun , Bailey James , O'Leary Stephen
Published: April 2016

The analysis and use of data generated by students’ interactions with learning systems or programs – learning analytics – has recently gained widespread attention in the educational technology community. Part of the reason for this interest is based on the potential of learning analytic techniques such as data mining to find hidden patterns in students’ online interactions that can be meaningfully interpreted and then fed back to students in a way that supports their learning. In this paper we present an investigation of how the digital data records of students’ interactions within an immersive 3D environment can be mined, modeled and analysed, to provide real-time formative feedback to students as they complete simulated surgical tasks. The issues that emerged in this investigation as well as areas for further research and development are discussed.
Seeing eye-to-eye on ICT: Science student and teacher perceptions of laptop use across 14 Australian schools
Authors: Crook Simon J. , Sharma Manjula D. , Wilson Rachel , Muller Derek A.
Published: April 2016

As schools start investigating and investing in the idea of 1:1 iPads and tablets, are there any lessons that can be learnt from recent 1:1 laptop deployments? In Australia, since 2008, 1:1 laptops have been introduced into every secondary school. This study reports on a survey designed to investigate frequency and type of laptop use, and the alignment of teacher and student perceptions of that use. Data was obtained from 14 secondary schools from the Catholic Education Office Sydney, involving responses from 1245 Grade 10 science students and 47 science teachers. As part of the analysis, bubble graphs are used to visually represent a teacher's alignment/misalignment with their students' self-reported practices. Results show student and teacher perceptions of use were usually relatively aligned though sometimes very contrasting. The alignment was measured with the use of a 'Misalignment Index'. Three distinct types of teacher/student alignment or misalignment emerge from a graphical analysis of the data. Of the teachers and students sampled, some 30% of teachers were highly aligned, 55% had medium alignment and 15% were badly misaligned with their respective students. Potential uses of the Misalignment Index and analysis tools are discussed.
Academic analytics in a medical curriculum: Enabling educational excellence
Authors: Olmos Martin , Corrin Linda
Published: April 2016

The developing field of academic analytics seeks to turn data from educational systems into actionable intelligence for the improvement of teaching and learning. This paper reports on the implementation of analytics in a new medical school with an integrated curriculum and clinical focus. Analytics addressed two challenges in the curriculum: providing evidence of appropriate curriculum coverage and assessing student engagement and equity while on clinical placement. This paper describes the tools and approaches used, and outlines the lessons learnt. These lessons include the risk of a simplistic use of visualisations, their potential to generate important questions, the value of a flexible approach to tool selection, the need for relevant skills, and the importance of keeping the audience central. Although there is much further potential for the school to realise, academic analytics have already been a critical enabler of educational excellence.

An Outstanding Paper Award recipient, ascilite Hobart 2011 Conference
Developing self-management and teamwork using digital games in 3D simulations
Authors: Cela-Ranilla Jose M. , Esteve-Mon Francesc M. , Esteve-González Vanessa , Gisbert-Cervera Merce
Published: April 2016

Emerging technologies are providing opportunities for designing new learning environments, especially environments in which students can learn by putting their skills into practice. Knowledge about the development of these experiences needs to be accumulated and processed so that they can be integrated effectively into training programmes. In this study we describe how transferable skills such as self-management and teamwork have been developed by 70 Spanish students of Education and Marketing. The learning experience comprised a serious game designed in a 3D simulation environment. For the analysis, two analytical rubrics were taken as references. Descriptive statistics and non-parametric tests such as Mann-Whitney U and Spearman rho were conducted for comparison and correlation analysis. Our results showed that the students performed well and had a positive perception of the suitability of using the simulation environment for the development of transferable skills. We also found that women performed better than men in activities involving teamwork, especially communication tasks.
Differences in the educational software evaluation process for experts and novice students
Authors: Sancar Tokmak Hatice , Incikabi Lutfi , Yanpar Yelken Tugba
Published: April 2016

This comparative case study investigated the educational software evaluation processes of both experts and novices in conjunction with a software evaluation checklist. Twenty novice elementary education students, divided into groups of five, and three experts participated. Each novice group and the three experts evaluated educational software selected by the novice groups in accordance with the checklist. Data were collected through focus group interviews, classroom observations and document analysis. Evaluation processes were analysed through thematic comparisons. The results showed that the expert-novice agreement rate was as low as 48%, with novice students tending to grade the software higher. While the experts used a systematic approach, including understanding and assessing each criterion, supporting the process with literature and evaluating the software as a whole, novice students lacked such methods, indicating a need for additional training and development.
Relating use of digital technology by pre-service teachers to confidence: A Singapore survey
Authors: Yeung Alexander Seeshing , Lim Kam Ming , Tay Eng Guan , Lam-Chiang Audrey Cheausim , Hui Chenri
Published: April 2016

Teachers today are expected to be able to apply a wide range of digital technologies in the  classroom.  Initial  teacher  education  programs  should  prepare  teachers  to  apply them with confidence. Pre-service teachers in Singapore responded to a survey on use of  technologies  in  their  personal  lives  and  in  their  teaching,  and  how  confident  they were  in  using  them.  Among  17  applications,  the  most  frequently  used  were  those related  to  computer  technology such  as  checking  an  online  dictionary,  web  browsing and searching,  emailing,  and using computer  software.  Participants’  use of computer software  was  frequent;  however  it  was  more  so  in  their  personal  lives  than  in  their teaching.  The  least  used  items  included  audio  recording,  video  recording  and  global positioning  system  (GPS).  Usage  was  found  to  be  positively  correlated  with confidence, and while participants often had confidence in using the applications, their confidence was relatively low for items such as video and audio recording which the yused  the  least.  While  teachers’  use  of  computers  is  important,  their  ability  and confidence  to  use  other  modern  technologies  for  effective  teaching  should  not  be neglected.
Activity theory and technology mediated interaction: Cognitive scaffolding using question-based consultation on Facebook
Authors: Rambe Patient
Published: April 2016

Studies  that  employed  activity  theory  as  a  theoretical  lens  for  exploring  computer-mediated interaction have not adopted social media as their object of study. However, social  media  provides  lecturers  with  personalised  learning  environments  for diagnostic  and  prognostic  assessments  of  student  mastery  of  content  and  deep learning. The integration of Facebook into educators’ pedagogical intentions potentially scaffolds  students  cognitively,  leverages  their  understanding  of  content  and ameliorates  limited  mediated  learning  experiences.  Using  activity  theory  as  an interpretive  framework  and  a  multi-method  data  construction  process  involving  in-depth  semi-structured  interviews,  in-class  observations,  post  observation  debriefingand  data  mining  of  student  and  lecturer-generated  Facebook  postings,  the  studyexplored  Facebook’s  potential  to  scaffold  student  cogitative  processes  and  promote academic  engagement.  Findings  suggest  that  the  academic  value  of  Facebook  iscontingent  upon  the  extent  of  its  integration  into  the  pedagogical  design  of  courses, student academic maturity and their level of ICT competence. The unintended effects of  Facebook  were  its  reproduction  of  peer-based  academic  hierarchies,  and  its revelation  of  cognitive  tensions  and  power  differentials  between  academically  gifted and cognitively challenged learners during lectures.
Learner perceptions and recall of small group discussions within 2D and 3D collaborative environments
Authors: Downey Steve , Mohler Jill , Morris Joan , Sanchez Rene
Published: April 2016

Online learning critically relies upon good communication between engaged parties inorder  to  convey  ideas,  meanings,  and  values.  Emerging  technologies  in  collaborative virtual  environments  are  providing  new  affordances  in  establishing  greater  online presence and, in turn, greater abilities to communicate and learn. This study examines how learners perceive, follow, and recall information presented in discussions in both a  2D  and  a  3D  collaborative  environment,  Elluminate  (now  known  as  Blackboard Collaborate) and Second  Life  respectively.  This  exploratory  study  shows  that  learners observing  discussions  in  Second  Life  have  a  tendency  to  better  organise  ideas,  better identify  who  said  what,  and  better  recall  what  information  was  said  throughout  the discussion, than with similar discussions in Elluminate. On average, participants in this small  scale  study  were  able  to  follow  and  recall  conversations  in  Second  Life  10-13% better  than  the  discussions  in  Elluminate.  While  findings  produced  positive  trends towards Second Life, additional testing is required as the scale (n=42) was small and the frequencies of statistical results in excess of .05 were limited. Still, collectively they do point  towards  valuable  insights  for  online  educators  in  how  they  choose  to  deliver content, conduct synchronous class discussions, and communicate with their students.
The Rise of Li’ Ttledot: A study of citizenship education through game-based learning
Authors: Lim Kenneth Y.T. , Ong Matthew Y.C.
Published: April 2016

This paper reports data obtained from the use of a bespoke video game – The Rise of Li’Ttledot – in promoting a sense of participatory citizenship among young learners. The game  was  developed  through  funding  awarded  by  the  Ministry  of  Education  in Singapore, and was piloted in a primary school. Citizenship education illustrates well the  truism  that  the  learning  of  values  is  better  caught  than  taught.  The  game  was situated within a wider curricular program which included the use of question cardsin  a  post-gameplay  dialogic  session  between teacher and  students.  The  structure  and scaffolds thusly afforded helped the pupils in the primary school to abstract from their experiences within the game, to relevant school-based examples.
Incorporating Internet resources into classroom practice: Secondary school teacher action plans
Authors: Ramirez Elena , Clemente Maria , Canedo Isabel , Martin Jorge
Published: April 2016

Knowing  precisely  how  teachers  use  Internet  resources  in  their  classroom  practice  is essential  when  seeking  to  explain  what  aspects  support  the  real  incorporation  of information  and  communication  technologies  (ICT)  in  teaching,  and  in  determining the  mechanisms  underlying  the  use  of  these  resources  in  direct  teaching  situations.This article examines how five secondary school teachers assimilated different Internet resources  into  their  teaching  practice.  Using  a  system  for  analysing  classroom interaction that allowed us to segment teaching practice into categories differentiated by  their  level  of  generality,  we  studied  the  recordings  of  five  class  sessions  in  which Internet  resources  were  used.  The  results  show  that  common  patterns  existed  in  the way  these  teachers  handled  their  sessions.  The  most  outstanding  pattern  showed  the overriding  importance  of  curricular  tasks  and  contents  in  the  class  sessions,  and  the subordination of the ICT resources to these curricular elements. It is also important to underscore the appearance of one type of task performance activity with ICT in all the sessions  analysed,  although  more  analysis  about  this  activity  is  needed.  The  results pose  challenges  for  the  development  of  future  research  regarding  consistency  in  the patterns of action found.
Reasons for using or not using interactive whiteboards: Perspectives of Taiwanese elementary mathematics and science teachers
Authors: Jang Syh-Jong , Tsai Meng-Fang
Published: April 2016

This study examines the reasons for using or not using interactive whiteboards (IWBs) by  elementary  school  mathematics  and  science  teachers  in  Taiwan.  It  also  considers whether  there  were  any  significant  differences  in  the  reasons  according  to  teaching subjects, teacher gender, and teaching experience. The survey was developed based on an  overview  of  the  discussions  from  prior  research  related  to  the  benefits  and drawbacks in using IWBs. Percentages were high on all six reasons for using IWBs. Of the  five  reasons  for  not  using  IWBs,  budget  constraints  appeared  to  be  the  most important reason why the teachers did not use IWBs in their classroom. Male teachers using  IWBs  showed  significantly  higher  ratings  than  female  teachers  for  getting students’  attention  and  increasing  interaction.  Experienced  teachers’  ratings  were significantly  higher  than  novice  teachers  for  getting  students’  attention,  helping teachers  explain  complex  and  abstract  concepts,  and  helping  the  teaching  process.  In the  group  of  teachers  who  reported  not  using  IWBs,  male  teachers  showed significantly  higher  ratings  for  the  lack  of  time  to  design  teaching  materials,  and limited  sources  of  related  teaching  software.  Research  implications  of  this  study  are provided along with suggestions for future study.
“This is my thing!”: Middle years students’ engagement and learning using digital resources
Authors: Molyneux Paul , Godinho Sally
Published: April 2016

It is widely acknowledged that multimodal digital texts  support  student  engagement with  ideas,  knowledge  and  new  forms  of  literate  practice.  With  this  in  mind,  an interdisciplinary team at The University of Melbourne collaborated to create a digitalresource  –  The  Venom  Patrol  website  –  to  teach  scientific  concepts  about  Australia’s venomous  animals  to  middle  years  students  (Years  5-9).  The  website’s  development was  a  response  to  students’  increasing use  of  digital  texts  and  technologies,  and  the need  to  develop  students’  skills  around  being  ‘multiliterate’.  An  inquiry-based pedagogy   sought  to  encourage  interactive  learning  and  to  enhance  student development of scientific literacy. This article reports the findings of a pilot study that investigated student and teacher responses to the functionality and appropriateness of the digital resource for teaching scientific literacy, and for engaging students with the science-based  content.  The  study  revealed  different  teacher  approaches  to  using  the digital  resource  in  the  classroom,  with  varying  levels  of  success.  It  also  found  the students  to  be  critical  and  insightful  users  of  digital  texts  who  welcomed  both  the choices  offered  by  the  non-linear  structure  of  the  resource  and  the  opportunity  this research afforded for their voices to be heard around texts and contexts for learning.
Collaborative writing revision process among learners of English as a foreign language (EFL) in an online community of practice (CoP)
Authors: Razak Norizan Abdul , Saeed Murad Abdu
Published: April 2016

This qualitative study aimed to identify the revision strategies among learners of English as a foreign language (EFL). It also examined the focus of these strategies and learners’ participation and membership in an online community of practice (CoP). As part of shared practices in this online CoP via a Facebook group, these revision writing activities were carried out among a heterogonous group of 15 EFL learners from different EFL countries. Data was collected from the learners’ original and revised paragraphs, online interactional exchanges and responses to the post-revision discussions. The qualitative analysis of the data revealed that addition, substitution, deletion, permutation (re-organizing elements), consolidation (combining elements), distribution (breaking up combined elements), negotiation and reciprocal scaffolding are the main revision strategies. These revision strategies focused on writing mechanics, language (form and meaning), unity and content of paragraphs. The CoP facilitated students’ revision process by increasing the participation of those peripheral learners (new members) in these activities through social ties and relationship building, a supportive learning environment and developing a sense of autonomy among them. These findings have underlying several theoretical, pedagogical and research implications and have provided a deeper insight into utilization of Facebook groups as CoPs conducive to useful writing revision activities.
The role of theory in learning technology evaluation research
Authors: Phillips Rob , Kennedy Gregor , McNaught Carmel
Published: April 2016

This paper attempts a fundamental analysis of the nature of research into e-learning and the role that theory plays in this. We examine 'research' in broad terms, and the nature of phenomena in general. We identify that e-learning is an artificial phenomenon, and that research approaches need to be cognisant of the design elements in e-learning, and the cyclical nature of e-learning development. We identify various desired research outcomes which are appropriate at each stage of the e-learning lifecycle, and argue that studies of e-learning involve a mixture of evaluation and research.
We discuss e-learning evaluation research in the context of different disciplinary and interdisciplinary research approaches, recognising that there is no one 'right' way to do e-learning evaluation research. However, we recognise that there is a varying mixture of a 'search for fundamental understanding' and 'consideration of use' in e-learning evaluation research. We use these considerations to discuss the role of theory in educational research, and, in particular, in e-learning evaluation research, before applying the preceding arguments to the e-learning lifecycle, identifying five different forms of evaluation research.
Towards motivation-based adaptation of difficulty in e-learning programs
Authors: Endler Anke , Rey Gunter Daniel , Butz Martin V.
Published: April 2016

The objective of this study was to investigate if an e-learning environment may use measurements of the user's current motivation to adapt the level of task difficulty for more effective learning. In the reported study, motivation-based adaptation was applied randomly to collect a wide range of data for different adaptations in a variety of motivational states. This data was then utilised to extract rules for an adequate motivation-based adaptation to maximise expected learning success. A learning classifier system was used for the data analysis, generating rules for suitable and unsuitable adaptations based on current user motivation data. We extracted a set of twelve rules which suggest particular adaptation strategies based on real-world data. These rules could generally be embedded into existing psychological theories, namely the Zone of Proximal Development and the Yerkes-Dodson Law. In future research, we intend to evaluate these rules on further studies and develop concrete sets of adaptation strategies based on user motivation measurements.
Influence of gender and computer teaching efficacy on computer acceptance among Malaysian student teachers: An extended technology acceptance model
Authors: Wong Kung-Teck , Teo Timothy , Russo Sharon
Published: April 2016

The purpose of this study is to validate the technology acceptance model (TAM) in an educational context and explore the role of gender and computer teaching efficacy as external variables. From the literature, it appeared that only limited studies had developed models to explain statistically the chain of influence of computer teaching efficacy and gender on the intention of student teachers to use computers. A total of 302 student-teachers completed the questionnaire measuring their responses to computer teaching efficacy (CTE), perceived usefulness (PU), perceived ease of use (PEU), attitude toward computer use (ATCU), and behavioural intention (BI). Structural equation modelling (SEM) was used as the main technique for data analysis. The findings from this study suggest that the model was adequately explained by the data. Overall, the model accounted for 36.8% of the variance in intention to use computers among student teachers. The results have also provided support for computer teaching efficacy and gender as significant variables in the TAM. Finally, the implications for theory development, practices, and policy making are discussed.