bluuebunny/crossref_metadata_2025_split huggingface dataset:
Patterns and principles for blended synchronous learning: Engaging remote and face-to-face learners in rich-media real-time collaborative activities
Authors: Bower Matt , Kenney Jacqueline , Dalgarno Barney , Lee Mark J. W. , Kennedy Gregor E. 
Published: April 2016

<p class="Abstractandkeywordsstyle">Blended synchronous learning involves using rich-media technologies to enable remote and face-to-face students to jointly participate in the same live classes. This article presents blended synchronous learning designs from seven case studies that were part of a project funded by the Australian Government Office for Learning and Teaching and articulates principles for implementation as espoused by the teachers who enacted them. A wide range of technologies (including video conferencing, web conferencing and virtual worlds), tasks (namely collaborative evaluation, group questioning, class discussion, problem solving and collaborative design) and levels of student interaction (from lightweight to tightly coupled) were present within the designs. The main issues that teachers confronted when facilitating blended synchronous lessons were those relating to communication and those relating to cognitive overload caused by split attention. Key pedagogical principles for enactment as identified by the lead teachers included the need for extensive preparation, clear instructions, composure, flexibility, advance preparation of students and savvy utilisation of support staff.</p><p class="Abstractandkeywordsstyle"> </p>
Editorial 30(1)
Authors: Bennett Sue , Dalgarno Barney , Kennedy Gregor 
Published: April 2016

<p>We are pleased to present the latest issue of AJET. As our first issue for 2014 it is timely to provide some bibliometrics on the recent performance of the journal. We have analysed the data available to date and present the detail in a series of tables. Please note that we have used the data for 2012 submissions to calculate the acceptance rates because many 2013 submissions are still under review or revisions have been requested, pending a final outcome. The journal impact data comes from the ISI Web of Knowledge based on citation statistics for 2012. This shows AJET maintaining a high ranking of 33<sup>rd</sup> in the overall education category and a ranking of 5<sup>th</sup> within the specialist educational technology journals. We have used 2013 publication data to provide information about site views and article downloads. We’d like to also take this opportunity to thank reviewers who have reviewed articles during 2013. Reviewers collectively do an enormous amount of work on a voluntary basis and their work is essential to the smooth running of the journal. We will providing a full list of reviewers on the AJET website in due course.</p><br />
Multimedia and student activity: An interpretive study using VideoSearch
Authors: Herrington Jan , Knibb Ken 
Published: April 2016

<span>The allocation of time to different student activities in formal university settings, has been a subject of interest to researchers in recent years. As part of an interpretive study into how students use interactive multimedia, small groups of students were videotaped using an interactive multimedia program based upon a framework of situated learning. The purpose of the study was to determine whether students spent the major part of their time attending to the program-as some studies suggest this is common in tertiary education settings-or whether they actively participated in the learning process.</span><p>The data was analysed using <em>VideoSearch</em>, a software program which facilitates analysis of qualitative data by coding excerpts of videotaped material into user-defined categories. The program enables coding from a digitised video source by selecting a segment of the video and attaching a category to it. The findings of the study suggest that an interactive multimedia program based on a situated learning model is conducive to promoting important student activities such as articulation and reflection.</p>
Video-based feedback on student assessment: scarily personal
Authors: Henderson Michael , Phillips Michael 
Published: April 2016

<p class="abstract">Assessment feedback is an important part of students’ learning experiences; however, text-based feedback has limitations. This article proposes an alternative in the form of individualised video recordings of the lecturer discussing each assignment. This research reports on 126 undergraduate and postgraduate students’ reactions to 5-minute videos recorded by their teachers. The findings confirm that the majority of students valued the video feedback over text-based forms. In particular, video-based feedback was reported by students as being individualised (specific) and personalised (valorising identity and effort); supportive, caring and motivating; clear, detailed and unambiguous; prompting reflection; and constructive, which led to future strategising. Several potential weaknesses were also identified, including an initial anxiety about watching the videos, and the difficulty in matching the comments in the video-based feedback to the text-based assignment. Like the students, the teachers also reported that they valued the video feedback process, particularly in terms of being more time-efficient, facilitating quality especially in the form of feed forward comments, and rejuvenating teacher enthusiasm. The article concludes with implications for future research.</p><p> </p>
Speaking under gum trees with palmtops
Authors: Nelson Larry 
Published: April 2016

<p>Late in 1989 an article in <em>Australian Personal Computer</em> magazine detailed the imminent release of an all solid-state laptop computer which would run for hours on ordinary pen-light cells (AA batteries).</p><p>The computer, a PSION MC-400, was to support digital audio, and, to this end, came with a microphone and speaker built in. The digital audio unit itself was to be made available at a later date, and would be designed to install in the MC-400 much as today's PCMCIA cards slip into current notepad computers. It was claimed that the unit would allow up to eight minutes of audio to be compressed and stored in 64 kilobytes of memory.</p><p>I bought an MC-400 as part of a research project looking into the use of computers in vocabulary building, and accepted delivery of the unit, learning how to program its structured BASIC language, "OPL", whilst waiting for its audio digitising plug-in to arrive.</p><p>It never did. I consequently abandoned the MC-400 in favour of an Amiga, and then, when Microsoft released Windows 3.0, got support from the DEET ILOTES [1] Project to develop my vocabulary-building and pronunciation-practice exercises on a stock 386-level machine with a sound card (see Nelson, 1993).</p><p>Using Visual Basic, I was able to produce prototype lessons in three languages, with each lesson fitting onto a single 1.44MB floppy diskette. The lessons featured a set of fixed vocabulary items, ranging from lessons with 40 single words, to lessons with 20 simple phrases. Audio files in Window's WAV format came on each diskette; these featured the voices of female and male native speakers. Lesson users were challenged to learn the vocabulary items via one of three game modes, and could compare their own pronunciation with that of the native speakers, if they so wanted, by using record and playback buttons built into the software.</p><p>The "DEET Talk" ten Indonesian prototype lessons have proved to be popular with a variety of Western Australian users, including a few large senior high schools. DEET have given permission for the lessons to be freely copied, and some high school students have taken copies home.</p>
Effects of experiential-based videos in multi-disciplinary learning
Authors: Bin Abdul Jabbar Khalid , Ong Alex , Choy Jeannette , Lim Lisa 
Published: April 2016

<p>This study examined the use of authentic experiential-based videos in self-explanation activities on 32 polytechnic students' learning and motivation, using a mixed method quasi-experimental design. The control group analysed a set of six pre-recorded videos of a subject performing the standing broad jump (SBJ). The experimental group captured videos of two subjects performing six variations of the SBJ. They then proceeded to analyse those videos as with the control group. All students then attempted a worksheet designed to elicit various levels of principled understanding of the topic on "projectile motion". In addition, data on students' motivation to learn and learning outcomes were measured by using three subscales of the Motivational Strategies for Learning Questionnaire (MSLQ) ― task value, critical thinking, and self-efficacy ― both before and after the intervention. Data were also collected through online pre- and post-tests, classroom observations as well as reflection journals. No significant differences between the experimental and control groups in terms of the post-intervention results were found (<em>p</em> &gt; 0.05). However, the results suggested that use of experiential-based videos and video-based tools may in fact be more beneficial for students who are weaker in critical thinking and self-efficacy, to gain a better understanding of their learning.</p><p> </p>
Social presence for different tasks and perceived learning in online hospitality culture exchange
Authors: Wang Mei-jung , Chen Hsueh Chu 
Published: April 2016

<p>This study utilized online discussion and project construction tasks to determine the extent of social presence and collaborative learning for hospitality culture exchange. The online culture exchange lasted for 6 weeks from September to November 2011. Forty-four English majors from a hospitality college in Taiwan and an institute of education in Hong Kong were matched into 22 pairs to participate in this study. Four student helpers facilitated the project. This study analyses patterns of students' social presence for different tasks and students' perceived learning. The results show that participants were more enthusiastic about self-introduction and travel projects than about article reading and discussion. Moreover, patterns of social presence were significantly different for different tasks. Students' responses to language learning and cultural awareness were positive. Students regarded the project as helpful because it offered them a chance to learn language and culture and promote critical thinking and awareness of different perspectives. Students therefore had the opportunity to interact with others, to articulate their ideas, and to negotiate. In addition, the student helpers were able to train themselves to work under pressure, develop coordinating skills and leadership, and learn to make use of different methods of communication.</p><p> </p>
The effective presentation of inquiry-based classroom experiments using teaching strategies that employ video and demonstration methods
Authors: Sever Songul , Oguz-Unver Ayse , Yurumezoglu Kemal 
Published: April 2016

<p>This study was conducted in the light of the philosophical framework of inquiry-based science education. The research involved the presentation of experiments on basic science concepts that have been tested for validity through inquiry-based processes. The experiments were formulated firstly to determine what differences there would be in student academic achievement and in their attitudes toward the school subject of Science and Technology when the experiments were introduced by demonstration or in a video. Another purpose of the study was to create technology-supported teaching materials to enrich the learning environment. The participants in the research were second-year pre-service teachers (<em>N</em>=149) who were students in classroom teaching. The study was of a quasi-experimental design and made use of a pretest, post-test and permanency test with a control group. The results then being merged with the observation notes of the researchers. The study set forth the strong and weak aspects of both teaching strategies and concluded that using both methods to complement each other would be effective in teaching and would also constitute an alternative to the teaching materials and strategies used in schools with scarce resources.</p><p> </p>
Artificial intelligence and expert systems in education: Progress, promise and problems
Authors: Romiszowski Alexander 
Published: April 2016

<span>It is not our purpose here to get into a deep analysis of the meanings and accepted definitions of Artificial Intelligence and Expert Systems. Indeed it appears that no universally accepted definitions exist, a fact that is bemoaned by some authors as a source of much confusion in the field and an open invitation to "exploit the hype - being generated about the field in popular and quasi-technical media" (Harris and Owens, 1986). In their opinion, the </span><em>artificial</em><span> half of AI is generally taken to mean</span><em>man-made</em><span>, but there is much disagreement and lack of definition as regards the term </span><em>intelligence</em><span> as used in this context. Some researchers even refuse to be associated with this term. For example, I once attended a seminar given by Gordon Pask the cybernetician and creator of the CASTE system of conversational CAI (a name often quoted in the AI literature), in which he argued that AI does not exist, on the grounds that:</span><ol><li>if a machine were to act in a way that one recognised as being intelligent, then the machine will be intelligent (why the need for the prefix <em>artificial</em>), but<p> </p></li><li>he has not as yet seen a machine that is truly intelligent and doubts if he ever will (on the grounds that, for him, true intelligence has an affective/ emotional component and he has never seen machine display emotion).</li></ol>
Evaluating types of students' interactions in a wiki-based collaborative learning project
Authors: Prokofieva Maria 
Published: April 2016

<span style="font-family: Times New Roman; font-size: small;"> </span><p>Wiki technology has been promoted as a collaborative software platform. This study investigates interactions that occur in a wiki-based collaborative learning project. The study draws on interaction literature and investigates the types of interactions with which students are engaged in wiki-based group projects, clusters that reflect online interaction patterns and factors that affect students' interaction. The study employs a quantitative approach (principal component analysis, cluster analysis and Kruskal-Wallis test) and a qualitative approach (interviews). The results show that students' interactions online were of two types, student-content and student-student, with student-content interaction being dominant. An increase in online interaction was driven mainly by an increase in student-content interaction, while student-student interaction increased to a certain level and then stayed the same. The study also discusses factors that influenced both types of interaction and suggests guidelines on how student-student interaction can be encouraged.</p><p class="MsoNormal" style="margin: 0cm 1cm 0pt; line-height: normal;"> </p><span style="font-family: Times New Roman; font-size: small;"> </span>
Enhancing an instructional design model for virtual reality-based learning
Authors: Chen Chwen Jen , Teh Chee Siong 
Published: April 2016

<p>In order to effectively utilize the capabilities of virtual reality (VR) in supporting the desired learning outcomes, careful consideration in the design of instruction for VR learning is crucial. In line with this concern, previous work proposed an instructional design model that prescribes instructional methods to guide the design of VR-based learning environments<strong>.</strong> This article provides a thorough elaboration on how formative research is employed to enhance the earlier model. The study has successfully generated five new hypothesized principles to enhance the robustness of the instructional design model through the formative research process. The newly derived hypothesized principles also provide insights into the design of various experimental studies for testing them in the effort to form a more comprehensive guide for the design of VR-based learning environments.</p><p> </p>
Editorial 31(1)
Authors: Henderson Michael , Bennett Sue , Dalgarno Barney 
Published: April 2016

In this editorial we explain the shift of AJET towards early release of articles. This means that as soon as articles have been accepted for publication and have been copyedited and typeset they will be made available online. Early release allows us to disseminate research into the public domain more rapidly, and thereby more effectively serve our authors and readers. Importantly, this does not reduce the rigor of our peer-review or copyediting processes, but does make the journal more current for our readers, and more appealing to authors who want their research to be in the public domain as efficiently as possible.
Students' engagement with Facebook in a university undergraduate policing unit
Authors: Staines Zoe , Lauchs Mark 
Published: April 2016

<p>Web 2.0 technologies are increasingly being used to support teaching in higher education courses. However, preliminary research has shown that students are using such technologies primarily for social purposes, rather than as a means of further engaging with academic content. This study examines a cohort of tertiary students' use of a Facebook page, which was created for a second year university policing unit at the Queensland University of Technology in Brisbane, Australia. Results from content analysis of the Facebook "wall" and a survey of student users and non-users showed that although students only demonstrated very little active<em> </em>engagement with academic content posted on the site (that is, they were reluctant to interact with unit materials in a way that would leave a <em>digital trace</em>), they reported that Facebook had increased their ability to engage with and critically analyse the unit content. In alignment with other research in this area, students also reported the usefulness of the Facebook page for increasing communication with their peers and with the teaching staff. This paper concludes by offering a number of best practice guidelines for the use of Facebook in tertiary education.</p><p> </p>
Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model
Authors: Jang Syh-Jong , Tsai Meng-Fang 
Published: April 2016

<span style="font-family: 新細明體; font-size: small;"> </span><p>Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research on TPACK shows little about in-service secondary school science teachers' TPACK through a quantitative approach. The purposes of this study were to explore TPACK of secondary school science teachers using a new contextualized TPACK model. Associations between in-service teachers' TPACK and other factors were also examined. The TPACK questionnaire was mailed to secondary schools randomly selected across different parts of Taiwan, and return envelopes were provided for completed questionnaires. There were 1292 science teachers from secondary schools for factor analysis. An independent samples <em>t</em>-test was conducted when there were two groups (i.e., gender) to be compared for TPACK. ANOVA was conducted when there were more than two groups (i.e., science teaching experience) compared for TPACK. The results indicated that secondary science teachers' TPACK was statistically significant according to gender and teaching experience. With the consideration of other TPACK sub-components, male science teachers rated their technology knowledge significantly higher than did female teachers. Experienced science teachers tended to rate their content knowledge and pedagogical content knowledge in context (PCKCx) significantly higher than did novice science teachers. However, science teachers with less teaching experience tended to rate their technology knowledge and technological content knowledge in context (TPCKCx) significantly higher than did teachers with more teaching experience. The study shows how gender and teaching experience were influential factors for secondary school science teachers' TPACK. The research implications of this study are provided along with suggestions.</p><p class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify; text-justify: inter-ideograph;"> </p><span style="font-family: 新細明體; font-size: small;"> </span>
Interactivity with the interactive whiteboard in traditional and innovative primary schools: An exploratory study
Authors: De Koster Sandra , Volman Monique , Kuiper Els 
Published: April 2016

<p>One of the main affordances of the interactive whiteboard (IWB) is its potential for increasing classroom interactivity, yet little is known about the interactivity it supports in schools with different educational concepts. In this study we analysed what types of whole-class interactivity the IWB supports in schools with either a <em>traditional</em> or an <em>innovative</em> school concept. Interactivity was operationalized in terms of operation of the IWB, control of the IWB content, and the whole-class dialogue. A cross-case analysis of videotaped lesson observations revealed patterns in the interactivity related to school type. Comparison of the prevalent interactivity patterns at the two school types shows that students at the innovative schools had a more active role in the content of the IWB-supported lessons than those at the traditional schools. The students at the traditional schools operated the IWB more often, which coincided, however, with little or no student control of the IWB content and with whole-class dialogue that focused on knowledge transmission. At the innovative schools the active student role regarding lesson content did not coincide with student operation of the IWB. These findings indicate a link between the school's educational concept and the type of interactivity in IWB-supported lessons.</p><p> </p>
So the kids are busy, what now? Teacher perceptions of the use of hand-held game consoles in West Australian primary classrooms
Authors: O'Rourke John , Main Susan , Ellis Michelle 
Published: April 2016

<p>Games technology in the form of hand-held game consoles (HGCs) when focussed on specific academic skill development has the capacity to engage students in learning and in turn produce positive academic results. This current research explores teacher perceptions of the implementation of HGCs to enhance the development of mental maths skills (namely the recall of single digit addition, subtraction and multiplication sums) in nine Year 4 classrooms and, through a series of structured interviews and observations, categorises these educators in terms of their role in the classroom. It was hypothesised that the teaching style would impact on the student's motivation and engagement when using the HGCs, however, it became evident that by maintaining set classroom structures the HGCs appeared to have the capacity to engage and motivate students, regardless of the approach of the teacher.</p><p> </p>