Computer-supported collaborative learning with digital video cases in teacher education: The impact of teaching experience on knowledge convergence

Case-based learning is ascribed high potential with respect to the education of pre-service teachers as well as the further education of experienced in-service teachers, as it can provide opportunities for the application of professional knowledge to authentic classroom situations. In addition to the application and acquisition of knowledge, the aspect of knowledge convergence (i.e., increasing similarity of collaborative learners with respect to their knowledge) should be taken into account when homogeneous benefits are desired for all participants of a case-based training. A field study with 29 pre-service teachers and 24 in-service teachers from adult education was conducted to examine effects of different levels of teaching experience on knowledge application, knowledge acquisition, and knowledge convergence in a computer-supported collaborative case-based learning environment. An innovative approach to measuring knowledge convergence was introduced, using the positions of annotations (i.e., flags placed on the timeline of the case video) made by learners during their case analyses as an indicator of their shared focus of attention. This measure was found to positively correlate with the application and acquisition of professional knowledge. Teaching experience affected both processes and outcomes of case-based learning, suggesting different means of instructional support for pre-service and in-service teachers.     

3D C-string: a new spatio-temporal knowledge representation for video database systems

In video database systems, one of the most important methods for discriminating the videos is by using the objects and the perception of spatial and temporal relations that exist between objects in the desired videos. In this paper, we propose a new spatio-temporal knowledge representation called 3D C-string. The knowledge structure of 3D C-string, extended from the 2D C⁺-string, uses the projections of objects to represent spatial and temporal relations between the objects in a video. Moreover, it can keep track of the motions and size changes of the objects in a video. The string generation and video reconstruction algorithms for the 3D C-string representation of video objects are also developed. By introducing the concept of the template objects and nearest former objects, the string generated by the string generation algorithm is unique for a given video and the video reconstructed from a given 3D C-string is unique too. This approach can provide us an easy and efficient way to retrieve, visualize and manipulate video objects in video database systems. Finally, some experiments are performed to show the performance of the proposed algorithms.     

Adoption and use of technology in early education: The interplay of extrinsic barriers and teacher attitudes

The increased access to, but continued under-use of, technology in education makes it imperative to understand the barriers teachers face when integrating technology into their classrooms. While prior research suggests teachers encounter both first-order extrinsic barriers and second-order personal barriers, much of this research has focused on K-12 teachers, not early childhood educators. Applying the Unified Theory of Acceptance and Use of Technology to early childhood education, the current study examines predictors of early childhood educators' access to and use of traditional technologies and newer mobile devices. Findings from 1329 teachers of 0–4-year-olds reveal that while extrinsic barriers influence access to a range of technologies, positive beliefs in children's learning from technology significantly predicted actual use of technology. Overall, the study provides new insight into factors influencing technology integration specifically for early childhood educators, a subgroup that has not been represented in much of the literature on technology integration in formal education.     

A case study of the in-class use of a video game for teaching high school history

This study examines the case of a sophomore high school history class where Making History, a video game designed with educational purposes in mind, is used in the classroom to teach about World War II. Data was gathered using observation, focus group and individual interviews, and document analysis. The high school was a rural school located in a small town in the Midwestern United States. The teacher had been teaching with the game for several years and spent one school week teaching World War II, with students playing the game in class for three days of that week. The purpose of this study was to understand teacher and student experiences with and perspectives on the in-class use of an educational video game. Results showed that the use of the video game resulted in a shift from a traditional teacher-centered learning environment to a student-centered environment where the students were much more active and engaged. Also, the teacher had evolved implementation strategies based on his past experiences using the game to maximize the focus on learning.     

The design of Cloudworks: Applying social networking practice to foster the exchange of learning and teaching ideas and designs

This paper describes a new social networking site, Cloudworks, which aims to provide a dynamic environment for finding, sharing and discussing learning and teaching ideas and designs. The paper begins by discussing the mismatch between the potential application of technologies in education and their actual use in practice. It considers some of the reasons for this and suggests ways in which this gap might be addressed. It goes on to outline the vision behind the development of Cloudworks, the phases of development and findings to date. It then contextualises this work theoretically drawing in particular on the notion of ‘social objects’ and a framework for sociality. The paper concludes with a discussion of the implications of this work and future research plans.     

In search of online pedagogical models: investigating a paradigm change in teaching through the School for All community

Following a preliminary evaluation of the Web‐mediated School for All in 2002, this study further examines the online teacher role and explores the possible pedagogical models in this Web‐based informal lifelong learning context through a long‐term innovative e‐learning project over a 2‐year period. The author documents the educational rationale, reviews related literature on Web‐based instructional design, and presents longitudinal in‐depth study results based on empirical data collected from the four Web‐course contests held over 2 years from the perspective of outstanding online teachers. Significantly, three categories of six Web‐based pedagogical models induced from this research project are presented, and the rationale for how and why teachers would prefer to use certain teaching models is discussed. In addition, the characteristics of the outstanding online teachers and issues inherent in this alternative mode of a Web‐based informal educational setting are discussed. Finally, more research issues, questions, and possibilities for future research work are raised or identified for further study.     

The applicability of interactive item templates in varied knowledge types

A well-edited assessment can enhance student’s learning motives. Applicability of items, which includes item content and template, plays a crucial role in authoring a good assessment. Templates in discussion contain not only conventional true & false, multiple choice, completion item and short answer but also of those interactive ones. Methods provided for answering interactive question can be click and select, drag and drop, collide, and magnetize, while operational interactive templates can include Link, Match, Classification, and Order.     

Fast searching for information on the Internet to use in a learning context: The impact of domain knowledge

The purpose of the study was to examine the role of domain knowledge when retrieving and using information from the Internet as a resource for essay tasks, as well as to investigate the quality of Internet searches and its relation to essay performance. In two experiments, 100 undergraduates searched the Internet for 30 min and completed two essays; one in which they had high domain knowledge and one in which domain knowledge was low. Two control groups of 70 undergraduates just wrote the essays. Searching the Internet for information enhanced essay performance relative to the control groups only for the topic for which participants had high domain knowledge. In the second experiment, analyses of Internet searches revealed large individual differences in search behaviors and these behaviors did not relate to essay performance, although individuals highlighted the importance of domain knowledge in making their searches easier. Domain knowledge is one factor that educators should pay attention to when using the Internet for learning tasks, particularly when study time is limited, in order to maximize the ability of students to successfully retrieve and use information from the Internet.     

Comparison of teaching and learning outcomes between video-linked,web-based,and classroom tutorials: An innovative international study of profession education in physical therapy

The influence of interactive videoconferencing (IVC) on health professional educational outcomes between Canada and Hong Kong students was examined. Three formats were compared with respect to the instruction of two circumscribed intensive care topics. The formats included international video-linked (VL) tutorials in combination with web-based tutorials (VL + WB), web-based tutorials only (WB), and conventional classroom tutorials (C). Physical therapy students were assigned to one of the three groups at each site. The learning outcomes included grades and evaluation of the learning experience. The instructors provided written feedback on their experience with the instructional formats. Grades were comparable across instructional groups at both sites with the exception of one question for the HK group. The VL + WB groups valued learning from international peers. VL learning outcomes appeared to be comparable to conventional formats and may augment students’ learning satisfaction. Modifications are recommended to accommodate differences in the language proficiency of students. The instructors acknowledged that preparation for VL tutorials was unique and challenging. Further research targeted at cross cultural interaction via IVC is needed to determine whether quality of learning outcomes are topic dependent. Cross cultural IVC appears to be both a distinct teaching as well as learning experience for health professional students.     

The design and implementation of a holistic training model for language teacher education in a cyber face-to-face learning environment

This study reports a qualitative investigation that examines the design and implementation of a holistic teacher training model in a cyber face-to-face language learning context. To this end, this study first proposes an e-training model called the Practice, Reflection and Collaboration (PRC) model, and discusses the rationale and theoretical framework underpinning each key component of the model. This is followed by the discussion of how the model was implemented in a 12-week e-teacher training program with the participation of trainee teachers and real distance students. This analysis focuses on how each component of the proposed model worked in our case, and what mechanisms were employed to nurture the trainees’ professional and personal development to become competent and confident e-teachers.     

Effects of an online learning community on active and reflective learners’ learning performance and attitudes in a face-to-face undergraduate course

The purpose of this study was to examine the effects of an Online Learning Community (OLC) on active and reflective learners’ learning performance and attitude in a face-to-face undergraduate digital design course. 814 freshmen in an introductory digital design course were randomly assigned to one of two treatments: one offered students an OLC, which required students to discuss their assignments and readings online and participate in certain online learning activities; the other one did not offer the OLC (NC: no online learning community), but required involving students in face-to-face discussion. Individual students’ learning styles were measured using Felder and Solomon’s Index of Learning Styles Questionnaire. Results indicated that both active and reflective learners in the OLC intervention performed significantly better than those who were in the NC intervention. Results also indicated that active learners performed significantly better than reflective learners in the NC intervention; however, reflective learners performed significantly better than active learners in the OLC intervention. No significant difference between active and reflective learners’ attitudes was found. These findings indicated that OLC might be an effective means for improving both active and reflective learners’ learning performance and attitudes; however, its effects on active learners might not be as great as on reflective learners.     

A computer game as a context for non-routine mathematical problem solving: The effects of type of question prompt and level of prior knowledge

The purpose of this study was to investigate the effects of type of question prompt and level of prior knowledge on non-routine mathematical problem solving. A computer game was blended within the pattern reasoning tasks, along with question prompts, in order to demonstrate and enhance the connections between viable problem-solving strategies and the content knowledge in a visible manner. Seventy-eight 9th graders from two classes in a public junior high school participated in the 6-week experimental instruction. Participants were randomly assigned to the specific-prompt group and the general-prompt group to receive the one-hour weekly treatment. The results revealed that (a) the interaction of question prompts and prior knowledge was not significant, and (b) for the problem-solving performances, the specific-prompt group outperformed the general-prompt group and the high prior-knowledge group outperformed the low prior-knowledge group. Further, students receiving specific prompts outperformed those receiving general prompts in the problem-solving performance: reasoning for two variables. Students with high prior knowledge outperformed those with low prior knowledge in the two problem-solving performances: reasoning for one variable and reasoning for two variables. It was also found that prior knowledge and comprehensive mathematical ability were important predictors for the two problem-solving performances: reasoning for one variable and reasoning for two variables. However question prompts and mathematics attitude were not significant predictors for predicting the problem-solving performance of reasoning for one variable. Lastly, implications for these results and recommendations for future research were discussed.     

Using interactive systems for knowledge sharing: The impact of individual contextual preferences in China

Based on the communicative ecology framework and theories related to guanxi and communication context in China, we investigate the moderating effects of individual preference for communication context (IPCC) on knowledge sharing via interactive systems (KSIS) behavior. Drawing on survey data from a hotel chain's employees, we explore how guanxi elements drive knowledge sharing (KS) behavior and enhance KS outcomes. Our data demonstrate that IPCC significantly moderates the effect that KSIS has on KS outcomes, but the IPCC has a direct and negative impact on KS outcomes. We explain these seemingly contradictory findings and their implications for research and practice.     

The cognitive impact of interactive design features for learning complex materials in medical education

To identify the most effective way for medical students to interact with a browser-based learning module on the symptoms and neurological underpinnings of stroke syndromes, this study manipulated the way in which subjects interacted with a graphical model of the brain and examined the impact of functional changes on learning outcomes. It was hypothesized that behavioral interactions that were behaviorally more engaging and which required deeper consideration of the model would result in heightened cognitive interaction and better learning than those whose manipulation required less deliberate behavioral and cognitive processing. One hundred forty four students were randomly assigned to four conditions whose model controls incorporated features that required different levels of behavioral and cognitive interaction: Movie (low behavioral/low cognitive, n = 40), Slider (high behavioral/low cognitive, n = 36), Click (low behavioral/high cognitive, n = 30), and Drag (high behavioral/high cognitive, n = 38). Analysis of Covariates (ANCOVA) showed that students who received the treatments associated with lower cognitive interactivity (Movie and Slider) performed better on a transfer task than those receiving the module associated with high cognitive interactivity (Click and Drag, partial eta squared = .03). In addition, the students in the high cognitive interactivity conditions spent significantly more time on the stroke locator activity than other conditions (partial eta squared = .36). The results suggest that interaction with controls that were tightly coupled with the model and whose manipulation required deliberate consideration of the model's features may have overtaxed subjects' cognitive resources. Cognitive effort that facilitated manipulation of content, though directed at the model, may have resulted in extraneous cognitive load, impeding subjects in recognizing the deeper, global relationships in the materials. Instructional designers must, therefore, keep in mind that the way in which functional affordances are integrated with the content can shape both behavioral and cognitive processing, and has significant cognitive load implications.     

Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom

Mobile technology has become popular worldwide with a broad range of users, including students from all levels of education. Although the impact of mobile technology in classrooms has been extensively studied, less is known about teachers' perceptions of how mobile technology impacts in learning and its relation to Applications (Apps) use in the classroom. This state of affairs is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 teachers of 12 different primary schools in Spain. The questionnaire collected data about teachers' individual information, teachers' perceptions on the impact of mobile technology in learning, and use of a set of selected Apps in the classroom. Findings suggest that facilitating access to information and increasing engagement to learning are the two main impacts of mobile technology in the classroom. Findings also show that the choice of Apps is related to the teachers' perception of how mobile technology impacts in learning. Findings could help teachers to take advantage of the combination of affordances of mobile technology and Apps that actually improve some aspects of learning practice.     

An experience of teaching for learning by observation: Remote-controlled experiments on electrical circuits

In order to facilitate senior primary school students in Hong Kong to engage in learning by observation of the phenomena related to electrical circuits, a design of a specific courseware system, of which the interactive human–machine interface was created with the use of an open-source software called the LabVNC, for conducting online remote-controlled experiments was developed in this study. The statistically significant results of a pre-test–post-test evaluation study showed that the LabVNC-based system has potential to promote students to learn the target topic under the approach of learning by observation. The assertion of the teacher on the pedagogical value of the remote-controlled experimentation and the enthusiasm of students in using the LabVNC-based system reveal the potential to integrate the use of the LabVNC-based system with the practice of scientific experiments. Based on the feedback from the teacher and students, the existing LabVNC-based system will be refined under the design-based research approach.     

The use of computer technology in university teaching and learning: a critical perspective

Abstract  Despite huge efforts to position information and communication technology (ICT) as a central tenet of university teaching and learning, the fact remains that many university students and faculty make only limited formal academic use of computer technology. Whilst this is usually attributed to a variety of operational deficits on the part of students, faculty, and universities, this paper considers the wider social relations underpinning the relatively modest use of technology in higher education. The paper explores how university use of computer technology is shaped into marginalized and curtailed positions by a variety of actors. From the 'writing' of ICT at a national policy level through to the marginalization of ICT within the lived 'student experience', a consistent theme emerges where computer technology use is constructed in limited, linear, and rigid terms far removed from the creative, productive, and empowering uses which are often celebrated by educational technologists. In the light of such constraints, the paper considers how these dominant constructions of a peripheral and limited use of ICT may be challenged by the higher education community. In particular, it concludes by reflecting on current critical thinking about how educational technologists can foster a more expansive and empowered use of computer technology within university settings.     

Goal setting outcomes: Examining the role of goal interaction in influencing the experience and learning outcomes of video game play for earthquake preparedness

Video game goals are important features of video games. Player’s interaction with goals can not only shape the gaming experience by evoking cognitive and affective reactions in players, but also lead to learning outcomes. However, there are few empirical studies on the effects of interacting with game goals, and no previous research has manipulated goal setting. In two experimental studies, participants were randomly assigned to one of the following five conditions: self-set goal repetitive play, assigned goal repetitive play, no-set goal repetitive play, no-set goal single play, and no play. Results show that playing earthquake preparedness video games generates significant learning outcomes; playing repeatedly with self-set goals yields greater learning compared to playing once with no-set goals or not playing; and cognitive reactions mediates the relation between goal interaction and learning. Implications of the results for the design and evaluation of future video games for learning are explored.     

Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions

The purpose of our research was to examine the influence of an online protocol on asynchronous discussions. A mixed-methods study compared two online graduate classes: one that used a protocol and one that did not use a protocol for the same discussion about a complex reading. Analysis of the data revealed that the online protocol more evenly distributed the presence of cognitive, social, and teaching elements necessary to create and sustain an online community of inquiry. Use of the protocol also promoted more shared group cognition and more student ownership of the discussion and empowered students to facilitate themselves, helping to reduce the instructor workload. These findings may enable educators to provide more dynamic interaction and richer learning experiences in asynchronous online environments.