Using mobile communication technology in high school education: Motivation,pressure, and learning performance

Motivation and pressure are considered two factors impacting vocational senior high school student learning. New communication technology, especially mobile communication technology, is supposed to be effective in encouraging interaction between the student and the instructor and improving learning efficiency. Social presence and information richness theory was applied to analyze the media and their impacts on the instruction process firstly. Then the author observed firstly the impact of using individual communication technologies – namely Short Message Service (SMS), email, and online forum – on student learning motivation, pressure, and performance, based on a comparative investigation of 176 students. Then the impacts of using combination of mobile and Internet communication technology – SMS + email, SMS + online forum – were examined with another experiment of 45 students. The result showed that instant messaging helps bonding the two roles – student and instructor – in the instruction process effectively. When combined with Internet communication media, it can significantly increase student extrinsic motivation without causing higher pressure. Additionally, communication media demanding public expression rather than private dialogue should be adopted with careful consideration, since they may raise student pressure.     

Regulative support for collaborative scientific inquiry learning

Abstract This study examined whether online tool support for regulation promotes student learning during collaborative inquiry in a computer simulation‐based learning environment. Sixty‐one students worked in small groups to conduct a scientific inquiry with fluid dynamics. Groups in the experimental condition received a support tool with regulatory guidelines; control groups were given a version of this tool from which these instructions were removed. Results showed facilitative effects for the fully specified support tool on learning outcomes and initial planning. Qualitative data elucidated how regulative guidelines enhanced learning and suggests ways to further improve regulative processes within collaborative inquiry learning settings.     

Trends and issues of regulative support use during inquiry learning: Patterns from three studies

This paper looks across three experimental studies that examined supports designed to assist high-school students (age 15–19) with cognitive regulation of their physics inquiry learning efforts in a technology-enhanced learning environment called Co-Lab. Cognitive regulation involves the recursive processes of planning, monitoring, and evaluation during learning, and is generally thought to enhance learning gains for students. The research synthesis described in this paper examined the usage effects of a support tool called the process coordinator (PC) on learning outcomes. This tool incorporated goal-lists, hints, prompts, cues, and templates to support the cognitive regulation skills of students during a fluid dynamics task. Students were asked to produce two learning outcomes of their investigations: system dynamics models and lab reports. Results from the three studies indicated trends in frequent use of the PC for planning activities, but low usage for monitoring and evaluation. Correlational analysis revealed two trends with regard to how these regulative activities impacted learning outcomes. First, consistent positive correlations were apparent between regulative activities and lab report scores of students and second, consistent negative correlations between the use of supports and model quality scores. Trends with regard to how task complexity, time, and student prior experience impacted these findings are also presented with suggestions for future research.     

I Know My Professor: Teacher Self-Disclosure in Online Education and a Mediating Role of Social Presence

Acknowledging the importance of teacher–student relationship for effective learning experiences, the present study examined the role of teacher self-disclosure and social presence in online education. An online survey was conducted from a sample of 262 undergraduate students with online class experiences. The findings suggest that students’ perception toward teacher self-disclosure increased students’ feeling of social presence about their teacher. Then, social presence in turn led to teacher–student relationship satisfaction, which ultimately increased perceived knowledge gain. Importantly, the association between teacher self-disclosure and teacher–student relationship satisfaction was mediated by social presence.     

Using clickers in class. The role of interactivity,active collaborative learning and engagement in learning performance

As more and more educational institutions are integrating new technologies (e.g. audience response systems) into their learning systems to support the learning process, it is becoming increasingly necessary to have a thorough understanding of the underlying mechanisms of these advanced technologies and their consequences on student learning performance. In this study, our primary objective is to investigate the effect of clickers (i.e. audience response systems) on student learning performance. To do so, we develop a conceptual framework in which we propose that interactivity, active collaborative learning and engagement are three key underlying forces that explain the positive effects and benefits of clickers in enhancing student learning performance. We test these relationships empirically in a university class setting using data from a survey answered by students in a social sciences degree. The results provide strong support for our proposed framework and they reveal that the high level of interactivity with peers and with the teacher that is promoted by the use of clickers positively influences active collaborative learning and engagement, which, in turn, improves student learning performance. These results show the importance of clickers in improving the student learning experience and recommend their use in educational settings to support the learning process.     

Questioning skills facilitate online synchronous discussions

Abstract The results of this study show that effective questioning skills increase student intellectual moves that, in turn, facilitate the process of knowledge construction in online synchronous discussion (OSD). The open-ended questions elicited multiple perspectives by promoting student participation, while OSD enabled them to share and debate multiple perspectives simultaneously without worrying about interrupting the flow of a conversation that had moved on. Furthermore, the high level of questions engaged students in higher order thinking. That is, OSD can be productive for learning when organised with appropriate questioning skills. The implication is that educators have to re-engineer their thinking to teach with OSD in order to discover effective pedagogy that uses OSD as an integral component in teaching. Research on educational OSD should focus on how and when it is an appropriate learning tool that enhances learning processes and outcomes.     

A task–technology fit view of learning management system impact

Learning management systems (LMSs) are very widely used in higher education. However, much of the research on LMSs has had a technology focus or has been limited to studies of adoption. In order to take advantage of the potential associated with LMSs, research that addresses the role of LMSs in learning success is needed. Task–technology fit is one factor that has been shown to influence both the use of information systems and their performance impacts. The study described in this paper used the technology-to-performance chain as a framework to address the question of how task–technology fit influences the performance impacts of LMSs. The results provide strong support for the importance of task–technology fit, which influenced perceived impact on learning both directly and indirectly via level of utilization. Whilst task–technology fit had a strong influence on perceived impact of the LMS on learning it only had a weak impact on outcomes in terms of student grades. Contrary to expectations, facilitating conditions and common social norms did not play a role in the performance impacts of LMSs. However, instructor norms had a significant effect on perceived impact on learning via LMS utilization.     

Training teacher-researchers through online collective academic supervision: Evidence from a postgraduate teacher education programme

Collective academic supervision (CAS) is a collective model for students' academic supervision to reduce their isolation and as a measure to establish a congenial culture and to develop networks with their peers. Most studies focus on the benefits of online CAS, leaving the pedagogical process and students' learning experiences understudied. This research examines the participation and learning experience of a cohort of Master of Education (MEd) students in online supervision that took place on a Moodle platform. This article reports a case study of Moodle-based CAS in Hong Kong that aims to train postgraduate students into teacher-researchers. A class of MEd students and their supervisors were observed, and their online dialogues were analysed. The bio-ecological student engagement model was used to explain the online supervision process. The results indicated that the students' learning was situated and embodied in the online social processes facilitated by peers' and supervisors' replies. The online interaction behaviours mainly included proposing questions or problems, providing information or solutions, and making comments. The findings have provided an exemplary case regarding the application of the online learning environment in supporting CAS and active research-based learning. The productive online CAS seems to benefit both teacher candidates and their supervisors by promoting the co-construction of the knowledge and skills of educational research, although more evidence is needed.     

Iterative learning model predictive control for multi-phase batch processes

Multi-phase batch process is common in industry, such as injection molding process, fermentation and sequencing batch reactor; however, it is still an open problem to control and analyze this kind of processes. Motivated by injection molding processes, the multi-phase batch process in each cycle is formulated as a switched system with internally forced switching instant. Controlling multi-phase batch processes can be decomposed into two subtasks: detecting the dynamics-switching-time; designing the control law for each phase with considering switching effect. In this paper, it is assumed that the dynamics-switching-time can be obtained in real-time and only the second subtask is studied. To exploit the repetitive nature of batch processes, iterative learning control scheme is used in batch direction. To deal with constraints, updating law is designed by using model predictive control scheme. An online iterative learning model predictive control (ILMPC) law is first proposed with a quadratic programming problem to be solved online. To reduce computation burden, an offline ILMPC is also proposed and compared. Applications on injection molding processes show that the proposed algorithms can control multi-phase batch processes well.     

Can learning be virtually boosted? An investigation of online social networking impacts

Online social networking has deeply penetrated university campuses, influencing multiple aspects of student life. We investigate the impacts of individual online social networking engagement (e.g., on Facebook) from a pedagogical standpoint. Based on social learning theory, we argue that two socialization processes, social acceptance and acculturation, bridge individual online social networking engagement with three domains of social learning outcomes. Results from a survey accompanied by focus group discussions demonstrate the substantial impacts of university student online social networking engagement on social learning processes and outcomes. Online social networking not only directly influences university students’ learning outcomes, but also helps the students attain social acceptance from others and adapt to university culture, both of which play prominent roles in improving their learning outcomes.     

Analyzing collaborative interactions: divergence,shared understanding and construction of knowledge

One of the most important facets of collaborative learning is the interaction between individual and collaborative learning activities – between divergent perspectives and shared knowledge building. Individuals bring divergent ideas into a collaborative environment. While individuals bring their own unique knowledge and perspectives, the second important aspect of collaborative learning is how they move from seemingly divergent perspectives to collaborative knowledge building. This is clearly a social process among group members who could adopt various strategies for resolving differences including asserting dominance, acquiescing, or some form of reciprocal sense making. An important aspect of collaborative learning is the move from assimilation to construction, i.e., creating new understandings based on the discussions that they have had. Documenting this change from divergence to collaborative knowledge building to possible construction is therefore important in understanding the nature the collaborative interactions. In this paper we discuss our analysis of the process of collaborative interactions based on three dimensions – divergence of ideas, collaborative knowledge building and construction. Our aim was to document as well as to understand how collaborative interactions develop over time: whether students raise new issues (ideas) more frequently as they become more familiar with the discussion and discussants, and whether shared knowledge building becomes richer over time, and subsequent evidence that students were able to construct their own understanding based on their interactions with others. Our analyses were conducted in the context of an online graduate course conducted using the learning environment that we designed, CoDE, (Constructivist, Distributed learning Environment). In this paper, we will first describe the design of CoDE. We will then describe a study in which CoDE was used to offer an online graduate course in learning theories. We then discuss our analyses of both individual and collaborative learning as it progressed through the duration of the course.     

Assessing online collaborative learning: process and product

The assessment of online collaborative study presents new opportunities and challenges, both in terms of separating the process and product of collaboration, and in the support of skills development. The purpose of this paper is to explore the role of assessment with respect to the processes and products of online collaborative study. It describes a qualitative case study of staff and students perspectives on two UK Open University courses which have used a variety of models of online collaborative assessment. The findings underline the importance of assessment in ensuring online participation, and in supporting the practice and development of online collaborative learning. They have led to a number of recommendations for the assessment of online collaborative learning.     

IDR: A participatory methodology for interdisciplinary design in technology enhanced learning

One of the important themes that emerged from the CAL’07 conference was the failure of technology to bring about the expected disruptive effect to learning and teaching. We identify one of the causes as an inherent weakness in prevalent development methodologies. While the problem of designing technology for learning is irreducibly multi-dimensional, design processes often lack true interdisciplinarity. To address this problem we present IDR, a participatory methodology for interdisciplinary techno-pedagogical design, drawing on the design patterns tradition [Alexander, C., Silverstein, M., & Ishikawa, S. (1977). A pattern language: Towns, buildings, construction (Center for environmental structure series). New York, NY: Oxford University Press] and the design research paradigm [DiSessa, A. A., & Cobb, P. (2004) Ontological innovation and the role of theory in design experiments. Journal of the Learning Sciences, 13(1), 77–103]. We discuss the iterative development and use of our methodology by a pan-European project team of educational researchers, software developers and teachers. We reflect on our experiences of the participatory nature of pattern design and discuss how, as a distributed team, we developed a set of over 120 design patterns, created using our freely available open source web toolkit. Furthermore, we detail how our methodology is applicable to the wider community through a workshop model, which has been run and iteratively refined at five major international conferences, involving over 200 participants.     

Inspiring equal contribution and opportunity in a 3d multi-user virtual environment: Bringing together men gamers and women non-gamers in Second Life

A 3D multi-user virtual environment holds promise to support and enhance student online learning communities due to its ability to promote global synchronous interaction and collaboration, rich multisensory experience and expression, and elaborate design capabilities. Second Life^®, a multi-user virtual environment intended for adult users 18 and older, is the most cited in educational literature, so it is important to explore how college-aged students are using it to form online learning communities. Previous research suggests that there is unbalanced participation between traditional college-aged men and women with regards to 3D multi-user video games, which closely resemble Second Life^®. In this research study, we investigated in what manner women and men college students projected their virtual identities and engaged in interaction in Second Life^®, and how this influenced their learning of course content. Analysis of multiple data sources revealed that conceptions of identity, beliefs of the nature of the virtual world, and technical skill were primary factors which affected group cohesion and learning within the community. Results from this study can provide insight into the class activities that can support all learners in accessing and contributing to the multi-user virtual environment learning community.     

Collaborative Online Examinations: Impacts on Interaction, Learning, and Student Satisfaction

This paper presents the results of a field experiment on online examinations facilitated by collaboration support systems. In particular, it examines collaborative learning and virtual teams through online examinations as an assessment procedure, compared to traditional examinations. Assessment is increasingly regarded as an important part of the learning process. Applying constructivism and collaborative-learning theories, the collaborative examination process features students' active participation in various phases of the exam process through small group activities online. A 1 times 3 field experiment evaluated the collaborative online exam compared with the traditional in-class exam, and the participatory exam, where students participated in the online exam processes without groups. Data analysis using results from 485 students indicates that collaborative examinations significantly enhance interactions and the sense of an online learning community and result in significantly higher levels of perceived learning     

Learning within incoherent structures: the space of online discussion forums

Abstract  Online discussion forums are an increasingly common use of new information and communication technologies in education. As a tool for promoting conversational modes of learning, it has been suggested that online discussion forums can lead to enhanced learning outcomes for students. However, there is a need to explore further the implications of the highly mediated nature of computer–based interaction on student learning within these virtual learning environments. This paper presents results from a detailed study of students' learning outcomes and patterns of interaction within an online discussion forum. The findings suggest that the typical nonlinear branching structure of online discussion may be insufficient for the realisation of truly conversational modes of learning. The paper discusses the implications of these findings in relation to students' learning.     

Collaboration between school and parents to foster information literacy: Learning in the information society

The aim of this study is to investigate current parental support for student learning with information technology (IT) in Hong Kong. A total of 3340 and 3656 parents and 539 and 440 primary school heads responded to two surveys in 2005/06 and 2006/07, respectively, in this cross-sectional study. The results show a persistent positive perception of and support for IT among educators and parents, which signify a solid foundation for the extension of student learning from the classroom to the home environment. The high level of expectation among school heads for parental support reflects the need for schools to initiate cooperation with parents to extend IT-supported learning to the home setting. The shift in parental apprehension from worry over the provision of IT facilities to worry over the cultivation of proper attitudes toward the use of IT reveals the importance of fostering information literacy in home–school collaboration.     

Regulative processes in individual, 3D and computer supported cooperative learning contexts

Three studies of student regulation of learning were undertaken. In the first study, the temporal organization of the self-regulation process was examined within an individual learning context. Multilevel analysis showed linear and quadratic relations between self-regulation process and the phase of learning. An unexpected negative direct relation between self-regulation and test performance was only found for the process of “directing”. In the two other studies, collaborative computer learning within a 3D environment, on the one hand, and within the context of literacy practices, on the other hand, was examined. Self-regulative processes as “monitoring,” “directing,” and “testing” occurred less frequently than “grounding” and “common agreement” activities. In all three studies, the students rarely “orient” themselves towards the learning task. It is concluded that the adequacy of regulation and not the frequency is important for student learning.