Exploring problem solving patterns and their impact on learning achievement in a blended learning environment

Blended learning, thoughtfully combining the best elements of online and face-to-face education, is likely to emerge as the predominant teaching model of the future. In this paper, we present a blended learning environment combining mobile learning, web-based learning, and classroom teaching to provide realistic, practical opportunities for learners and teachers to engage in problem solving activities. The purpose of this study was to explore problem solving patterns and their impact on learning achievement in a blended learning environment. Through quasi-experimental instruction, we collected all of the data of the learning processes from 34 students in a blended learning environment using classroom instruction, mobile and web scenarios. By combining cluster analysis and content analysis, we were able to identify three groups with distinct characteristics: the hybrid-oriented group, the technology-oriented group, and the efficiency-oriented group. Learners in the hybrid-oriented group used the classroom, mobile and web scenario almost equally. They displayed a regular manner in following the instructor’s teaching procedure, and tended to passively accept whatever the teacher said. Students in the technology-oriented group spent most of their time using mobile and web technologies but they revealed superficial problem solving abilities such as a lack of understanding and planning. The efficiency-oriented group was characterized by the efficient monitoring of learning processes. It was more task-oriented and performed better than the other two groups.     

Do mathematicians integrate computer algebra systems in university teaching? Comparing a literature review to an international survey study

We present a comparative study of a literature review of 326 selected contributions (Buteau, Marshall, Jarvis & Lavicza, 2010) to an international (US, UK, Hungary) survey of mathematicians (Lavicza, 2008) regarding the use of Computer Algebra Systems (CAS) in post-secondary mathematics education. The comparison results are organized with respect to four emerging themes: Issues in CAS integration and mathematical learning, the notion of mathematical literacy, diverse uses of CAS by practitioners, and, potential benefits of CAS integration. Our analysis suggests that the results of the literature review strongly support the findings and conclusions of Lavicza’s international survey. We contend that Lavicza’s concluding statement about the need to more holistically examine technology integration in post-secondary mathematics departments was significantly realized through both of the compared studies.     

Effectiveness of a Mobile Plant Learning System in a science curriculum in Taiwanese elementary education

This study developed a Mobile Plant Learning System (MPLS) that provides instructors with the ways and means to facilitate student learning in an elementary-school-level botany course. The MPLS represented in this study was implemented to address problems that arise with the use of a didactic approach to teaching and learning botany, as is typically used in elementary schools in Taiwan. To extend opportunities for learning beyond the classroom, this study used personal digital assistants (PDAs) equipped with the MPLS, which provided both teachers and students access to plant information while in the field. A quasi-experimental research design was used to investigate the effectiveness of using the MPLS to support student learning. The responses to questionnaires and interviews indicate that students valued the outdoor learning activities made possible by use of the PDA and its functions. Pre- and post-test results demonstrated that students also benefitted academically from the use of the MPLS and the PDA.     

Promoting reading comprehension with the use of technology

The research presented here explores the impact of two web-based applications (an interactive, multimedia literacy software and a digital process portfolio) on early elementary students' reading comprehension. Two studies were conducted during the 2010–2011 and the 2011–2012 school years, targeting 26 teachers from elementary schools (grades 1–2), and their students (N = 517) from six English school boards in Quebec, Canada. Analyses of covariance showed that students using both tools performed significantly better (p < .001) compared to controls in reading and written expression as measured by standardized tests.     

Knowledge management in blended learning: Effects on professional development in creativity instruction

The purposes of this study were (1) to develop a teacher training program that integrates knowledge management (KM) and blended learning and examine its effects on pre-service teachers’ professional development in creativity instruction; and (2) to explore the mechanisms underlying the success of such KM-based training. The employed KM model was the SECI, which consists of four modes of knowledge conversion: socialization, externalization, combination, and internalization. Forty-four pre-service teachers participated in this 17-week experimental instructional program. Repeated Measure Analysis of Variance and content analysis revealed that the training program designed in this study effectively improved pre-service teachers’ professional knowledge and personal teaching efficacy in their teaching of creativity. Moreover, this study showed that blended learning, guided practice, observational learning, group discussion, peer evaluation, and feedback are important mechanisms underlying this success.     

The impact of multimedia effect on science learning: Evidence from eye movements

This study examined how middle school students constructed their understanding of the mitosis and meiosis processes at a molecular level through multimedia learning materials presented in different interaction and sensory modality modes. A two (interaction modes: animation/simulation) by two (sensory modality modes: narration/on-screen text) factorial design was employed. The dependent variables included subjects’ pre-test, post-test, and retention-test scores, showing their understanding of mitosis and meiosis process at molecular level, as well as data of subjects’ eye-movement behavior. Results showed the group that received animation with narration allocated a greater amount of visual attention (number of fixations, total inspection time, and mean fixation duration) than the group that received animation with on-screen text, in both pictorial area and area of interest, which is consistent with students’ immediate and long-term retained learning of the processes of mitosis and meiosis. The group that received simulation with on-screen text allocated a greater amount of visual attention than the group that received simulation with narration, consistent with students’ immediate and retained learning. The group that received simulation with on-screen text also allocated a greater amount of visual attention than the group that received animation with on-screen text, consistent with students’ immediate and retained learning. This study adds empirical evidence of a direct correlation between the length of eye fixation behavior and the depth of learning. Moreover, it provides insight into the multimedia effect on students’ cognitive process through the use of eye fixation behavior evidence.     

Effects of attitudes and behaviours on learning mathematics with computer tools

This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a 3.4 point difference in test scores between individuals on a 10-point scale. General attitude towards mathematics positively predicted test scores. However, more able students who were well-disposed towards mathematical computer tools achieved lower scores. Self-reported behaviours were unrelated to test scores. Detailed observation of a small number of students (N = 8) revealed that positive attitudes towards mathematics and mathematical computer tools augmented exhibited learning behaviours, and that both a positive attitude to mathematical computer tools and exhibited learning behaviours benefited tool mastery. Although tool mastery and test scores are intimately related, reflective processes appear to mediate this relationship. Promoting learning with mathematical computer tools needs to take several factors into account, including improving student attitudes, raising levels of learning behaviours, and giving sufficient opportunity for constructing new mathematical knowledge within meaningful mathematical discourse.     

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 a computer simulation to promote conceptual change: A quasi-experimental study

This mixed-methods investigation compared the effectiveness of three instructional approaches in achieving desired conceptual change among early childhood preservice teachers (n = 157). Each of the three treatments employed inquiry-based instruction on moon phases using data collected from: (1) the planetarium software program, Starry Night™, (2) nature observations and Starry Night™, or (3) nature observations alone. Data sources included drawings, intensive interviews, and a lunar shapes card sort. The data sets were analyzed via a constant comparative method in order to produce profiles of each participant’s pre- and post-instruction conceptual understandings of moon phases. Non-parametric tests of significance revealed that pre- to post-instruction gains were significant for all three treatments across all targeted concepts. The Starry Night™-Only treatment demonstrated statistically greater gains for sequencing moon phases than the other two treatments. However, there were no significant differences among the three treatments in regard to participants’ abilities to draw scientific moon shapes or in their conceptions of the causes of moon phases. Thus, the three treatments were equally effective in facilitating desired conceptual change.     

The effect of inquiry-based explorations in a dynamic geometry environment on sixth grade students’ achievements in polygons

The purpose of this study was to investigate the effects of using a dynamic geometry environment (DGE) together with inquiry-based explorations on the sixth grade students’ achievements in polygons and congruency and similarity of polygons. Two groups of sixth grade students were selected for this study: an experimental group composed of 66 students (34 boys and 32 girls); and a control group composed of 68 students (35 boys and 33 girls). The students in the experimental group taught with a DGE, while the students in the control group received textbook-based direct instruction. An achievement test was administered as pre-test, post-test, and delayed post-test in both groups. Qualitative data were collected through videotaped classroom observations. The results showed that the DGE together with open-ended explorations significantly improved students’ performances in polygons and congruency and similarity of polygons. Furthermore, students in the experimental group showed greater interest and motivation toward learning geometry compared to those in the control group whom often showed lack of interest and curiosity. Also, students’ comments and interpretations during lessons and tests were more accurate and advanced in the experimental group as they engage more in the DGE. Moreover, qualitative data suggested that boys showed greater interest in the computer-based learning environment than girls in the experimental groups although no significant gender effect on achievement was found.     

The use of ICT to support the development of practical music skills through acquiring keyboard skills: a classroom based study

This paper concerns the use of Information and Communications Technology (ICT) in music classrooms, with the focus on the secondary school music curriculum in the United Kingdom. In particular, it reports on a study of learners in a UK school using software designed to support practical music skills. The paper begins by briefly raising and summarising some key issues for the use of ICT in the UK music curriculum arising from current research and practice in music education. In this context the study is described, which was carried out in a British secondary school with 36 pupils in year 8 (aged ≈13). This study investigated whether a commercial CD-ROM entitled Teach Me Piano Deluxe, which was designed to teach music practical skills was able to support pupils’ acquisition of music keyboard skills.The results showed that there was a significant improvement in reading music (staff) notation and rhythm skills. The study suggests that this is one of the ways in which ICT may be useful for learning practical music skills in the music classrooms. Such potential improvement in practical skills may, in turn, enable pupils to approach music-based activities such as: composing, performing or listening in the classrooms, with greater confidence, a deeper level of understanding, and appreciation.     

An evaluation study of the use of a cognitive tool in a one-to-one classroom for promoting classroom-based dialogic interaction

An evaluation study was conducted to investigate the effect of the use of a computer-supported cognitive tool (CT) in the one-to-one classroom setting on student engagement, attainment and perceptions in learning common fractions. Two Primary 4 classes with 68 students participated in this study based on 11 teaching sessions lasting 455 min in total. The students in the experimental group learned the target topic with the use of CT in a one-to-one classroom, while the students in the control group learned the target topic under the traditional teaching approach. The results of a time allocation analysis showed that the use of CT in a one-to-one classroom enhanced student engagement in terms of time-on-task for learning exploration during class time. The results of the post-attainment test indicated that students in the experimental group performed better than those in the control group. Moreover, the questionnaire survey results indicated that students liked to learn the target topic with the use of CT in a one-to-one classroom. This study reveals the potential of the use of CT in a one-to-one classroom to promote classroom-based dialogic interaction in mathematics lessons. It also implies a need for a longitudinal study to investigate suitable pedagogical designs for the use of CT for promoting knowledge transfer in learning challenging mathematics topics.     

Modelling teenage personal contexts to support technology enhanced enquiry into personal energy consumption

Reducing energy consumption is becoming an increasingly high government priority. Teenagers are an important category of future energy consumers, but little is known of their conceptions about energy and, particularly, how formal learning about energy translates into understanding of personal energy consumption. We have worked with teenagers to investigate the design of learning technologies that support understanding about energy consumption in a way that is relevant to teenagers' personal contexts, including their motivations, concerns and conceptions, their personal energy consumption, and the sources of information about energy already available to them. In this paper we report on our findings and participatory design methodology. The findings contribute to our understanding of the support learning technologies must provide to scaffold teenagers' learning about personal energy consumption, in terms of how teenagers conceptualise energy consumption, what skills they have in searching for information, and what they consider motivating and relevant. Our methodology, more generally, contributes to our understanding of the initial phases of developing learning technologies that are grounded in an understanding of learners' personal contexts.     

Investigating models for preservice teachers’ use of technology to support student-centered learning

The study addressed two limitations of previous research on factors related to teachers’ integration of technology in their teaching. It attempted to test a structural equation model (SEM) of the relationships among a set of variables influencing preservice teachers’ use of technology specifically to support student-centered learning. A review of literature led to a path model that provided the design and analysis for the study, which involved 206 preservice teachers in the United States. The results show that the proposed model had a moderate fit to the observed data, and a more parsimonious model was found to have a better fit. In addition, preservice teachers’ self-efficacy of teaching with technology had the strongest influence on technology use, which was mediated by their perceived value of teaching and learning with technology. School’s contextual factors had moderate influence on technology use. Moreover, the effect of preservice teachers’ training on student-centered technology use was mediated by both perceived value and self-efficacy of technology. The implications for teacher preparation include close collaboration between teacher education program and field experience, focusing on specific technology uses.     

An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support

The aim of this study was attempting to investigate the outcome of critical thinking achievement of learners when its development is infused into subject teaching with pedagogical and technological support. A total of 124 junior secondary students participated in the three-year trial teaching in Integrated Humanities subject. Flipped classroom strategy was implemented to engage learners in online pre-lesson learning preparation, in-class group discussion inside digital classroom and after-class extended learning using social learning platform. The critical thinking tests found that the students had good performance in the tasks on hypothesis identification, induction and deduction; and some achievements in the tasks on explanation and evaluation. It was found that students needed more time to develop capacities of deduction, explanation and evaluation. The semi-structured interviews found that the teachers and students valued the pedagogical way of providing guidance for students' group sharing for fostering critical thinking skills development. Three implications are discussed to shed light on the infusion of critical thinking skills development into the process of domain knowledge learning, the deployment of appropriate pedagogy to mobilize learners to engage in learning process, and the use of appropriate technology to facilitate learning process inside and outside of classroom.     

Teaching e-commerce Web page evaluation and design: a pilot study using tourism destination sites

This study explores a teaching method for improving business students’ skills in e-commerce page evaluation and making Web design majors aware of business content issues through cooperative learning. Two groups of female students at a Japanese university studying either tourism or Web page design were assigned tasks that required cooperation to investigate whether a minimum of formal training and interaction between the two groups would result in an increase in the “design” students’ awareness of content issues in page design, and an improvement in the “tourism” students’ ability to evaluate Web pages related to tourism. The results showed only slight improvements, suggesting that either the amount of cooperative learning must be increased or some formal instruction must be introduced.     

Virtual CEOs: A blended approach to digital gaming for enhancing higher order thinking and academic achievement among vocational high school students

The requirements of a contemporary workplace include the ability to think critically and creatively in order to solve problems and respond to changes in economic and social conditions. Unfortunately, vocational education often fails to prepare graduates for this environment due to limited resources, low student motivation, or the reliance upon outdated instructional strategies. The use of digital game-based learning (DGBL) for vocational education has been proposed, but has yet to be effectively implemented, particularly in terms of the promotion of higher order thinking skills (HOTS). Data from 68 eleventh grade vocational high school students were evaluated after a quasi-experimental, 27 week intervention. Pretest and posttest results were evaluated by MANCOVA and demonstrated that the experimental group (blended DGBL incorporating integrative HOTS activities) outperformed the comparison group (technology enhanced learning) in terms of creative thinking, critical thinking, problem solving, and academic achievement, with significant improvements on all four measures. While technology-enhanced learning was effective in promoting academic achievement and creative thinking, the DGBL condition was deemed most effective in providing an authentic context for developing employment-related skills and knowledge. Based on these results, a blended approach for DGBL, which incorporates instructor orchestration and scaffolding, provision of learning aids, and the use of collaborative learning, is recommended, particularly for vocational learners. This paper provides examples of a concrete model of DGBL instruction that was verified empirically as successful in significantly improving all three higher order thinking skills, including creative thinking, critical thinking, and problem solving.     

A LEGO Mindstorms NXT approach for teaching at Data Acquisition,Control Systems Engineering and Real-Time Systems undergraduate courses

LEGO Mindstorms NXT robots are being increasingly used in undergraduate courses, mostly in robotics-related subjects. But other engineering topics, like the ones found in data acquisition, control and real-time subjects, also have difficult concepts that can be well understood only with good lab exercises. Such exercises require physical educational tools that should be low cost, easy to configure and use, multi-purpose and motivational for the students, being all of this hard to achieve with a single device. The “classical” solution has been to acquire specific commercial kits for each subject, or even topic, usually proprietary and expensive. Our work extends the already existing alternative of using the LEGO Mindstorms NXT robots as a training platform, but not by imitating the same approach of commercial kits (e.g., to isolate some part of the robot for teaching a particular topic); we rather aim at accomplishing all the mentioned requirements simultaneously. For that purpose, we have used only one out-of-the-box, complete robot configuration, to be shared among different subjects without hardware/software/firmware modifications. This has reduced significantly the effort of a group of professors when preparing exercises, and encouraged the reuse of their work among several topics and subjects. Also, we have collected a number of surveys on students and the professors' experiences. In this paper we describe our approach and present in detail the results, which assess the higher motivational adequacy of using a complete robot in these subjects and also the real fulfillment of the other requirements along several academic years.