Applying distributed cognition theory to the redesign of the ‘Copy and Paste’ function in order to promote appropriate learning outcomes

This paper explores the application of distributed cognition theory to educational contexts by examining a common learning interaction, the ‘Copy and Paste’ function. After a discussion of distributed cognition and the role of mediating artefacts in real world cognitions, the ‘Copy and Paste’ function is redesigned to embed an effective interaction strategy, based on encoding strategies, into the interface. The current affordances of the ‘Copy and Paste’ interaction derived from its business heritage (speed and accuracy of reproduction) are contrasted with those needed for a learning interaction (the meaningful processing of content for understanding). An empirical study was conducted to test the efficacy of the redesigned function through an experimental treatment. The study examined the impact of an experimental treatment based on changes to the ‘Copy and Paste’ function in terms of:

(a)

changes to interaction strategies employed by learners;     

Written arguments and collaborative speech acts in practising the argumentative power of language through chat debates

This study deals with the quality of argumentation and collaboration in students’ chat debates. The argumentative interaction between students is analysed by categorising their speech turns into seven functional categories. The argumentative task-related parts of the students’ discussions are further analysed into collaborative and non-collaborative speech acts. Argumentation patterns are revealed when the results of both analyses are combined with observations on the students’ writing styles. Students (n = 24) participated in 12 dyadic debates concerning either nuclear power (NP) or genetically modified organisms (GMO). We found that the majority (67.2%) of the speech turns in NP debates and almost half (47.8%) of the speech turns in GMO debates belong to the argumentative categories (explore and deepen; arguments; opinions). Furthermore, there are four types of debates that could be placed in the continuum of sophisticated argumentative debates (written code of language was used)—oral-like debates (the quality of argumentation was quite low). Irrespective of the level of argumentation, all the debates were collaborative. The study shows that students acquired the skill to use language collaboratively. Most students embedded short collaborative semi-oral utterances in their written arguments to provoke and scaffold the debate.     

Supporting interactive argumentation: Influence of representational tools on discussing a wicked problem

This study describes difficulties students can encounter when discussing a wicked problem and in what way two different representational tools can support interactive argumentation between students. About 55 pairs discussed in chat and wrote about genetically modified organisms in a groupware environment, supported by a text-outline or an argumentative diagram. The expectation was that students who were constructing a diagram would argue in a more thorough way, which is called the broadening and deepening in the space of debate. The expectations were partially confirmed. Diagrams help students to argue in a more thorough way, but only in the diagrams itself and not, as expected, in the discussion. This article shows the difficulties of supporting interactive argumentation with representational tools, because of the great amount of other variables in task and learning environment that effect the way students broaden and deepen an argument.     

Secondary school students’ collaboration during dyadic debates face-to-face and through computer chat

Communicative competence needed in today’s constructive learning environments both in virtual and physical classrooms requires most of all critical and argumentative thinking skills as well as abilities to use reciprocal and collaborative language. This study clarifies the quality of secondary school students’ collaboration in dyadic face-to-face and computer chat debates during argumentative discussions. The speech acts produced in 24 debates were first classified into either on-task or off-task categories. The on-task speech acts were then further classified into six collaborative and two non-collaborative categories. The students commonly presented questions and made requests for clarification or reactions as well as responded to issues put forward by their interlocutor. However, they seldom engaged in collaborative completion or recapitulated their arguments. The study suggests that while students appear to have the basic cognitive and social prerequisites for collaborative learning situations, in future they should be encouraged to collaboratively complete each others’ thoughts and recapitulate their own arguments.     

Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment

This research refers to the self-regulated learning strategies proposed by Pintrich (1999) in developing a multiple-choice Web-based assessment system, the Peer-Driven Assessment Module of the Web-based Assessment and Test Analysis system (PDA-WATA). The major purpose of PDA-WATA is to facilitate learner use of self-regulatory learning behaviors to perform self-regulated learning and in turn improve e-Learning effectiveness. PDA-WATA includes five main strategies: ‘Adding Answer Notes,’ ‘Stating Confidence,’ ‘Reading Peer Answer Notes,’ ‘Recommending Peer Answer Notes’ and ‘Querying Peers’ Recommendation on Personal Answer Notes’. Using these strategies, examinees are allowed to add answer notes to explain why they chose a certain option as the correct answer and state their confidence in their own answer and answer notes, for peers’ reference. In addition to reading peer answer notes, examinees can also recommend peer answer notes as valuable references. The recommendation information can also be queried by all examinees. Quasi-experimental design was adopted to understand the effectiveness of PDA-WATA in facilitating learner use of self-regulatory learning behaviors to perform self-regulated learning and in improving learner e-Learning effectiveness. Participants were 123 seventh-grade junior high school students from four classes. These four classes were randomly divided into the PDA-WATA group (n = 63) and the N-WBT group (n = 60). Before e-Learning instruction, all students took the pre-test of the Learning Process Inventory (LPI), used to understand how often learners use self-regulatory learning behaviors in the learning process, and the pre-test of the summative assessment. After a two-week e-Learning instruction, the students all took the post-test of the LPI and the summative assessment. Results indicate that students in the PDA-WATA group appear to be more willing to take the Web-based formative assessment than students in the N-WBT group. In addition, PDA-WATA appears to be significantly more effective than N-WBT in facilitating learner use of self-regulatory learning behaviors to perform self-regulated learning and in improving their e-Learning effectiveness. Moreover, this research also finds that in the PDA-WATA group, there is no significant difference between the learning effectiveness of students with a low level of self-regulated learning and students with a high level of self-regulated learning, but similar result cannot be found in the N-WBT group.     

Visualising knowledge from chat debates in argument diagrams

This study investigates whether combining chat discussion and construction of an argument diagram stimulates students to formulate new ideas in practising argumentation. In this study, 16 secondary school students discussed vivisection and gender equality in pairs using both free and structured chat tools. In structured chat, the students selected and completed partial sentences provided by the computer. After the discussion, they jointly constructed either argument diagrams freely based on the previous discussions with an Internet tool or modified a diagram the computer had constructed automatically during the structured chat. The freely constructed diagrams contained more of the students' prior knowledge than the modified diagrams. However, the different types of diagrams did not differ significantly in breadth, depth, or balance of argumentation. Thus, free construction of argument diagrams seems to activate students to incorporate their prior knowledge into those diagrams.     

Exploration of an e-learning model to foster critical thinking on basic science concepts during work placements

We designed an e-learning model to promote critical thinking about basic science topics in online communities of students during work placements in higher education. To determine the effectiveness and efficiency of the model we explored the online discussions in two case studies. We evaluated the quantity of the interactions by looking at quantitative data of the discussion ‘threads’ and we evaluated the quality of the discussion by content analysis of the individual messages. Both the procedural facilitation of the discussion and the instrument for content analysis were based on Garrison’s ‘Practical Inquiry model of Cognitive Presence’. Furthermore, we explored the experiences of the students and moderators by interviewing them and we organised their perceptions using the framework of an activity system. On the basis of the quantitative and qualitative data we conclude that the e-learning model was successful in establishing a dialogue among a group of students and an expert during work placements at different locations. The ‘Practical Inquiry model’ was useful in facilitating a sustained on-topic discourse involving critical thinking. Although the amount of critical thinking was moderate, the results suggest ways to increase integration and resolution activities in the online discussions.     

Are digital natives a myth or reality? University students’ use of digital technologies

This study investigated the extent and nature of university students’ use of digital technologies for learning and socialising. The findings show that students use a limited range of mainly established technologies. Use of collaborative knowledge creation tools, virtual worlds, and social networking sites was low. ‘Digital natives’ and students of a technical discipline (Engineering) used more technology tools when compared to ‘digital immigrants’ and students of a non-technical discipline (Social Work). This relationship may be mediated by the finding that Engineering courses required more intensive and extensive access to technology than Social Work courses. However, the use of technology between these groups is only quantitatively rather than qualitatively different. The study did not find evidence to support popular claims that young people adopt radically different learning styles. Their attitudes to learning appear to be influenced by lecturers’ teaching approaches. Students appear to conform to traditional pedagogies, albeit with minor uses of tools delivering content. The outcomes suggest that although the calls for transformations in education may be legitimate it would be misleading to ground the arguments for such change in students’ shifting patterns of learning and technology use.     

Improving Information Problem Solving skills in Secondary Education through embedded instruction

This empirical study consists in an investigation of the effects, on the development of Information Problem Solving (IPS) skills, of a long-term embedded, structured and supported instruction in Secondary Education. Forty secondary students of 7th and 8th grades (13–15 years old) participated in the 2-year IPS instruction designed in this study. Twenty of them participated in the IPS instruction, and the remaining twenty were the control group. All the students were pre- and post-tested in their regular classrooms, and their IPS process and performance were logged by means of screen capture software, to warrant their ecological validity. The IPS constituent skills, the web search sub-skills and the answers given by each participant were analyzed. The main findings of our study suggested that experimental students showed a more expert pattern than the control students regarding the constituent skill ‘defining the problem’ and the following two web search sub-skills: ‘search terms’ typed in a search engine, and ‘selected results’ from a SERP. In addition, scores of task performance were statistically better in experimental students than in control group students. The paper contributes to the discussion of how well-designed and well-embedded scaffolds could be designed in instructional programs in order to guarantee the development and efficiency of the students’ IPS skills by using net information better and participating fully in the global knowledge society.     

Scaffolding collaborative argumentation in asynchronous discussions with message constraints and message labels

This study examined the effects of message constraints and labels on collaborative argumentation in asynchronous online discussions. Thirty-eight undergraduate students in an introductory educational technology course were assigned to one of three groups. In one group, students posted specific types of messages using a prescribed set of message categories such as argument, evidence, critique, and explanation. Using the same message categories, another group inserted message labels directly into the subject headings to identify each message by category and increase the visibility of the arguments and challenges presented in debates. A control group received none of the above instructions and constraints. Students in the constraints-with-labels group were significantly less likely to (a) challenge other students, and (b) respond to challenges from other students. The label used to identify critiques might have discouraged students from posting critiques and shifted attention to posting more arguments, following up explanations with more explanations, and evidence with more evidence.     

The function of diagram with numbered arrows and text in helping readers construct kinematic representations: Evidenced from eye movements and reading tests

Eye-tracking technology can reflect readers' sophisticated cognitive processes and explain the psychological meanings of reading to some extent. This study investigated the function of diagrams with numbered arrows and illustrated text in conveying the kinematic information of machine operation by recording readers’ eye movements and reading tests. Participants read two diagrams depicting how a flushing system works with or without numbered arrows. Then, they read an illustrated text describing the system. The results showed the arrow group significantly outperformed the non-arrow group on the step-by-step test after reading the diagrams, but this discrepancy was reduced after reading the illustrated text. Also, the arrow group outperformed the non-arrow group on the troubleshooting test measuring problem solving. Eye movement data showed the arrow group spent less time reading the diagram and text which conveyed less complicated concept than the non-arrow group, but both groups allocated considerable cognitive resources on complicated diagram and sentences. Overall, this study found learners were able to construct less complex kinematic representation after reading static diagrams with numbered arrows, whereas constructing a more complex kinematic representation needed text information. Another interesting finding was kinematic information conveyed via diagrams is independent of that via text on some areas.     

Introducing synchronous e-discussion tools in co-located classrooms: A study on the experiences of ‘active’ and ‘silent’ secondary school students

Even though the advantages of online discussions over face-to-face discussion formats have been extensively discussed and investigated, the blending of synchronous online discussion tools in co-located classroom settings has been considered with far less intensity. In this paper, we report on secondary school students’ experiences and preferences concerning two different discussion formats for critical debate in co-located classroom settings: face-to-face and synchronous, computer-mediated communication (CMC). Data was collected with the help of self-report questionnaires (N = 70) and structured interviews (N = 4). A differentiation was made between students that define themselves as active participants in face-to-face classroom discussions and those who usually remain silent in these settings. The findings highlight several potential advantages of the computer-mediated discussion format, especially in terms of the social-interactive and managerial aspects of classroom discussions. Comparisons between the two groups show that ‘silent’ students welcome the introduction of CMC with enthusiasm, whereas ‘active’ students do not show a clear preference. Practical implications as well as new directions for further research are discussed.     

Web-based quiz-game-like formative assessment: Development and evaluation

This research aims to develop a multiple-choice Web-based quiz-game-like formative assessment system, named GAM-WATA. The unique design of ‘Ask-Hint Strategy’ turns the Web-based formative assessment into an online quiz game. ‘Ask-Hint Strategy’ is composed of ‘Prune Strategy’ and ‘Call-in Strategy’. ‘Prune Strategy’ removes one incorrect option and turns the original 4-option item into a 3-option one. ‘Call-in Strategy’ provides the rate at which other test takers choose each option when answering a question. This research also compares the effectiveness of three different types of formative assessment in an e-Learning environment: paper-and-pencil test (PPT), normal Web-based test (N-WBT) and GAM-WATA. In total, 165 fifth grade elementary students (from six classes) in central Taiwan participated in this research. The six classes of students were then divided into three groups and each group was randomly assigned one type of formative assessment. Overall results indicate that different types of formative assessment have significant impacts on e-Learning effectiveness and that the e-Learning effectiveness of the students in the GAM-WATA group appears to be better. Students in the GAM-WATA group more actively participate in Web-based formative assessment to do self-assessment than students in the N-WBT group. The effectiveness of formative assessment will not be significantly improved only by replacing the paper-and-pencil test with Web-based test. The strategies included in GAM-WATA are recommended to be taken into consideration when researchers design Web-based formative assessment systems in the future.     

Causal attributions of success and failure made by undergraduate students in an introductory-level computer programming course

The purpose of this research is to identify the causal attributions of business computing students in an introductory computer programming course, in the computer science department at Notre Dame University, Louaize. Forty-five male and female undergraduates who completed the computer programming course that extended for a 13-week semester participated. Narrative interviews were conducted to obtain their perceptions. While some research confirmed that the four most responsible causes for success and failure in achievement contexts are ability, effort, task difficulty, and luck, this research shows that in its context ‘ability’ and ‘luck’ were absent, and ‘task difficulty’ and ‘effort’ were almost absent. In all, participants made 10 causal attributions that were either cultural or specific to computer programming. The 10 causal attributions are ‘learning strategy’, ‘lack of study’, ‘lack of practice’, ‘subject difficulty’, ‘lack of effort’, ‘appropriate teaching method’, ‘exam anxiety’, ‘cheating’, ‘lack of time’, and ‘unfair treatment’. All high achievers cited appropriate ‘learning strategy’.     

School subject paradigms and teaching practice in lower secondary Swedish schools influenced by ICT and media

This article deals with how school subjects’ paradigms, i.e. the established content of the teaching and the way in which the teaching is traditionally organised, are influenced when digital media are becoming increasingly common in educational contexts. The study is based on interviews in so-called focus groups with teachers of different school subjects in a Swedish lower secondary school about issues concerning how much they use media and ICT in their teaching and how they think this affects the content of their subject, relations in the classroom, working methods and the role of the teacher. The theoretical point of departure is Basil Bernstein’s concepts of ‘recontextualisation’, ‘framing’, ‘classification’, and ‘the sacred and the profane’. The study shows that the teachers in the lower secondary school where the investigation was conducted use so-called new media to a relatively limited extent but that they are ready to develop their use if resources are made available. They also think that the content, working methods, relations and the role of the teacher are changing, usually for the better. Drawing on Durkheim’s concepts of ‘the sacred’ and ‘the profane’ it appears in this study that the sacred in schools is often associated with the physical and practical.