Interactive video technology: Enhancing professional learning in initial teacher education

The University of Sussex In-School Teacher Education Project (InSTEP) uses interactive video technologies to enhance initial teacher education programmes for science trainee teachers. With four Internet Protocol cameras and mounted microphones in both school laboratories and the university teaching room, trainees and their tutors have access to live interaction with schools. This paper presents some of the findings of a 2 year evaluation of InSTEP aimed at identifying the benefits for trainee teachers. There has been an increase in the use of video material for teacher training purposes, however, trainee teachers are often intimidated by carefully selected extracts featuring experienced teachers. InSTEP activities are live and capitalise on all the opportunities associated with normal classroom practice. Literature points to InSTEP-type activities having the potential to enhance the development of trainees’ observation skills, develop reflective thinking, to provide authentic illustrations of classroom practice, enable remote observation and facilitate the coaching of trainees by mentors. A fourth generation model of evaluation was undertaken with data generated by semi-structured interviews with university tutors and mentors supported by a questionnaire and group interviews with the trainees. Our main findings point to InSTEP enhancing and accelerating the growth of trainee teachers’ professional knowledge through enabling reflective practice, facilitating collaborative learning and supporting the development of the language of pedagogy.     

Cognitive,social and teaching presence in a virtual world and a text chat

Using a framework of cognitive, social, and teaching presence, the nature of learning experiences in a three-dimensional virtual world environment (Second Life) and a text-chat learning environment without visuals (TeachNet) were investigated. A mixed method of code frequencies, coherence graphs, interviews, and a survey was used. The results revealed that the TeachNet debates included more cognitive presence codes that indicate higher levels of cognitive processing than in SL debates. The teams were significantly different from each other in the collaboration style for developing arguments and in the ways to use utterances associated with cognitive, social, and teaching presences, and the groups’ collaboration style became more established with more experience with the tasks. The three critical factors–tool, tasks and group cohesion–that affect cognitive, teaching, and social presence are discussed.     

The influence of collaboration styles to children’s cognitive performance in digital problem-solving game “William Adventure”: A comparative case study

Since a large variety of digital games have been used in many fields for educational purposes, their real functions in learning have caught much attention as well. This study first defines learning characteristics of problem-solving digital games and their corresponding cognitive levels, then designs and develops a problem-solving game in accordance to the criteria. Tasks in the game context are inter-related to each other so that players need to critically and creatively think about problem solutions. Learners’ task analyses are performed to observe four elementary learners’ gaming paths, behaviors and cognitive activities, individually and collaboratively. System documentation, video recording, researcher observation, and interviews are conducted to analyze learners’ learning strategies and their cognitive performance during the gaming process.     

An investigation of student practices in asynchronous computer conferencing courses

This study investigated the online practices of students enrolled in graduate-level distance education courses. Using interviews and a questionnaire as data sources, the study sought to: (a) identify common practices that students adopt in asynchronous discussions, and (b) gain an understanding of why students adopt them. An analysis of the data suggests that many of the practices are coping mechanisms developed to help students more easily meet course participation requirements. Some of these are time saving strategies designed to reduce information overload (e.g., skimming messages rather than reading them carefully). Other strategies are designed to help students project an image of themselves as knowledgeable and collaborative course participants. It is argued that although these practices provide students with a level of efficiency in terms of meeting course requirements, they may inadvertently undermine learning.     

Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation

This paper reports the results of a study which aimed to investigate how ubiquitous games influence English learning achievement and motivation through a context-aware ubiquitous learning environment. An English curriculum was conducted on a school campus by using a context-aware ubiquitous learning environment called the Handheld English Language Learning Organization (HELLO). HELLO helps students to engage in learning activities based on the ARCS motivation theory, involving various educational strategies, including ubiquitous game-based learning, collaborative learning, and context-aware learning. Two groups of students participated in the learning activities prescribed in a curriculum by separately using ubiquitous game-based learning and non-gaming learning. The curriculum, entitled ‘My Campus’, included three learning activities, namely ‘Campus Environment’, ‘Campus Life’ and ‘Campus Story’. Participants included high school teachers and juniors. During the experiment, tests, a survey, and interviews were conducted for the students. The evaluation results of the learning outcomes and learning motivation demonstrated that incorporating ubiquitous games into the English learning process could achieve a better learning outcomes and motivation than using non-gaming method. They further revealed a positive relationship between learning outcomes and motivation.     

On the nature of support in computer-supported collaborative learning using gStudy – January 17, 2009

The authors of the articles in this special issue of Computers in Human Behavior explore the nature of support in gStudy, a computer-supported collaborative learning (CSCL) environment, especially from the perspective of the theory of self-regulation [e.g., Zimmerman, B. J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation, research and applications (pp. 13–39). Orlando, FL: Academic Press]. To comment critically on the systematic and comprehensive research this collection of articles represents is a daunting task. Therefore, I want to begin by insuring that the reader has the appropriate impression of the quality and importance of the collection of studies and the tool itself.     

The moderating effects of psychological reactance and product involvement on online shopping recommendation mechanisms based on a causal map

The use of the Internet in the daily activities of individuals and firms has become entrenched, and online shopping has become commonplace. However, debates about how online shopping recommendation mechanisms (OREMs) should be designed have not been completely resolved. The challenge with traditional online shopping recommendation mechanisms (TR-OREMs) is that they focus too much on quantitative factors. Thus, they ignore causal interrelationships with qualitative factors that are believed to significantly impact quantitative factors. Considering only quantitative factors and ignoring qualitative ones likely distorts the final recommendation results. Another problem with TR-OREMs is that they ignore the perceived psychological reactance of consumers against the recommended products. Such consumer reactance may be reduced when the causal interrelationships among all the quantitative and qualitative factors are analyzed and incorporated properly into the OREM. To overcome these problems, we propose a causal map – online shopping recommendation mechanisms (CM-OREMs) based on a causal map. We analyzed possible causal relationships among quantitative and qualitative factors and incorporated them in the recommendation process to reduce consumer reactance against the recommendation results. Furthermore, an elaboration likelihood model (ELM) was used to build hypotheses about how the online shopping behavior of consumers is affected by OREMs based on the proposed causal map. Specifically, the performance of the proposed OREM was empirically analyzed by gathering experiment data from qualified respondents who were asked to refer to the proposed OREM before making purchasing decisions via mobile phones. Statistical results showed that the proposed OREMs could enhance consumer decision satisfaction, decision confidence, and attitude toward the recommended products. It could also positively affect consumer purchasing intentions. The OREM had a greater effect on the high-reactance group of participants than on the low-reactance group as well as on a high-involvement product versus a low-involvement product.     

一种适用的计算机网络实验教学平台

针对目前计算机网络实验教学方法和平台存在的不足,介绍笔者设计实现了一种适用的计算机网络实验教学平台,该平台集真实设备、虚拟模拟器、多媒体展示于一体,给学生提供了一个较为完整的实训平台。在此基础上引入基于问题学习和协同学习相混合的实验教学模式,通过规定项目的训练,学生可以更好地掌握计算机网络的基本工作原理和基本操作技能。     

复制式协同设计环境中基于地址空间转换的关联操作一致性维护策略研究

在复制式架构的二维协同设计系统中,地址空间转换算法可用来实现共享文档的一致性维护.然而,该算法无法直接处理关联操作,而是采用先分解后执行的方式进行,在操作分解执行过程中,远程并发操作的存在可能会导致关联操作所依赖的实体属性发生改变,从而使关联操作丢失被参照实体与参照实体之间的关联关系,导致其语义一致性无法维持.本文通过在地址空间转换策略的内部线性地址空间上添加原操作及本地操作历史序列,修正本地操作广播及远程操作接收过程以维持各分解操作的关联关系,并引入Retrace-Undo-VT-Redo-Retrace控制过程,实现对关联操作语义信息的分布式维持.本文最后通过实例分析展示了整个策略的工作过程.     

Providing effective feedback, monitoring and evaluation to on-line collaborative learning discussions

Learning and knowledge building have become critical competences for people in the knowledge society era. In this paper, we propose a sociolinguistic dialogue model for understanding how learning evolves and how cognitive process is constructed in on-line discussions. The knowledge extracted from this model is used to assess participation behavior, knowledge building and performance. The ultimate purpose is to provide effective feedback, evaluation and monitoring to the discussion process. Seven hundred students from the Open University of Catalonia in Spain participated in this study. Results showed that learning and knowledge building may be greatly enhanced by presenting selected knowledge to learners as for their particular skills exhibited during interaction. In addition, this valuable provision of information is used as a meta cognitive tool for tutors and moderators for monitoring and evaluating the discussion process more conveniently. This contribution presents our conceptual model for interaction management as well as key design guidelines and evaluation results. Implications of this study are remarked and further research directions are proposed.