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Descriptors:
Middle School Students; Secondary School Students; Mathematics Instruction; Web Based Instruction; Instructional Effectiveness; Predictor Variables; Student Characteristics; Teaching Methods; Instructional Design; Educational Strategies; Student Attitudes

Abstract:
Learning objects are interactive online tools that support the acquisition of specific concepts. Limited research has been conducted on factors that affect the use of learning objects in K-12 mathematics classrooms. The current study examines the influence of student characteristics (gender, age, computer comfort level, subject comfort level, and mathematics grade), instructional design (structured vs. open ended), and teaching strategy (teacher led vs. student based) on student attitudes toward the use of learning objects and learning performance. Data in the form of surveys and pre- and posttests were collected from 286 middle and secondary school students. Higher computer and subject area comfort ratings were significantly correlated with more positive student attitudes about learning objects. Older students in higher grades learned more than younger students in lower grades after using learning objects. Learning performance was significantly higher for students who used structured (vs. open-ended) learning objects and participated in teacher-led (vs. student-based) lessons. It is speculated that younger students might need more scaffolding when using mathematics-based learning objects. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Laptop Computers; Higher Education; Internet; Computer Uses in Education; Educational Technology; Undergraduate Students; Formative Evaluation; Foreign Countries; Notetaking; Cooperation; Student Needs; Student Attitudes; Technology Integration; Student Behavior; Surveys; Computer Mediated Communication

Abstract:
Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess beneficial and challenging laptop behaviours in higher education classrooms. Both quantitative and qualitative data were collected from 177 undergraduate university students (89 males, 88 females). Key benefits observed include note-taking activities, in-class laptop-based academic tasks, collaboration, increased focus, improved organization and efficiency, and addressing special needs. Key challenges noted include other student's distracting laptop behaviours, instant messaging, surfing the web, playing games, watching movies, and decreased focus. Nearly three-quarters of the students claimed that laptops were useful in supporting their academic experience. Twice as many benefits were reported compared to challenges. It is speculated that the integration of meaningful laptop activities is a critical determinant of benefits and challenges experienced in higher education classrooms. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Laptop Computers; Classroom Environment; Internet; Educational Research; Computer Uses in Education; Teaching Methods; Role; College Students; Student Behavior; Games; Time on Task; Teacher Responsibility; Educational Planning

Abstract:
A majority of today's higher education students have been nurtured on a steady diet of technology and Internet access, leading to the increased presence of laptops in higher education classrooms. However, many instructors are unsure whether or how to assimilate this technology into their lessons. The purpose of the following study was to examine the impact of unstructured (limited use) vs. structured (active use) use of laptops for 177 university students (89 males, 88 females). Both on-task (note taking, academic activities) and off-task (email, instant messaging, games, movies) behaviours were examined by surveying students. Paired-t-tests revealed that structured use of laptops resulted in significantly more time spent on note taking and academic activities and significantly less time spent on sending personal emails, instant messages and playing games during class. It is concluded that future research needs to focus on evaluating specific strategies that maximize the benefits and minimize the distractions of using laptops. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Students; Gender Differences; Teaching Methods; Computer Uses in Education; Time on Task; Notetaking; Electronic Mail; Computer Mediated Communication; Video Games; Laptop Computers; Foreign Countries

Abstract:
Over the past 18 years, a number of large scale reviews of the literature have documented that gender differences in computer attitudes, ability, and use tend to favor males. Since the use of laptops in higher education classrooms is increasing, it is important to examine whether this use is disproportionally advantageous to males and disadvantageous to females. The purpose of this study was to explore gender differences in the use of laptops in higher education classrooms. Two key areas were examined: on-task behaviors (note-taking, academic activities, instant messaging) and off-task behaviors (e-mail, instant messaging, games, movies, distractions). With respect to on-task behaviors, females reported significantly more note-taking and participation in academic laptop-based activities. No gender differences were observed with respect to instant messaging for academic purposes. Regarding off-task behaviors, females were more distracted by their peers' use of laptops than males, whereas males reported that they played significantly more games during class. Recommendations for future research include expanding the breadth of off- and on-task behaviors assessed, exploring the role of teaching strategies, and focusing on learning performance. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Feedback (Response); Distance Education; Audience Response; Audiences; Classroom Environment; Educational Technology; Learner Engagement; Teaching Methods; Student Attitudes; Technology Integration; Literature Reviews

Abstract:
Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the class. A brief history of ARSs is offered including a discussion of the 26 labels used to identify this technology. Next a detailed review of 67 peer-reviewed papers from 2000 to 2007 is offered presenting the benefits and challenges associated with the use of an ARS. Key benefits for using ARSs include improvements to the classroom environment (increases in attendance, attention levels, participation and engagement), learning (interaction, discussion, contingent teaching, quality of learning, learning performance), and assessment (feedback, formative, normative). The biggest challenges for teachers in using ARSs are time needed to learn and set up the ARS technology, creating effective ARS questions, adequate coverage of course material, and ability to respond to instantaneous student feedback. Student challenges include adjusting to a new method of learning, increased confusion when multiple perspectives are discussed, and negative reactions to being monitored. It is concluded that more systematic, detailed research is needed in a broader range of contexts. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Audience Response; Gender Differences; Secondary School Students; Feedback (Response); Student Participation; Formative Evaluation; Student Reaction; Multiple Choice Tests; Classroom Techniques; Student Surveys; Questionnaires; Predictor Variables; Student Attitudes; Teaching Methods; Educational Technology; Computer Attitudes; Computer Uses in Education; Computer Assisted Testing; Correlation; Individual Differences; Attitude Measures

Abstract:
The purpose of this study was to examine individual differences in attitudes toward Audience Response Systems (ARSs) in secondary school classrooms. Specifically, the impact of gender, grade, subject area, computer comfort level, participation level, and type of use were examined in 659 students. Males had significantly more positive attitudes toward ARSs than female students. Students who were more comfortable with computers had significantly more positive attitudes than students who were less comfortable. Students who did not actively participate in class before ARSs were used were more positive about this tool than students who regularly participated. Finally, students were significantly more positive about ARSs when they were used for formative (not for grades) as opposed to summative (for grades) assessment. There were no significant differences observed for grade level or subject area taught. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Feedback (Response); Formative Evaluation; Audience Response; Teaching Methods; Multiple Choice Tests; Educational Strategies; Literature Reviews; Meta Analysis; Use Studies; Technology Uses in Education; Student Reaction; Handheld Devices

Abstract:
An audience response system (ARS) permits students to respond to multiple choice questions using a remote control device. All responses are instantly displayed, usually in chart form, and subsequently reviewed and discussed by the instructor and the class. This paper offers a comprehensive review of teaching strategies used with ARS and includes a discussion of general, motivational, assessment based, and learning based approaches. Several promising strategies have been identified, particularly collecting formative assessment feedback and peer based instruction. More systematic, detailed research in a broader range of contexts is recommended. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Design; Construct Validity; Predictive Validity; Measures (Individuals); Educational Technology; Cognitive Processes; Secondary School Students; Learner Engagement; Instructional Effectiveness; Middle School Students; Reliability; Evaluation Methods; Web Based Instruction; Electronic Learning; Computer Assisted Instruction; Computer Software; Computer Software Evaluation

Abstract:
Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation tools are scarce, particularly in the K-12 environment. The purpose of the following study was to investigate a Learning Object Evaluation Scale for Students (LOES-S) based on three key constructs gleaned from 10 years of learning object research: learning, quality or instructional design, and engagement. Tested on over 1100 middle and secondary school students, the data generated using the LOES-S showed acceptable internal reliability, face validity, construct validity, convergent validity and predictive validity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Classroom Communication; Gender Differences; Secondary School Students; Student Attitudes; Multiple Choice Tests; Feedback (Response); Educational Technology; Computer Mediated Communication; Computer Uses in Education

Abstract:
An interactive classroom communication system (ICCS) involves the use of remote devices that permit all students in a class to respond to multiple choice questions displayed on a LCD projector. After responses are clicked in, the results are instantly aggregated and displayed in chart form. The purpose of this study was to examine gender differences in attitudes toward ICCSs for 659 secondary school students. The initial results suggested that male students had significantly more positive attitudes than female students with respect to student involvement, assessment, and perceived learning. However, a number of these differences disappeared when computer comfort level and type of use were added as covariates. Male students still perceived that ICCSs improved the overall learning process more than female students regardless of computer comfort level or type of use. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Self Efficacy; Correlation; Grade 9; Classrooms; Grade 12; Gender Differences; High School Students; Grade 10; Individual Differences; Academic Achievement; Secondary Schools

Abstract:
The purpose of this study was to examine individual differences in the effectiveness of learning objects in secondary school classrooms. Specifically, gender, age, grade, subject area, and computer comfort (self-efficacy) were examined in 850 students. Effectiveness was measured in terms of student attitude (learning, quality, and engagement) and student performance. No gender differences were observed between males and females with respect to student attitudes or performance. Age was significantly correlated with student attitudes and performance, however correlation coefficients were small. Grade 12 students were more positive about learning objects and performed better than grade 9 and 10 students. Science students had significantly more positive attitudes and performed better than mathematics students. Finally, students who were more comfortable about computers, appreciated learning objects more than their less confident peers, however performance was unaffected. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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