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Descriptors:
Learner Controlled Instruction; Writing Processes; Instructional Effectiveness; Writing Instruction; Handheld Devices; Courseware; Learner Engagement; Technology Uses in Education; Collaborative Writing; Cooperative Learning; Teaching Methods

Abstract:
Despite the author's initial skepticism, a classroom set of iPads has reinforced a student-directed approach to writing instruction, while also supporting an inclusive classroom. Using the iPads, students guide their writing process with access to the learning management system, electronic information resources, and an online text editor. Students are able to exchange ideas and work collaboratively in an environment that promotes fluency. 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:
Learning Theories; Graduate Students; Course Descriptions; Reflection; Learner Engagement; Learner Controlled Instruction; Learning Activities; Multiple Literacies; Technological Literacy; Teacher Education Curriculum; Cultural Context; Communities of Practice; Group Dynamics; Instructional Development; Student Attitudes

Abstract:
This paper is a course description of a Digital Literacies class offered to both undergraduate and graduate students at an American university. The purpose of this paper is: (1) to describe the pedagogical bones of this course, drawing upon theories of learning in a participatory culture, including a discussion of how, and where, the course fell short; and (2) to reflect upon the process of teaching this course while trying to involve students in substantial and meaningful ways, even though the author, as professor, retained the final say on grading. The author highlights specific course activities where students had significant input. Although this is not a report of a data-driven research project, students' voices and thoughts play a significant role in this paper as they provided feedback on the implementation of this course. 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:
Animation; Computer Assisted Instruction; Prior Learning; Learner Controlled Instruction; Novices; Chinese; Short Term Memory; Pacing; Science Instruction; Cognitive Processes; Difficulty Level; Learning Strategies; Self Management; Educational Experiments; Retention (Psychology); Educational Technology; Instructional Design; Instructional Effectiveness; Comparative Analysis; Pretests Posttests; Sequential Learning; Ideography

Abstract:
Learning with instructional animations may overstretch limited working memory resources due to intense processing demands associated with transient information. The authors investigated whether explicit instructional advice coupled with a task-specific learner control mechanism (such as a timeline scrollbar) could facilitate the successful self-management of transient information. The effectiveness of a timeline scrollbar that allowed self-pacing and self-sequencing of animations was compared with computer-controlled animations. Experiment 1 demonstrated that a timeline scrollbar (with instructional advice on its strategic use) enhanced the retention of stroke sequences in writing Chinese characters. In Experiment 2, a timeline scrollbar was used in an integrated set of narrated animations dealing with complex scientific information. Retention and comprehension post-tests indicated that although a scrollbar accompanied by instructional advice in its use assisted novice learners, no such effect was found with participants who possessed higher levels of prior knowledge. The findings have implications for the formulation of criteria for the effective incorporation of learner control into the design of instructional animations. 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:
Foreign Countries; Video Technology; Multimedia Instruction; Student Surveys; College Students; Learner Controlled Instruction; Learner Engagement; Instructional Materials; Teaching Methods; Teaching Models; Teaching Styles; Student Evaluation; Cognitive Style; Introductory Courses; Student Improvement; Course Evaluation; Alignment (Education); Assignments; Computer Science Education; Programming; Educational Technology; Web Based Instruction; Engineering Education; Instructional Effectiveness; College Instruction; Tutorial Programs; Tutoring; Academic Failure

Abstract:
Traditional teaching styles practiced at universities do not generally suit all students' learning styles. For a variety of reasons, students do not always engage in learning in the courses in which they are enrolled. New methods to create and deliver educational material are available, but these do not always improve learning outcomes. Acknowledging these truths and developing and delivering educational material that provides diverse ways for students to learn is a constant challenge. This study examines the use of video tutorials within a university environment in an attempt to provide a teaching model that is valuable to all students, and in particular to those students who are not engaging in learning. The results of a three-year study have demonstrated that the use of well-designed, assessment-focused, and readily available video tutorials have the potential to improve student satisfaction and grades by enabling and encouraging students to learn how they want, when they want, and at a pace that suits their needs. (Contains 5 figures.) 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:
Computer Assisted Instruction; Self Efficacy; Learner Controlled Instruction; Feedback (Response); Learning Modules; Animation; Web Based Instruction; Training Methods; Electronic Learning; Spreadsheets; Computer Simulation; Artificial Intelligence; Instructional Effectiveness; Instructional Design; Comparative Analysis; Student Attitudes; Learner Engagement; Predictor Variables; Control Groups; Experimental Groups; Undergraduate Students; Student Surveys; Multivariate Analysis

Abstract:
Animated agents have the potential to increase engagement and learning during online training by acting as personalized tutors. However, little is known about the conditions that make these agents most effective. In this study, 183 e-learners completed a Microsoft Excel training course. Approximately half were assigned an agent with predetermined features. The others were allowed to choose their agent's appearance, personality, feedback style or all of the above features. Offering multiple choices increased learning. Unexpectedly, choice of feedback style alone decreased self-efficacy. Choosing the agent's appearance increased self-efficacy and the number of training modules completed. Overall, this study expands the learner control literature, identifying a new form of learner control that has some beneficial effects on knowledge acquisition. (Contains 4 tables and 4 figures.) 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:
Evidence; Instructional Design; Experiential Learning; Educational Technology; Student Development; Conventional Instruction; Direct Instruction; Learner Controlled Instruction; Intelligent Tutoring Systems; Influence of Technology; Computer Assisted Instruction; Web Based Instruction; Electronic Learning; Instructional Effectiveness; Educational Policy; Policy Analysis; Educational Trends; Educational Change; College Role; Educational Environment; Higher Education; College Instruction; College Faculty; Coaching (Performance); Modeling (Psychology)

Abstract:
In this rejoinder to Mazoue ("J Comput High Educ," 2012) article, "the deconstructed campus," we react to his arguments regarding the replacement of face-to-face teaching on college campuses with computer-supported approaches, including on-line learning, intelligent cognitive tutors, and open-ended learning environments where, rather than being confined to standard degree programs, students act increasingly as "free agents" in constructing and selecting learning experiences that interest them. While agreeing that such changes are inevitable and potentially beneficial in improving teaching and learning in higher education for the twenty-first century, we take issue with Mazoue's strident criticism and dismissal of the contributions of human teachers to student development via coaching, modeling, and selected uses of didactic instruction. More fundamentally, we caution against embracing technology solutions lacking credible evidence of effectiveness for learning and implementation feasibility. We argue instead that instructional design processes, not media, need to form the anchor for course and experiential learning design, both older and cutting edge forms. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Educational Technology; Electronic Learning; Elementary School Science; Educational Psychology; Learner Controlled Instruction; Learning Motivation; Models; Learning Theories; Research Methodology; Research and Development; Computer Uses in Education; Instructional Design; Program Implementation; Program Development; Handheld Devices

Abstract:
Cognizant of the research gap in the theorization of mobile learning, this paper conceptually explores how the theories and methodology of self-regulated learning (SRL), an active area in contemporary educational psychology, are inherently suited to address the issues originating from the defining characteristics of mobile learning: enabling student-centred, personal, and ubiquitous learning. These characteristics provide some of the conditions for learners to learn anywhere and anytime, and thus, entail learners to be motivated and to be able to self-regulate their own learning. We propose an analytic SRL model of mobile learning as a conceptual framework for understanding mobile learning, in which the notion of self-regulation as agency is at the core. The rationale behind this model is built on our recognition of the challenges in the current conceptualization of the mechanisms and processes of mobile learning, and the inherent relationship between mobile learning and SRL. We draw on work in a 3-year research project in developing and implementing a mobile learning environment in elementary science classes in Singapore to illustrate the application of SRL theories and methodology to understand and analyse mobile learning. 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:
Foreign Countries; Educational Technology; Distance Education; Web Based Instruction; Open Source Technology; Technology Integration; Integrated Learning Systems; Computer Assisted Instruction; Grade Point Average; Student Attitudes; Interaction; Learning Experience; Undergraduate Students; Gender Differences; Student Experience; Learner Controlled Instruction; Study Skills; Elective Courses; Computer Mediated Communication; Instructional Effectiveness; College Instruction; Questionnaires; Statistical Analysis

Abstract:
The aim of this study was to identify learners' perceptions of the quality of interaction in Moodle and investigate the effects of gender, grade point average (GPA), individualized learning experiences and their experiences in using Moodle factors in perceiving the quality of interaction. A questionnaire was used to collect data after being validated. It was distributed to 57 undergraduate students. Results show that students perceived the quality of interaction positively and that there were no significant differences in the means for the four variables dealt with in this study which means that the wide diffusion of computers into educational fields and into the society at large in the last few years enabled students to develop more positive perceptions of information technology applications independent from their basic individual differences such as gender, GPA, computer experience, and individualized learning experience. In terms of ranking of interaction types learners show that their interaction with themselves comes in first, then with the instructors and finally with content. The study recommends that higher education institutions should continue using Moodle and encourage faculty members to adopt it in their teaching because of its distinctive features. (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:
Web Browsers; Navigation (Information Systems); Hypermedia; Computer Software Evaluation; Online Searching; Computer Assisted Instruction; Information Needs; Internet; Concept Mapping; Scaffolding (Teaching Technique); Learner Controlled Instruction; Questionnaires; Use Studies; Instructional Effectiveness; College Students

Abstract:
This article presents KnowledgePuzzle, a browsing tool for knowledge construction from the web. It aims to adapt the structure of web content to the learner's information needs regardless of how the web content is originally delivered. Learners are provided with a meta-cognitive space (e.g., a concept mapping tool) that enables them to plan navigation paths and visualize the semantic processing of knowledge in their minds. Once the learner's viewpoint becomes visually represented, it will be transformed to a layer of informative hyperlinks and annotations over previously visited pages. The attached layer causes the web content to be explicitly structured to accommodate the learner's interests by interlinking and annotating chunks of information that make up the learner's knowledge. Finally, a hypertext version of the whole knowledge is generated to enable fast and easy reviewing. A discussion about the affordances of the tool and how it can be used to achieve a scaffolded approach for learning is presented. The evaluation of the tool in a real educational setting revealed its support for navigation planning and knowledge recall as compared to classical navigation techniques. (Contains 4 tables and 7 figures.) 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:
Foreign Countries; Instructional Design; Learning Processes; Holistic Approach; Computer Assisted Instruction; Learner Controlled Instruction; Models; Figurative Language; Computer System Design; Programming

Abstract:
New approaches to emergent learner-directed learning design can be strengthened with a theoretical framework that considers learning as a dynamic process. We propose an approach that models a learning process using a set of spatial concepts: learning space, position of a learner, niche, perspective, step, path, direction of a step and step gradient. A learning process is presented as a path within a niche (or between niches) in a learning space, which consists of a certain number of steps leading the learner from the initial position to a target position in the dynamically changing learning space. When deciding on steps, the learner can take guidance from learning paths that are effective from a viewpoint of the learning community. (Contains 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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