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Descriptors:
Usability; Case Studies; Academic Libraries; Online Systems; Guides; Library Services; Use Studies; College Students; Alumni; Users (Information)

Abstract:
Usability testing has become a routine way for many libraries to ensure that their Web presence is user-friendly and accessible. At the same time, popular subject guide creation systems, such as LibGuides, decentralize Web content creation and put authorship into the hands of librarians who may not be trained in user-centered design principles. At Metropolitan State University, researchers performed usability testing on LibGuides in order to see how patrons interact with guides. Researchers completed two rounds of usability testing on a total of ten students, one alumnus, and one community patron. The results indicate that patrons struggled most when encountering jargon, inconsistent language, and visual clutter. Based on their findings, researchers recommend ongoing usability testing of subject guides as well as the creation of a style guide to help librarians create usable, accessible guides. (Contains 1 table and 2 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:
Web Sites; Electronic Libraries; Information Systems; Online Systems; Library Services; Case Studies; Research Universities; Academic Libraries

Abstract:
Smartphone users expect the presentation of Web sites on their mobile browsers to look and feel like native applications. With the pressure on library Web developers to produce app-like mobile sites, there is often a rush to get a site up without considering the importance of reusing or even restructuring the data driving the Web sites. An additional challenge is the content maintenance required of any Web site, regardless of platform, underscoring the advantage of pulling content from other systems to decrease redundancy. This article highlights case studies from two large research universities, examines how each one is streamlining its data for multiple Web-based platforms, and discusses how to work toward making data more flexible so content is delivered from single source points rather than duplicated on individual delivery platforms. (Contains 2 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:
Enrollment; Electronic Learning; Online Courses; Undergraduate Students; Online Systems; Integrated Learning Systems; Computer Simulation; Meta Analysis; Instructional Effectiveness; Program Effectiveness; Higher Education; Barriers

Abstract:
E-learning has grown at a considerable rate, and current projections show no slowdown in the near future. The National Center for Education Statistics estimates that between 2000 and 2008 the share of undergraduates enrolled in at least one online course grew from 8 percent to 20 percent. This study refers to e-learning as all forms of electronically-supported instruction, which range from videotaped lectures posted on the Internet; learning management systems such as Blackboard that distribute lecture notes, syllabi, and assignments; online collaborative simulations; and interactive systems that use artificial intelligence to deliver customized instruction. This study reviews four meta-analyses that have been conducted on e-learning research. By combining the results of multiple studies, researchers can find an overall estimate of a particular relationship. Although the methodology of the studies included varies significantly, these meta-analyses provide the most comprehensive assessment of the effectiveness of e-learning relative to other delivery media. 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:
Internet; Online Systems; Textbooks; Costs; Publishing Industry; Supplementary Reading Materials; Electronic Publishing; Introductory Courses; College Faculty; College Students; English; Computer Mediated Communication; Homework; Printed Materials

Abstract:
The story of one University of Maine student's quest for a reasonably priced textbook reveals just how complicated course materials have become as the textbook industry makes its awkward transition from print to digital. The student is Luke Thomas, a senior majoring in business on the Orono campus, who last semester took a 250-person introductory English course called "The Nature of Story." The required textbook was compiled by the professor, John R. Wilson, and published by Cengage. Mr. Wilson also asked students to purchase access to online supplementary materials that came bundled with new copies of the textbook. Total price tag for the book and an access code to get to the online system: $150. Mr. Thomas was taking the course with his then-fiancee (now wife), so he hoped to buy just one textbook they could share. The trick, though, was that each student in the course needed his or her own access code to get to the online discussion board and homework-submission system. And Mr. Thomas was told by the professor and by officials at the campus bookstore that the textbook and code came only as a package deal, meaning the couple would have to pay $300 to get the two access codes and an extra book they didn't need. In the good-old days when print was the only option, students had plenty of free or cheap ways to get required textbooks. Borrow one from a friend. Check out a copy from the library. Buy a used copy for a fraction of the price. Or rent a copy through one of several companies providing that service. But the latest textbook enhancements, which require individual access codes to get to bonus materials online, threaten to displace all of those alternatives. Most access codes are good only for a limited time, and once they are activated they can't be used by other students. In some cases, publishers charge almost as much for the access code alone as they do for a new printed textbook. It's common sense that things that are digital should be less expensive and better for consumers. But with textbooks, the underlying problem with the market is the fact that publishers get to set the price of textbooks without any input from students because students need to buy whatever they're assigned. In other areas, if students don't like the price they can go buy something else. The majority of university courses still use printed textbooks without requiring online supplements. But the use of added online materials is growing fast, and certainly faster than all-digital options, in which a printed book is cast aside completely. 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; Writing Instruction; Control Groups; Experimental Groups; Online Systems; Junior High School Students; Writing Ability; Writing Skills; Chinese; Essays; Grade 7; Handwriting; Writing Processes; Data Analysis; Pretests Posttests; Predictor Variables; Comparative Analysis; Instructional Design; Web Based Instruction; Computer Software Evaluation; Educational Technology; Outcomes of Education; Instructional Effectiveness

Abstract:
This research investigates students' performance while writing Chinese essays using an interactive online writing system. Participants include students from two seventh-grade classes of a junior high school in Taoyuan County, Taiwan. The experimental group uses the conditioned writing interactive online system, while the control group receives traditional paper-and-pencil writing instruction. Findings show that this writing system makes a significant difference in students' writing performance in the areas of "argumentation" and "organization and structure", two essential elements of Chinese essay writing. This study proposes practical applications of the online interactive writing system for junior high school students' Chinese essay writing. (Contains 12 figures and 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:
Self Efficacy; Familiarity; Internet; Credit (Finance); Student Teachers; Student Teacher Attitudes; Purchasing; Consumer Economics; Behavioral Science Research; Gender Differences; Income; Questionnaires; Demography; Age Differences; Access to Computers; Incidence; Anxiety; Online Systems; Foreign Countries

Abstract:
Internet is an important facilitator for human and humans use this medium almost every phase. As a shopping medium, internet attract human so attract researcher. Younger people can adapt newer technologies so they can adapt internet as shopping tool. In this research it is tried to define college of education students' online shopping behavior and online shopping activities. Research results show that male students teacher are more familiar and have more positive attitude than female student teacher. Teacher students, who have more monthly income and have more internet self efficacy have positive attitude and intension to shop online. Participants who have credit card, have more familiarity and less anxiety concerning internet shopping. (Contains 16 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:
Information Seeking; Individual Characteristics; Internet; Path Analysis; Online Searching; Social Networks; Network Analysis; Online Systems; Social Support Groups; Self Esteem; Information Skills; Information Literacy; Self Concept; Search Strategies; Models; Measures (Individuals); Adolescent Attitudes; Foreign Countries; Late Adolescents

Abstract:
Information seeking is one of the most popular online activities for young people and can provide an additional information channel, which may enhance learning. In this study, we propose and test a model that adds to the existing literature by examining the ways in which parents, schools, and friends (what we call networks of support) effect young people's online information behaviours, while at the same time taking into account young people's individual characteristics, confidence, and skills to use the Internet. Using path analysis, we demonstrate the significance of networks of support in understanding the uptake of online information seeking both directly and indirectly (through enhancing self-concept for learning and online skills). Young people who have better networks of support, particularly friends who are engaged in technology, are more likely to engage in online information seeking. While quantitative models of this nature cannot capture the complexity of individual online search practices, these findings may assist in the development of policy and practice to support young people to make the most effective use of the Internet for information seeking. (Contains 4 notes, 3 tables and 2 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:
Quasiexperimental Design; Persuasive Discourse; Apprenticeships; Grade 5; Internet; Online Systems; Teaching Methods; Science Education; Science Instruction; Investigations; Educational Strategies; Measures (Individuals); Educational Technology

Abstract:
This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled "Cognitive Apprenticeship Web-based Argumentation" (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental design was adopted and qualitative and quantitative analyses were used to evaluate the effectiveness of this online system in measuring students' progress in learning argumentation. The results of this study showed that different teaching strategies had effects on students' use of argumentation in the topics of daily life and the concept of "vision." When the CAWA system was employed during the instruction and practice of argumentation on these two topics, the students' argumentation performance improved. Suggestions on how the CAWA system could be used to enhance the instruction of argumentation skills in science education were also discussed. 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:
Virtual Classrooms; Social Studies; Grade 7; Citizen Participation; Synchronous Communication; Online Systems; Computer Simulation; Case Studies; Teaching Methods; Personality Traits; Cooperative Learning; Group Dynamics; Social Cognition; Online Surveys; Pretests Posttests; Student Participation

Abstract:
Technological advances on the Internet now enable students to develop participation skills in virtual worlds. Similar to controlling a character in a video game, multi-user virtual environments, or MUVEs, allow participants to interact with others in synchronous, online settings. The authors of this study created a link between MUVEs and participation in civic activities by seventh grade students. This purpose of this case study was to evaluate how face-to-face cooperative structures would translate to an online setting. The study also assessed whether working cooperatively in a MUVE would have an effect on student civic participation. The virtual environment did provide an authentic setting for students to practice the civic lessons they learned in class. Student involvement in a participatory culture generally translated to an increased tendency to be civic-minded. (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:
Stakeholders; Foreign Countries; Peer Evaluation; Educational Research; Information Dissemination; Program Development; Research Utilization; Computer Networks; Online Systems

Abstract:
This paper outlines the process by which the Ontario Education Research Exchange (OERE), part of the Knowledge Network of Applied Education Research, developed and launched an online hub of education research summaries to facilitate greater use of research by stakeholders in the field of education. The project is an effort in knowledge mobilization funded by the Ontario Ministry of Education to help increase the use of research to inform policy and practice in Ontario. The paper begins with an outline of the background and history of the project. Next, the three main components of the project are outlined--collecting/writing the summaries and creating the inventory, putting together the peer review process, and creating the online hub for storing and sharing the summaries and facilitating the peer review process. This paper provides useful information that can be translated to similar projects with the goals of summarizing, storing, and/or sharing research with a broad audience. (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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