Sample records for technology mediated learning
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Developing Course Materials for Technology-Mediated Chinese Language Learning
Kubler, Cornelius C.
2018-01-01
This article discusses principles involved in developing course materials for technology-mediated Chinese language learning, with examples from a new course designed to take into account the needs of distance and independent learners. Which learning environment is most efficient for a given learning activity needs to be carefully considered. It…
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Lifelong Learning in Artistic Context Mediated by Advanced Technologies
Ferrari, Mirella
2016-01-01
This research starts by analysing the current state of artistic heritage in Italy and studying some examples in Europe: we try to investigate the scope of non-formal learning in artistic context, mediated by advanced technology. The framework within which we have placed our investigation is that of lifelong learning and lifedeep learning. The…
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Grounded in Theory: Immersing Preservice Teachers in Technology-Mediated Learning
DeGennaro, Donna
2010-01-01
The integration of technology into preservice teacher education continues to be emphasized as important. The hope is that if future teachers obtain technology skills they will design meaningful technology-mediated learning experiences for their students. However, gaining technology skills alone does not ensure the ability to envision and employ…
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Technological mediation as a learning tool for writing and reading
Directory of Open Access Journals (Sweden)
Gladys Molano Caro
2015-12-01
Full Text Available This article disclosed the progress a technological mediation has built to the adquisition, use and development of reading and writing from Cognitive Affective Method for Learning -MACPA-. A development like the one being proposed, is an option for children and young people to, activate, promote, develop and / or enhance the learning of reading and writing. Likewise, it is an option to consider the results achieved in the PISA test and case reports, done by teachers by teachers, showing that that elementary students do not perform production of texts so spontaneous or directed; and they fail to make progress in reading comprehension levels. Given this context, the partial results achieved in the second phase of the research aims to implement a technology platform based mediation MACPA as an educational resource to enhance the processes of reading and writing among students from first to fourth grades of primary education. Accordingly, through Article basis be found in a software for reading and writing that takes into account the particularities of learning of students with intellectual disabilities, learning disabilities in students who have not evidenced difficulties in academic learning processes, though they require a new method to accelerate learning.
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Kim, Eunjin
2013-01-01
This study aims to show how music technology mediated (or music software mediated) music teaching and learning can provide an effective pedagogy in music education. It also seeks to demonstrate that music technology mediated teaching is in accordance with socio-educational trends for both postmodern values and IT mediated learning. The new…
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Ma, Qing
2017-01-01
Emerging mobile technologies can be considered a new form of social and cultural artefact that mediates people's language learning. This multi-case study investigates how mobile technologies mediate a group of Hong Kong university students' L2 learning, which serves as a lens with which to capture the personalised, unique, contextual and…
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Technology-Mediated Learning for Resilience
DEFF Research Database (Denmark)
Sandvik, Kjetil; Majchrzak, Tim; Busch, Peter André
, such as the successive outbreak of a pandemic. Due to the novelty of the topic, research particularly exists on theoretical aspects of resilience. Targeting learning – and thereby the local population – is a rather new emergence. To effectively reach, involve, and engage citizens, technology can play a key role. Based...... on four actual cases from communities we analyse the impact technology has on learning about resilience. We then scrutinize the effectiveness and propose future steps. Thereby, we seek to provide practical advice to local governments and to enrich the theory at the same time....
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Ritella, Giuseppe; Hakkarainen, Kai
2012-01-01
The purpose of the present paper is to examine the socio-cultural foundations of technology-mediated collaborative learning. Toward that end, we discuss the role of artifacts in knowledge-creating inquiry, relying on the theoretical ideas of Carl Bereiter, Merlin Donald, Pierre Rabardel, Keith Sawyer and L. S. Vygotsky. We argue that epistemic…
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Söllner, Matthias; Bitzer, Philipp; Janson, Andreas; Leimeister, Jan Marco
2017-01-01
Technology-mediated learning (TML) is a major trend in education, since it allows to integrate the strengths of traditional- and IT-based learning activities. However, TML providers still struggle in identifying areas for improvement in their TML offerings. One reason for their struggles is inconsistencies in the literature regarding drivers of TML performance. Prior research suggests that these inconsistencies in TML literature might stem from neglecting the importance of considering the pro...
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Directory of Open Access Journals (Sweden)
Sonia CASILLAS MARTÍN
2017-12-01
Full Text Available Collaborative learning has been a subject of great interest in the context of educational research, giving rise to many studies emphasizing the potential of the collaboration process in student learning, knowledge building, the development of diverse abilities and improved academic performance. Based on a conceptual review and thorough reflection on this topic, this article presents the results of a case study carried out in different schools in the Autonomous Community of Castile y Leon (Spain in an attempt to identify patterns of common action through the implementation of collaborative learning methods mediated by information and communication technologies (ICT. Among the many outcomes of this study, we conclude by highlighting the need to plan collaborative work very carefully, taking advantage of the opportunities offered by ICT as communicative environments where it is possible to construct joint and shared learning.
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DEFF Research Database (Denmark)
Bansler, Jørgen P.; Havn, Erling C.
2003-01-01
This study analyzes how a group of ‘mediators’ in a large, multinational company adapted a computer-mediated communication technology (a ‘virtual workspace’) to the organizational context (and vice versa) by modifying features of the technology, providing ongoing support for users, and promoting...... appropriate conventions of use. Our findings corroborate earlier research on technology-use mediation, which suggests that such mediators can exert considerable influence on how a particular technology will be established and used in an organization. However, this study also indicates that the process...... of technology-use mediation is more complex and indeterminate than earlier literature suggests. In particular, we want to draw attention to the fact that advanced computer-mediated communication technologies are equivocal and that technology-use mediation consequently requires ongoing sensemaking (Weick 1995)....
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A snapshot of research in learning technology
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Rhona Sharpe
2010-12-01
Full Text Available The papers in this issue present a convenient snapshot of current research in learning technology, both in their coverage of the issues that concern us and the methods that are being used to investigate them. This issue shows that e-learning researchers are interested in: what technologies are available and explorations of their potential (Nie et al. explore the role of podcasting, how to design technology-mediated learning activities in ways which support specific learning outcomes (Simpson evaluates the role of ‘book raps' in supporting critical thinking, the identification of critical success factors in implementations (Cochrane's observation of three mobile learning projects and how such e-learning initiatives can be sustained within an institutional context (Gunn's examination of the challenges of embedding ‘grass roots' initiatives. Finally e-learning research is concerned with investigating the impact of emerging technologies on education – in this case Traxler's discussion of mobile, largely student-owned, devices. Together these five papers demonstrate the scope of research in learning technology and it is with this in mind that we will soon be referring to this journal by its subtitle: Research in Learning Technology.
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DEFF Research Database (Denmark)
Bansler, Jørgen P.; Havn, Erling C.
2004-01-01
Implementation of new computer-mediated communication (CMC) systems in organizations is a complex socio-technical endeavour, involving the mutual adaptation of technology and organization over time. Drawing on the analytic concept of sensemaking, this paper provides a theoretical perspective...... that deepens our understanding of how organizations appropriate new electronic communication media. The paper analyzes how a group of mediators in a large, multinational company adapted a new web-based CMC technology (a virtual workspace) to the local organizational context (and vice versa) by modifying...... features of the technology, providing ongoing support for users, and promoting appropriate conventions of use. We found that these mediators exerted considerable influence on how the technology was established and used in the organization. The mediators were not neutral facilitators of a well...
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The teacher acting as mediator in new technologies use: a case study in physics teaching
Almeida Valiati, Eliane Regina de; Heineck, Renato
2005-01-01
Nowadays, the new technologies challenge the educational practices. When teachers face this new teaching and learning pattern they need to adopt a different attitude: of a mediator, in which one its main role is to experience and mediate processes of learning construction proportioned and encouraged by the increasing inclusion of New Communication and Information Technologies (NCTIs) at schools. This paper presents the results obtained in a research which objective was to evaluate the use of ...
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Eye-tracking research in computer-mediated language learning
Michel, Marije; Smith, Bryan
2017-01-01
Though eye-tracking technology has been used in reading research for over 100 years, researchers have only recently begun to use it in studies of computer-assisted language learning (CALL). This chapter provides an overview of eye-tracking research to date, which is relevant to computer-mediated
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Lawlor, John; Conneely, Claire; Tangney, Brendan
The poor assimilation of ICT in formal education is firmly rooted in models of learning prevalent in the classroom which are largely teacher-led, individualistic and reproductive, with little connection between theory and practice and poor linkages across the curriculum. A new model of classroom practice is required to allow for creativity, peer-learning, thematic learning, collaboration and problem solving, i.e. the skills commonly deemed necessary for the knowledge-based society of the 21st century. This paper describes the B2C model for group-based, technology-mediated, project-oriented learning which, while being developed as part of an out of school programme, offers a pragmatic alternative to traditional classroom pedagogy.
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Simulating care: technology-mediated learning in twenty-first century nursing education.
Diener, Elizabeth; Hobbs, Nelda
2012-01-01
The increased reliance on simulation classrooms has proven successful in learning skills. Questions persist concerning the ability of technology-driven robotic devices to form and cultivate caring behaviors, or sufficiently develop interactive nurse-client communication necessary in the context of nursing. This article examines the disconnects created by use of simulation technology in nursing education, raising the question: "Can learning of caring-as-being, be facilitated in simulation classrooms?" We propose that unless time is spent with human beings in the earliest stages of nursing education, transpersonal caring relationships do not have space to develop. Learning, crafting, and maturation of caring behaviors threatens to become a serendipitous event or is no longer perceived as an essential characteristic of nursing. Technology does not negate caring-the isolation it fosters makes transpersonal caring all the more important. We are called to create a new paradigm for nursing education that merges Nightingale's vision with technology's promise. © 2012 Wiley Periodicals, Inc.
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Liljeström, Anu; Enkenberg, Jorma; Pöllänen, Sinikka
2013-03-01
This design experiment aimed to answer the question of how to mediate the practices of authentic science inquiries in primary education. An instructional approach based on activity theory was designed and carried out with multi-age students in a small village school. An open-ended learning task was offered to the older students. Their task was to design and implement instruction about the Ice Age to their younger fellows. The objective was collaborative learning among students, the teacher, and outside domain experts. Mobile phones and GPS technologies were applied as the main technological mediators in the learning process. Technology provided an opportunity to expand the learning environment outside the classroom, including the natural environment. Empirically, the goal was to answer the following questions: What kind of learning project emerged? How did the students' knowledge develop? What kinds of science learning processes, activities, and practices were represented? Multiple and parallel data were collected to achieve this aim. The data analysis revealed that the learning project both challenged the students to develop explanations for the phenomena and generated high quality conceptual and physical models in question. During the learning project, the roles of the community members were shaped, mixed, and integrated. The teacher also repeatedly evaluated and adjusted her behavior. The confidence of the learners in their abilities raised the quality of their learning outcomes. The findings showed that this instructional approach can not only mediate the kind of authentic practices that scientists apply but also make learning more holistic than it has been. Thus, it can be concluded that nature of the task, the tool-integrated collaborative inquiries in the natural environment, and the multiage setting can make learning whole.
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Enabling People Who Are Blind to Experience Science Inquiry Learning through Sound-Based Mediation
Levy, S. T.; Lahav, O.
2012-01-01
This paper addresses a central need among people who are blind, access to inquiry-based science learning materials, which are addressed by few other learning environments that use assistive technologies. In this study, we investigated ways in which learning environments based on sound mediation can support science learning by blind people. We used…
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Relationship between Individual and Organizational Learning: Mediating Role of Team Learning
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Monika Stelmaszczyk
2016-12-01
Full Text Available The aim of this paper is to recognize the relationships between individual and organizational learning while considering team learning as a mediator of these relationships. The research object is a large Polish enterprise specializing in the production of cast-iron items. In order to test assumed research hypotheses, statistical analyses were conducted using the IBM SPSS Statistics Suite, version 20. The suite helped conduct correlation analyses concatenation, line regression analyses and mediation analyses using the PROCESS macro by Hayes and Preacher. The research results show a statistically significant relationship between individual learning and each of the five dimensions of organizational learning [clarity of purpose and mission; leadership commitment and empowerment; knowledge transfer; experimentation and rewards; and teamwork and group problem solving]. What is more, they prove that team learning is a mediator of a relationship between individual and organizational learning. Interestingly, only one full mediation has been observed while researching the mediative effect of team learning in relation to each out of the five dimensions of organizational learning. It occurred in relation to experimentation and rewards. In the remaining cases these were partial mediations.
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Directory of Open Access Journals (Sweden)
Sepideh Berenji
2017-11-01
Full Text Available Technology mediated learning brings together the users with shared interests. This method makes learners informally engaged in language learning. This study intended to investigate the effect of technology mediated instruction on cognitive scaffolding, academic performance and motivation. Employing a quasi-experimental research, 80 learners from two intact classes at Islamic Azad University, Osku Branch were selected as the experimental and control groups. Telegram as a tool was used in the experimental group, while the control group received traditional way of instruction. Critical ethnography approach was implemented to consider the amount of cognitive scaffolding. To measure the students’ motivational level in both groups, Course Interest Survey (CIS was administered at the end of the semester. The total average score for each group was calculated. To compare students’ academic achievement, their average scores in the final academic test were considered. An Independent samples t-test in was used to compare the mean scores. The results indicated that technology mediated learning brought about cognitive scaffolding and the students in the experimental group outperformed the control group in terms of motivation and academic achievement. The results of the study suggest that to bring about academically successful students, practitioners should use technology mediated instruction.
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Creative learning technologies as a catalyst for rethinking education
DEFF Research Database (Denmark)
Gjedde, Lisa
2017-01-01
is on exploring how learning with creative technologies can be a catalyst for rethinking education in primary and lower secondary school The mixed methods based research project has involved classes from all schools in one municipality in Denmark in digital creative lab activities The research points...... presents preliminary results from an R&D project on teacher led designs for creative and multimodal learning The focus is on developing designs for learning using creative learning technologies These include digital storytelling with mobile devices and digital animation in hybrid environments The focus......There is a movement towards a new paradigm in the mediatized Scandinavian societies that aims at developing the students' creativity, critical sense and ability to collaborate and communicate, thereby equipping them with necessary media skills and competencies for 21st Century learning This paper...
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Sensemaking in Technology-Use Mediation
DEFF Research Database (Denmark)
Bansler, Jørgen P.; Havn, Erling C.
2006-01-01
of advanced CSCW technologies is basically a problem of sensemaking. We analyze how a group of “technology-use mediators” (Orlikowski et al. Org. Sci. (1995) 6(4), 423) in a large, multinational company adapted a groupware technology (a “virtual workspace”) to the local organizational context (and vice versa......) by modifying features of the technology, providing ongoing support for users, and promoting appropriate conventions of use. Our findings corroborate earlier research on technology-use mediation, which suggests that such mediators can exert considerable influence on how a particular technology...... will be established and used in an organization. However, we also find that the process of technology-use mediation is much more complex and indeterminate than prior research suggests. The reason being, we argue, that new, advanced CSCW technologies, such as “virtual workspaces” and other groupware applications...
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Developing a Design Methodology for Web 2.0 Mediated Learning
DEFF Research Database (Denmark)
Buus, Lillian; Georgsen, Marianne; Ryberg, Thomas
In this paper we discuss the notion of a learning methodology and situate this within the wider frame of learning design or ?Designing for Learning?. We discuss existing work within this broad area by trying to categorize different approaches and interpretations and we present our development...... of particular ?mediating design artefacts?. We discuss what can be viewed as a lack of attention paid to integrating the preferred teaching styles and learning philosophies of practitioners into design tools, and present a particular method for learning design; the COllaborative E-learning Design method (Co......Ed). We describe how this method has been adopted as part of a learning methodology building on concepts and models presented in the other symposium papers, in particular those of active, problem based learning and web 2.0-technologies. The challenge of designing on the basis of an explicit learning...
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Developing a Design Methodology for Web 2.0 Mediated Learning
DEFF Research Database (Denmark)
Buus, Lillian; Georgsen, Marianne; Ryberg, Thomas
2017-01-01
In this paper we discuss the notion of a learning methodology and situate this within the wider frame of learning design or ?Designing for Learning?. We discuss existing work within this broad area by trying to categorize different approaches and interpretations and we present our development...... of particular ?mediating design artefacts?. We discuss what can be viewed as a lack of attention paid to integrating the preferred teaching styles and learning philosophies of practitioners into design tools, and present a particular method for learning design; the COllaborative E-learning Design method (Co......Ed). We describe how this method has been adopted as part of a learning methodology building on concepts and models presented in the other symposium papers, in particular those of active, problem based learning and web 2.0-technologies. The challenge of designing on the basis of an explicit learning...
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Becoming Little Scientists: Technologically-Enhanced Project-Based Language Learning
Dooly, Melinda; Sadler, Randall
2016-01-01
This article outlines research into innovative language teaching practices that make optimal use of technology and Computer-Mediated Communication (CMC) for an integrated approach to Project-Based Learning. It is based on data compiled during a 10- week language project that employed videoconferencing and "machinima" (short video clips…
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Immersive Learning Technologies
2009-08-20
Immersive Learning Technologies Mr. Peter Smith Lead, ADL Immersive Learning Team 08/20/2009 Report Documentation Page Form ApprovedOMB No. 0704...to 00-00-2009 4. TITLE AND SUBTITLE Immersive Learning Technologies 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR...unclassified c. THIS PAGE unclassified Standard Form 298 (Rev. 8-98) Prescribed by ANSI Std Z39-18 Why Immersive Learning Technologies
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Hedayati, Mohsen; Foomani, Elham Mohammadi
2015-01-01
The study reported here explores whether English as a foreign Language (EFL) learners' preferred ways of learning (i.e., learning styles) affect their task performance in computer-mediated communication (CMC). As Ellis (2010) points out, while the increasing use of different sorts of technology is witnessed in language learning contexts, it is…
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Shared Values and Socio-Cultural Norms: E-Learning Technologies from a Social Practice Perspective
Shih, Patti; Velan, Gary M.; Shulruf, Boaz
2017-01-01
From a perspective of social practice, learning is a socially constituted practice that is imbued with socio-culturally significant meanings and shaped by the values and norms shared within a community of learners. This focus group study examines the role of e-learning technologies in mediating the social practice of learning among coursework…
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Directory of Open Access Journals (Sweden)
Aamir Sarwar
2015-08-01
Full Text Available The objective of the study was to develop a model with and without the mediator comparing direct and indirect Impacts using Bootstrap (Two tailed significance results to be used, options for manufacturing, services sectors and overall and finding out the significance of the relationship. Study tried to find out the Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management with eLearning for Corporate Training as a mediator. This is a cross sectional study conducted in Pakistan. Detailed questionnaire was used to collect the data. Total sample size of 686 includes 331 from manufacturing sector and 355 from services sector. Study revealed that overall eLearning for corporate training partially mediates relationship between eLearning Perception and elearning for stress management. However, in subgroup of manufacturing sector full mediation is observed. eLearning for corporate training partially mediates relationship between eLearning Advantages and Stress management training. Similar partial mediation is observed for subgroups of manufacturing and services sector. However in subgroup of manufacturing sector no mediation was observed.
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Editorial: Advanced learning technologies
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Yu-Ju Lan
2012-03-01
Full Text Available Recent rapid development of advanced information technology brings high expectations of its potential to improvement and innovations in learning. This special issue is devoted to using some of the emerging technologies issues related to the topic of education and knowledge sharing, involving several cutting edge research outcomes from recent advancement of learning technologies. Advanced learning technologies are the composition of various related technologies and concepts such as mobile technologies and social media towards learner centered learning. This editorial note provides an overview of relevant issues discussed in this special issue.
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Chen, Baiyun; Sivo, Stephen; Seilhamer, Ryan; Sugar, Amy; Mao, Jin
2013-01-01
Mobile learning is a fast growing trend in higher education. This study examined how an extended technology acceptance model (TAM) could evaluate and predict the use of a mobile application in learning. A path analysis design was used to measure the mediating effects on the use of Blackboard's Mobile™ Learn application in coursework (N = 77). The…
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Directory of Open Access Journals (Sweden)
Larry D. Rosen
2017-12-01
Full Text Available This study investigated how technology use impacts academic performance. A proposed model postulated that academic performance could be predicted by a cognitive independent variable-executive functioning problems-and an affective independent variable-technological anxiety or FOMO (fear of missing out-mediated by how students choose to use technology. An unobtrusive smartphone application called “Instant Quantified Self” monitored daily smartphone unlocks and daily minutes of use. Other mediators included self-reported smartphone use, self-observed studying attention, self-reported multitasking preference, and a classroom digital metacognition tool that assessed the student’s ability to understand the ramifications of technology use in the classroom that is not relevant to the learning process. Two hundred sixteen participants collected an average of 56 days of “Instant” application data, demonstrating that their smartphone was unlocked more than 60 times a day for three to four minutes each time for a total of 220 daily minutes of use. Results indicated that executive functioning problems predicted academic course performance mediated by studying attention and a single classroom digital metacognition subscale concerning availability of strategies of when to use mobile phones during lectures. FOMO predicted performance directly as well as mediated by a second classroom digital metacognition concerning attitudes toward mobile phone use during lectures. Implications for college students and professors include increasing metacognition about technology use in the classroom and taking “tech breaks” to reduce technology anxiety.
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Computer-Mediated Intersensory Learning Model for Students with Learning Disabilities
Seok, Soonhwa; DaCosta, Boaventura; Kinsell, Carolyn; Poggio, John C.; Meyen, Edward L.
2010-01-01
This article proposes a computer-mediated intersensory learning model as an alternative to traditional instructional approaches for students with learning disabilities (LDs) in the inclusive classroom. Predominant practices of classroom inclusion today reflect the six principles of zero reject, nondiscriminatory evaluation, appropriate education,…
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Klemke, Roland; Specht, Marcus
2013-01-01
Klemke, R., & Specht, M. (2013, 26-27 September). Technology Enhanced Learning. Presentation at the fourth international conference on eLearning (eLearning 2013), Belgrade, Serbia. http://econference.metropolitan.ac.rs/
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Steven Hornik; Anna Tupchiy
2006-01-01
The horizontal and vertical dimensions of individualism and collectivism are an important characteristic of cultures. These dimensions have many implications for the ways in which individual learners use and respond to interactive technologies. This article reports on a study that investigated the impact of culture, specifically horizontal individualism (HI), vertical individualism (VI), horizontal collectivism (HC), and vertical collectivism (VC) on the effectiveness of technology mediated l...
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Finn, Amber N.; Ledbetter, Andrew M.
2014-01-01
In this study, we extend previous work on teacher technology policies by refining the teacher technology policies instrument to account for the technology purpose (social, academic) and type (cell phone, laptop/tablet), and examine a model of teacher technology policies and perceived learning. We found that students are more sensitive to policies…
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Digital learning objects in nursing consultation: technology assessment by undergraduate students.
Silveira, DeniseTolfo; Catalan, Vanessa Menezes; Neutzling, Agnes Ludwig; Martinato, Luísa Helena Machado
2010-01-01
This study followed the teaching-learning process about the nursing consultation, based on digital learning objects developed through the active Problem Based Learning method. The goals were to evaluate the digital learning objects about nursing consultation, develop cognitive skills on the subject using problem based learning and identify the students' opinions on the use of technology. This is an exploratory and descriptive study with a quantitative approach. The sample consisted of 71 students in the sixth period of the nursing program at the Federal University of Rio Grande do Sul. The data was collected through a questionnaire to evaluate the learning objects. The results showed positive agreement (58%) on the content, usability and didactics of the proposed computer-mediated activity regarding the nursing consultation. The application of materials to the students is considered positive.
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Liu, Qian; Chao, Chin-Chi
2018-01-01
The possibility of exploiting technology for more robust and meaningful learning and teaching has invoked messianic responses from the language education community. Yet to be explored are teachers' pedagogical choices based on the perceived technological affordances as well as interactions between teacher and student agency mediated by these…
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Computational intelligence for technology enhanced learning
Energy Technology Data Exchange (ETDEWEB)
Xhafa, Fatos [Polytechnic Univ. of Catalonia, Barcelona (Spain). Dept. of Languages and Informatics Systems; Caballe, Santi; Daradoumis, Thanasis [Open Univ. of Catalonia, Barcelona (Spain). Dept. of Computer Sciences Multimedia and Telecommunications; Abraham, Ajith [Machine Intelligence Research Labs (MIR Labs), Auburn, WA (United States). Scientific Network for Innovation and Research Excellence; Juan Perez, Angel Alejandro (eds.) [Open Univ. of Catalonia, Barcelona (Spain). Dept. of Information Sciences
2010-07-01
E-Learning has become one of the most wide spread ways of distance teaching and learning. Technologies such as Web, Grid, and Mobile and Wireless networks are pushing teaching and learning communities to find new and intelligent ways of using these technologies to enhance teaching and learning activities. Indeed, these new technologies can play an important role in increasing the support to teachers and learners, to shorten the time to learning and teaching; yet, it is necessary to use intelligent techniques to take advantage of these new technologies to achieve the desired support to teachers and learners and enhance learners' performance in distributed learning environments. The chapters of this volume bring advances in using intelligent techniques for technology enhanced learning as well as development of e-Learning applications based on such techniques and supported by technology. Such intelligent techniques include clustering and classification for personalization of learning, intelligent context-aware techniques, adaptive learning, data mining techniques and ontologies in e-Learning systems, among others. Academics, scientists, software developers, teachers and tutors and students interested in e-Learning will find this book useful for their academic, research and practice activity. (orig.)
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Learning services-based technological ecosystems
García-Peñalvo, Francisco J.; Hernández-García, Ángel; Conde, Miguel Á; Fidalgo-Blanco, Ángel; Sein-Echaluce, María L.; Alier, Marc; Llorens Largo, Faraón; Iglesias-Pradas, Santiago
2015-01-01
The gap between technology and learning methods has two important implications: on the one hand, we should not expect the integration of technological advances into teaching to be an easy task; and there is a danger that mature educational technologies and methods might not give an adequate answer to the demands and needs of society, underusing their transforming potential to improve learning processes. This study discusses the need for a new technological environment supporting learning serv...
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Directory of Open Access Journals (Sweden)
Graciela Aluizio Reali
2013-07-01
Full Text Available Much has been thought through about how to make the teaching and learning of scientific content more significant in order to collaborate with education. In this sense, it is up to the teacher to know aspects of human behavior to mediate and facilitate the interpretation of incoming information to students so that this information is transformed into knowledge. Therefore, the educator has seen its role as a transmitter of information turning into a facilitator of the transformation of this information into knowledge, a process that depends on both the teacher and the student. Thus, this work presents some aspects related to the teaching and learning of mathematics, highlighting the use of information and communication technologies (ICTs as mediating and helpful tools of learning. It also presents a virtual learning environment, Moodle, which comprehends Geogebra software, presented in a WebQuest so that together they may be used in the future for the teaching and learning of mathematics in Ourinhos- Fatec Technology College, São Paulo- - Brazil. It is expected, by means of this work, to contribute to discussions and reflections on some emblematic issues of this new practice and mode, as well as disseminate and encourage the use of Geogebra application.
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Modern technologies of e-learning
Directory of Open Access Journals (Sweden)
G. A. gyzy Mamedova
2017-01-01
Full Text Available E-learning constitutes a significant competition to traditional education in many countries and has become a major tool for the modernization of education and economic growth. For the development and implementation of successful e-learning systems, we need technologies that allow working with them for any number of users, providing a good learning environment. The article provides an overview of the technologies used in foreign universities for managing e-learning, such as 3D technologies in training programs, interactive technologies, personalization of learning using cloud computing and big data technologies. It is shown that today quite a large number of software and hardware development was created and introduced, implementing various mechanisms of introducing information technologies in the educational process. One of such developments is the use of adaptive technologies in the learning process, allowing the student to adapt to the training material, choose the suitable method of mastering the material, and adjust the intensity of training at different stages of the learning process. Another development of information technologies in education is the use of cloud computing, allowing access to educational resources for teachers, students, and managers of the education system. It was revealed that the use of cloud technologies leads to a significant decrease in material costs for the purchase of expensive equipment and software, educational content from the cloud can be accessed from any device (laptop, smartphone, tablet, etc. and at a convenient time for the learner, it is enough to have Internet connection and a browser. In the e-learning environment, there are many different types of data, both structured and unstructured, processing of which is difficult to implement using traditional statistical methods. For the processing of such data technologies of processing big data are used such as NoSQL and Hadoop. The article shows that the
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Loon, M; Bartram, T
2007-01-01
This study examined whether job-performance-improvementinitiatives mediate the relationship between individuals’ job-demand for learning and job-related learning. Data were obtained from 115 full-time\\ud employees in a diverse range of occupations. A partial least squares analysis revealed that job-performance-improvement-initiatives mediate partially the effects of job-demand for learning on job-related learning. Several implications\\ud for future research and policy are drawn from the findi...
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Aamir Sarwar; Chitapa Ketavan; Nadeem Shafique Butt
2015-01-01
The objective of the study was to develop a model with and without the mediator comparing direct and indirect Impacts using Bootstrap (Two tailed significance results to be used), options for manufacturing, services sectors and overall and finding out the significance of the relationship. Study tried to find out the Impact of eLearning Perception and eLearning Advantages on eLearning for Stress Management with eLearning for Corporate Training as a mediator. This is a cross sectional study con...
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Alvarez, Ana Graziela; Dal Sasso, Grace T Marcon; Iyengar, M Sriram
2017-03-01
Thousands of patients seek health services every day with complaints of pain. However, adequate pain assessment is still flawed, a fact that is partly related to gaps in professional learning on this topic. Innovative strategies such as the use of a virtual learning object mediated by persuasive technology in the learning of undergraduate nursing students can help to fill these gaps and to provide different ways of learning to learn. To evaluate the results in learning among undergraduate nursing students about assessment of acute pain in adults and newborns, before and after an online educational intervention. This is a quasi-experimental, non-equivalent study using pre-and post-testing. Federal University of Santa Catarina, Brazil. 75 undergraduate nursing students. Our study was conducted in three steps (pre-test, education intervention, post-test). Data were collected from November 2013 to February 2014. The educational intervention was performed using online access to virtual learning object about acute pain assessment, which students accessed on their mobile devices. A significant difference was seen in student learning (ptechnology and method applied. The use of persuasive technology such as small mobile devices as mediators of online educational interventions broadens learning spaces in an innovative, flexible, motivational, and promising manner. Copyright © 2016 Elsevier Ltd. All rights reserved.
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Equity by Design: Using Peer-Mediated Learning to Advance Equity for All Students
Tan, Paulo; Macey, Erin M.; Thorius, Kathleen A. K.; Simon, Marsha
2013-01-01
The use of peer-mediated learning has emerged as a promising practice to transform the classroom experiences of both students with disabilities and their non-disabled peers. This brief summarizes the best practices for implementing peer-mediated learning and advocates situating peer-mediated learning in inclusive, interdependent learning…
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Cooperative learning, problem solving and mediating artifacts
African Journals Online (AJOL)
PROF.MIREKU
10, 2012. 39. Cooperative learning, problem solving and mediating artifacts. F. Bahmaei6 & N. ... out cooperative learning in the end, post-test was done and by analyzing the tests it was concluded that ... Johnson et al, 1991 b, Reynolds et al. 1995, Vidakovic .... connection of mental constructs (Hiebert, Carpenter, 1992).
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Facebook Mediated Interaction and Learning in Distance Learning at Makerere University
Mayende, Godfrey; Muyinda, Paul Birevu; Isabwe, Ghislain Maurice Norbert; Walimbwa, Michael; Siminyu, Samuel Ndeda
2014-01-01
This paper reports on an investigation of the use of Facebook as a tool to mediate learning amongst distance learners at Makerere University, a dual-mode institution offering both conventional and distance learning programs. While conventional courses take 17 weeks in a semester, the distance learners come in for two residential sessions, each…
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Sustainability of University Technology Transfer: Mediating Effect of Inventor’s Technology Service
Directory of Open Access Journals (Sweden)
Fang Li
2018-06-01
Full Text Available Based on the perspective of knowledge transfer and the technology acceptance model (TAM, this paper constructs a university technology transfer sustainable development model that considers the inventor’s technology service from the perspective of the long-term cooperation of enterprise, and analyzes the mediating effect of the inventor’s technology service on university technology transfer sustainability. By using 270 questionnaires as survey data, it is found that the availability of an inventor’s technology service has a significant positive impact on the attitude tendency and practice tendency of enterprise long-term technological cooperation; enterprise technology absorption capacity and trust between a university and an enterprise also have significant influence on an inventor’s technical service availability. Therefore, the inventor’s technology service acts as a mediator in the relationship between university technology transfer sustainability and influence factors. Universities ought to establish the technology transfer model, which focuses on the inventor’s tacit knowledge transfer service, and promotes the sustainable development of the university.
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Strategic Game Moves Mediate Implicit Science Learning
Rowe, Elizabeth; Baker, Ryan S.; Asbell-Clarke, Jodi
2015-01-01
Educational games have the potential to be innovative forms of learning assessment, by allowing us to not just study their knowledge but the process that takes students to that knowledge. This paper examines the mediating role of players' moves in digital games on changes in their pre-post classroom measures of implicit science learning. We…
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Medical students' online learning technology needs.
Han, Heeyoung; Nelson, Erica; Wetter, Nathan
2014-02-01
This study investigated medical students' online learning technology needs at a medical school. The study aimed to provide evidence-based guidance for technology selection and online learning design in medical education. The authors developed a 120-item survey in collaboration with the New Technology in Medical Education (NTIME) committee at the Southern Illinois University School of Medicine (SIUSOM). Overall, 123 of 290 medical students (42%) at the medical school participated in the survey. The survey focused on five major areas: students' hardware and software use; perception of educational technology (ET) in general; online behaviours; perception of ET use at the school; and demographic information. Students perceived multimedia tools, scheduling tools, communication tools, collaborative authoring tools, learning management systems and electronic health records useful educational technologies for their learning. They did not consider social networking tools useful for their learning, despite their frequent use. Third-year students were less satisfied with current technology integration in the curriculum, information sharing and collaborative learning than other years. Students in clerkships perceived mobile devices as useful for their learning. Students using a mobile device (i.e. a smartphone) go online, text message, visit social networking sites and are online during classes more frequently than non-users. Medical students' ET needs differ between preclinical and clinical years. Technology supporting ubiquitous mobile learning and health information technology (HIT) systems at hospitals and out-patient clinics can be integrated into clerkship curricula. © 2014 John Wiley & Sons Ltd.
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Modeling technological learning and its application for clean coal technologies in Japan
International Nuclear Information System (INIS)
Nakata, Toshihiko; Sato, Takemi; Wang, Hao; Kusunoki, Tomoya; Furubayashi, Takaaki
2011-01-01
Estimating technological progress of emerging technologies such as renewables and clean coal technologies becomes important for designing low carbon energy systems in future and drawing effective energy policies. Learning curve is an analytical approach for describing the decline rate of cost and production caused by technological progress as well as learning. In the study, a bottom-up energy-economic model including an endogenous technological learning function has been designed. The model deals with technological learning in energy conversion technologies and its spillover effect. It is applied as a feasibility study of clean coal technologies such as IGCC (Integrated Coal Gasification Combined Cycle) and IGFC (Integrated Coal Gasification Fuel Cell System) in Japan. As the results of analysis, it is found that technological progress by learning has a positive impact on the penetration of clean coal technologies in the electricity market, and the learning model has a potential for assessing upcoming technologies in future.
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Technology Enhanced Instruction: An Example of English Language Learning in the Context of Peace
Sasi, Sabri; Chang, Maiga; Altinay-Aksal, Fahriye; Kayimbasioglu, Dervis; Dervis, Huseyin; Kinshuk; Altinay-Gazi, Zehra
2017-01-01
Early childhood quality education is a cornerstone in educational development. Many countries have started to develop their own preschool educational system in accordance with the European Union Standards, where learning English language and using technology are prerequisites. In this research, the peace context was used as a mediator for learning…
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Enhancing learning with technology
Specht, Marcus; Klemke, Roland
2013-01-01
Specht, M., & Klemke, R. (2013, 26-27 September). Enhancing Learning with Technology. In D. Milosevic (Ed.), Proceedings of the fourth international conference on eLearning (eLearning 2013) (pp. 37-45). Belgrade Metropolitan University, Belgrade, Serbia. http://econference.metropolitan.ac.rs/
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Mixed artefacts as mediators for collaborative learning
DEFF Research Database (Denmark)
Christiansen, Ellen Tove; Davidsen, Jacob; Konnerup, Ulla
2012-01-01
eLearningLab at Aalborg University conduct teaching and research in the intersection between Human Computer Interaction (technology), Information architecture (organization) and learning and development (human action). Inspired by the lay out of workshops spaces at architecture schools, eLearning...... Work and Computer Supported Collaborative Learning. This paper presents the ideas behind the eLearning Lab‘s DesignLab.......eLearningLab at Aalborg University conduct teaching and research in the intersection between Human Computer Interaction (technology), Information architecture (organization) and learning and development (human action). Inspired by the lay out of workshops spaces at architecture schools, eLearning......-through-construction as part of the Problem Based Learning pedagogy, and to increase students‘ awareness of the role of embodied interaction in learning. Simultaneously the Lab facilitates design of prototypes and exploration of use situations within the fields of Human-Computer Interaction, Computer Supported Cooperative...
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Impact of technology on the content and nature of teaching and learning.
Edwards, Patricia A
2005-01-01
Excelsior College has a Web-based graduate nursing program with a focus on clinical systems management and health care informatics that incorporates a variety of technology-based educational strategies: synchronous and asynchronous collaborative communication, project/activity-based learning, and web-based interaction and feedback. This pilot study was undertaken to examine the relationship between the use of technology and outcomes in two computer-mediated courses in the program. Questionnaires, interviews, standardized scales, and course assessments were selected or developed as needed, and existing demographic information and evaluations were accessed for comparison purposes. The analysis strategy was specific to the data, the sample size, and the types of questions posed. The tools developed for and used in the study can be applied across the curriculum to enhance evaluation of learning and program effectiveness.
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Technology transfer and technological learning through CERN's procurement activity
Autio, Erkko; Hameri, Ari-Pekka; CERN. Geneva
2003-01-01
This report analyses the technological learning and innovation benefits derived from CERN's procurement activity during the period 1997-2001. The base population of our study, the technology-intensive suppliers to CERN, consisted of 629 companies out of 6806 companies during the same period, representing 1197 MCHF in procurement. The main findings from the study can be summarized as follows: the various learning and innovation benefits (e.g., technological learning, organizational capability development, market learning) tend to occur together. Learning and innovation benefits appear to be regulated by the quality of the supplier's relationship with CERN: the greater the amount of social capital built into the relationship, the greater the learning and innovation benefits. Regardless of relationship quality, virtually all suppliers derived significant marketing reference benefits from CERN. Many corollary benefits are associated with procurement activity. As an example, as many as 38% of the respondents devel...
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Training and performance: The mediating role of organizational learning
Directory of Open Access Journals (Sweden)
María Isabel Barba Aragón
2014-07-01
Full Text Available Although there is a general recognition in the literature that training improves a firm's performance, empirical research does not always provide evidence to support this effect. One possible explanation is that training does not have a direct effect on performance but an indirect effect by improving other organizational outcomes. This paper suggests that organizational learning is one of those variables and that it mediates the relationship between training and performance and that the adoption of a learning-oriented training enhances performances through its positive effect on organizational learning. Using a sample of Spanish firms we obtain empirical evidence, which supports the view that this mediating effect is present.
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Rowe, Michael; Frantz, Jose; Bozalek, Vivienne
2013-04-10
While there is evidence to suggest that teaching practices in clinical education should include activities that more accurately reflect the real world, many educators base their teaching on transmission models that encourage the rote learning of knowledge and technical skills. Technology-mediated instruction may facilitate the development of professional attributes that go beyond "having" knowledge and skills, but there is limited evidence for how to integrate technology into these innovative teaching approaches. This study used a modified Delphi method to help identify the professional attributes of capable practitioners, the approaches to teaching that may facilitate the development of these attributes, and finally, how technology could be integrated with those teaching strategies in order to develop capable practitioners. Open-ended questions were used to gather data from three different expert panels, and results were thematically analysed. Clinical educators should not view knowledge, skills and attitudes as a set of products of learning, but rather as a set of attributes that are developed during a learning process. Participants highlighted the importance of continuing personal and professional development that emphasised the role of values and emotional response to the clinical context. To develop these attributes, clinical educators should use teaching activities that are learner-centred, interactive, integrated, reflective and that promote engagement. When technology-mediated teaching activities are considered, they should promote the discussion of clinical encounters, facilitate the sharing of resources and experiences, encourage reflection on the learning process and be used to access content outside the classroom. In addition, educational outcomes must drive the integration of technology into teaching practice, rather than the features of the technology. There is a need for a cultural change in clinical education, in which those involved with the
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Learning Rationales and Virtual Reality Technology in Education.
Chiou, Guey-Fa
1995-01-01
Defines and describes virtual reality technology and differentiates between virtual learning environment, learning material, and learning tools. Links learning rationales to virtual reality technology to pave conceptual foundations for application of virtual reality technology education. Constructivism, case-based learning, problem-based learning,…
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Technology, Learning, and Individual Differences
Bear, Anne A. Ghost
2012-01-01
The learning needs for adults that result from the constant increase in technology are rooted in the adult learning concepts of (a) andragogy, (b) self-directed learning, (c) learning-how-to-learn, (d) real-life learning, and (e) learning strategies. This study described the learning strategies that adults use in learning to engage in an online…
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The Virtual Learning Commons: An Emerging Technology for Learning About Emerging Technologies
Pennington, D. D.; Del Rio, N.; Fierro, C.; Gandara, A.; Garcia, A.; Garza, J.; Giandoni, M.; Ochoa, O.; Padilla, E.; Salamah, S.
2013-12-01
The Virtual Learning Commons (VLC), funded by the National Science Foundation Office of Cyberinfrastructure CI-Team Program, is a combination of semantic, visualization, and social media tools that support knowledge sharing and innovation across research disciplines. The explosion of new scientific tools and techniques challenges the ability of researchers to be aware of emerging technologies that might benefit them. Even when aware, it can be difficult to understand enough about emerging technologies to become potential adopters or re-users. Often, emerging technologies have little documentation, especially about the context of their use. The VLC tackles this challenge by providing mechanisms for individuals and groups of researchers to collectively organize Web resources through social bookmarking, and engage each other around those collections in order to a) learn about potentially relevant technologies that are emerging; and b) get feedback from other researchers on innovative ideas and designs. Concurrently, developers of emerging technologies can learn about potential users and the issues they encounter, and they can analyze the impact of their tools on other projects. The VLC aims to support the 'fuzzy front end' of innovation, where novel ideas emerge and there is the greatest potential for impact on research design. It is during the fuzzy front end that conceptual collisions across disciplines and exposure to diverse perspectives provide opportunity for creative thinking that can lead to inventive outcomes. This presentation will discuss the innovation theories that have informed design of the VLC, and hypotheses about the flow of information in virtual settings that can enable the process of innovation. The presentation will include a brief demonstration of key capabilities within the VLC that enable learning about emerging technologies, including the technologies that are presented in this session.
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Laine, Teemu H.; Nygren, Eeva
2016-01-01
Technology integration is the process of overcoming different barriers that hinder efficient utilisation of learning technologies. The authors divide technology integration into two components based on technology's role in the integration process. In active integration, the technology integrates learning resources into a learning space, making it…
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Technology and Innovation in Adult Learning
King, Kathy P.
2017-01-01
"Technology and Innovation in Adult Learning" introduces educators and students to the intersection of adult learning and the growing technological revolution. Written by an internationally recognized expert in the field, this book explores the theory, research, and practice driving innovation in both adult learning and learning…
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Sonic mediations: body, sound, technology
Birdsall, C.; Enns, A.
2008-01-01
Sonic Mediations: Body, Sound, Technology is a collection of original essays that represents an invaluable contribution to the burgeoning field of sound studies. While sound is often posited as having a bridging function, as a passive in-between, this volume invites readers to rethink the concept of
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Technology for Education and Learning
2012 international conference on Technology for Education and Learning (ICTEL 2012)
2012-01-01
This volume contains 108 selected papers presented at the 2012 international conference on Technology for Education and Learning (ICTEL 2012), Macau, China, March 1-2, 2012. The conference brought together researchers working in various different areas of Technology for Education and Learning with a main emphasis on technology for business and economy in order to foster international collaborations and exchange of new ideas. This proceedings book has its focus on Technology for Economy, Finance and Education representing some of the major subareas presented at the conference.
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Technological Mediation and Power: Postphenomenology, Critical Theory, and Autonomist Marxism
Bantwal Rao, M.; Jongerden, J.P.; Lemmens, P.C.; Ruivenkamp, G.T.P.
2015-01-01
This article focuses on the power of technological mediation from the point of view of autonomist Marxism (Hardt, Negri, Virno, Berardi, Lazzarrato). The first part of the article discusses the theories developed on technological mediation in postphenomenology (Ihde, Verbeek) and critical theory of
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Workshop on Learning Technology for Education in Cloud
Rodríguez, Emilio; Santana, Juan; Prieta, Fernando
2012-01-01
Learning Technology for Education in Cloud investigates how cloud computing can be used to design applications to support real time on demand learning using technologies. The workshop proceedings provide opportunities for delegates to discuss the latest research in TEL (Technology Enhanced Learning) and its impacts for learners and institutions, using cloud. The Workshop on Learning Technology for Education in Cloud (LTEC '12) is a forum where researchers, educators and practitioners came together to discuss ideas, projects and lessons learned related to the use of learning technology in cloud, on the 11th-13th July at Salamanca in Spain.
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Technology Learning Ratios in Global Energy Models
International Nuclear Information System (INIS)
Varela, M.
2001-01-01
The process of introduction of a new technology supposes that while its production and utilisation increases, also its operation improves and its investment costs and production decreases. The accumulation of experience and learning of a new technology increase in parallel with the increase of its market share. This process is represented by the technological learning curves and the energy sector is not detached from this process of substitution of old technologies by new ones. The present paper carries out a brief revision of the main energy models that include the technology dynamics (learning). The energy scenarios, developed by global energy models, assume that the characteristics of the technologies are variables with time. But this trend is incorporated in a exogenous way in these energy models, that is to say, it is only a time function. This practice is applied to the cost indicators of the technology such as the specific investment costs or to the efficiency of the energy technologies. In the last years, the new concept of endogenous technological learning has been integrated within these global energy models. This paper examines the concept of technological learning in global energy models. It also analyses the technological dynamics of the energy system including the endogenous modelling of the process of technological progress. Finally, it makes a comparison of several of the most used global energy models (MARKAL, MESSAGE and ERIS) and, more concretely, about the use these models make of the concept of technological learning. (Author) 17 refs
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Multimedia and Technology in Learning
Mantiri, Franky
2014-01-01
This essay explores the use of computer technology and multimedia in students learning. Undoubtedly, the advent of computer technology has changed the way humans learn and do things. Moreover, "Computer has become standard equipment" (Bitter & Pierson, 2002) in everyday life. The ability to process data in a real time has helped…
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2008-09-01
Psychophysiologic Response and Technology -Enabled Learning and Intervention Systems PRINCIPAL INVESTIGATOR: Leigh W. Jerome, Ph.D...NUMBER Transformative Learning : Patterns of Psychophysiologic Response and Technology - Enabled Learning and Intervention Systems 5b. GRANT NUMBER...project entitled “Transformative Learning : Patterns of Psychophysiologic Response in Technology Enabled Learning and Intervention Systems.” The
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Prototyping Feedback for Technology Enhanced Learning
DEFF Research Database (Denmark)
Cojocaru, Dorian; Spikol, Daniel; Friesel, Anna
2016-01-01
secondary-level high school STEM learning environments to post-secondary level engineering classes and design studios. Given this experience and framework, the present paper provides a perspective on the importance of using such research experience and iterative prototyping in real learning environments......The development of new educational technologies, in the area of practical activities is the main aim of the FP7 PELARS project. As part of the constructivist learning scenarios, according to the project proposal, the development and evaluation of technology designs are envisaged, for analytic data...... generation for Science, Technology, Engineering and Mathematics (STEM) subjects, such as: technology solutions, infrastructure, activities, assessment, curricula, and classroom furniture and environment designs. Inside four EU national settings, three separate learning contexts are being dealt with – from...
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Relationship between Individual and Organizational Learning: Mediating Role of Team Learning
Monika Stelmaszczyk
2016-01-01
The aim of this paper is to recognize the relationships between individual and organizational learning while considering team learning as a mediator of these relationships. The research object is a large Polish enterprise specializing in the production of cast-iron items. In order to test assumed research hypotheses, statistical analyses were conducted using the IBM SPSS Statistics Suite, version 20. The suite helped conduct correlation analyses concatenation, line regression analyses and med...
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Brooks, Patricia J; Kempe, Vera
2013-02-01
In this study, we sought to identify cognitive predictors of individual differences in adult foreign-language learning and to test whether metalinguistic awareness mediated the observed relationships. Using a miniature language-learning paradigm, adults (N = 77) learned Russian vocabulary and grammar (gender agreement and case marking) over six 1-h sessions, completing tasks that encouraged attention to phrases without explicitly teaching grammatical rules. The participants' ability to describe the Russian gender and case-marking patterns mediated the effects of nonverbal intelligence and auditory sequence learning on grammar learning and generalization. Hence, even under implicit-learning conditions, individual differences stemmed from explicit metalinguistic awareness of the underlying grammar, which, in turn, was linked to nonverbal intelligence and auditory sequence learning. Prior knowledge of languages with grammatical gender (predominantly Spanish) predicted learning of gender agreement. Transfer of knowledge of gender from other languages to Russian was not mediated by awareness, which suggests that transfer operates through an implicit process akin to structural priming.
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Learning Mediated by an Educational Hypermedia
Fagundes, Adriano Luiz; da Silva, Tatiana; Barroso, Marta Feijó
2015-12-01
The phases of the Moon is a learning subject composed of smaller units here elaborated by adopting the theory of cognitive load, including aspects related to visualization in science education and taking into account learning difficulties documented in the research literature on science/astronomy teaching as theoretical guiding. The complete research process involved 77 students attending an undergraduate physics course and included data collection instruments to investigate technical aspects of the material, quality of contents and learning. This work focused on learning mediated by a hypermedia digital resource. The instruments used at this stage were pre-testing and learning evaluation allowing a qualitative and quantitative assessment. The questions pointed to the knowledge of the Moon as a body without its own light, to representations of schematic diagrams with sequences of lunar phases and the possibility of observing the Sun and the Moon according to the time of the day, an explanation and a representation of the dynamics of synchronous rotation motion of the Moon. The result provided an overall average increase of 33% in learning. We point out the features of the material that may have contributed to a highest quality as a learning tool.
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Lin, Zu-Chun
2013-05-01
The aim of nursing education is to prepare students with critical thinking, high interests in profession and high proficiency in patient care. Cooperative learning promotes team work and encourages knowledge building upon discussion. It has been viewed as one of the most powerful learning methods. Technology has been considered an influential tool in teaching and learning. It assists students in gathering more information to solve the problems and master skills better. The purpose of this study was to compare the effect of technology-based cooperative learning with technology-based individual learning in nursing students' critical thinking in catheterization knowledge gaining, error discovering, skill acquisitions, and overall scores. This study used a pretest-posttest experimental design. Ninety-eight students were assigned randomly to one of two groups. Questionnaires and tests were collected at baseline and after completion of intervention. The results of this study showed that there was no significant difference in related catheterization skill performance. However, the remaining variables differed greatly between the two groups. CONCLUSIONS AND APPLICATIONS: This study's findings guide the researchers and instructors to use technology-based cooperative learning more appropriately. Future research should address the design of the course module and the availability of mobile devices to reach student-centered and learn on the move goals. Copyright © 2011 Elsevier Ltd. All rights reserved.
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Readiness of Adults to Learn Using E-Learning, M-Learning and T-Learning Technologies
Vilkonis, Rytis; Bakanoviene, Tatjana; Turskiene, Sigita
2013-01-01
The article presents results of the empirical research revealing readiness of adults to participate in the lifelong learning process using e-learning, m-learning and t-learning technologies. The research has been carried out in the framework of the international project eBig3 aiming at development a new distance learning platform blending virtual…
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Technological learning for carbon capture and sequestration technologies
International Nuclear Information System (INIS)
Riahi, Keywan; Rubin, Edward S.; Taylor, Margaret R.; Schrattenholzer, Leo; Hounshell, David
2004-01-01
This paper analyzes potentials of carbon capture and sequestration technologies (CCT) in a set of long-term energy-economic-environmental scenarios based on alternative assumptions for technological progress of CCT. In order to get a reasonable guide to future technological progress in managing CO 2 emissions, we review past experience in controlling sulfur dioxide (SO 2 ) emissions from power plants. By doing so, we quantify a 'learning curve' for CCT, which describes the relationship between the improvement of costs due to accumulation of experience in CCT construction. We incorporate the learning curve into the energy-modeling framework MESSAGE-MACRO and develop greenhouse gas emissions scenarios of economic, demographic, and energy demand development, where alternative policy cases lead to the stabilization of atmospheric CO 2 concentrations at 550 parts per million by volume (ppmv) by the end of the 21st century. We quantify three types of contributors to the carbon emissions mitigation: (1) demand reductions due to the increased price of energy, (2) fuel switching primarily away from coal, and (3) carbon capture and sequestration from fossil fuels. Due to the assumed technological learning, costs of the emissions reduction for CCT drop rapidly and in parallel with the massive introduction of CCT on the global scale. Compared to scenarios based on static cost assumptions for CCT, the contribution of carbon sequestration is about 50% higher in the case of learning, resulting in cumulative sequestration of CO 2 ranging from 150 to 250 billion (10 9 ) tons with carbon during the 21st century. Also, carbon values (tax) across scenarios (to meet the 550 ppmv carbon concentration constraint) are between 2% and 10% lower in the case of learning for CCT by 2100. The results illustrate that assumptions on technological change are a critical determinant of future characteristics of the energy system, indicating the importance of long-term technology policies in
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Internet-Mediated Learning in Public Affairs Programs: Issues and Implications.
Rahm, Dianne; Reed, B. J.; Rydl, Teri L.
1999-01-01
An overview of Internet-mediated learning in public affairs programs identifies issues for faculty, students, and administrators, including intellectual property rights, instructional issues, learning approaches, student expectations, logistics and support, complexity of coordination, and organizational control. (DB)
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Lifelong Learning and its support with new technologies
Kalz, Marco
2014-01-01
This chapter provides an overview about the use of new technologies for lifelong learning. While in the past learning technologies were mostly provided by educational institutions to support a specific lifetime or shorter learning episodes nowadays more personal technologies are used for lifelong
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Hydrogen technologies and the technology learning curve
International Nuclear Information System (INIS)
Rogner, H.-H.
1998-01-01
On their bumpy road to commercialization, hydrogen production, delivery and conversion technologies not only require dedicated research, development and demonstration efforts, but also protected niche markets and early adopters. While niche markets utilize the unique technological properties of hydrogen, adopters exhibit a willingness to pay a premium for hydrogen fueled energy services. The concept of the technology learning curve is applied to estimate the capital requirements associated with the commercialization process of several hydrogen technologies. (author)
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Recommender Systems in Technology Enhanced Learning
Manouselis, Nikos; Drachsler, Hendrik; Verbert, Katrien; Santos, Olga
2010-01-01
Manouselis, N., Drachsler, H., Verbert, K., & Santos, C. S. (Eds.) (2010). Recommender System in Technology Enhanced Learning. Elsevier Procedia Computer Science: Volume 1, Issue 2. Proceedings of the 1st Workshop on Recommender Systems for Technology Enhanced Learning (RecSysTEL). September, 29-30,
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Noor, Ahmed K. (Compiler)
2003-01-01
An overview of the advanced learning technologies is given in this presentation along with a brief description of their impact on future aerospace workforce development. The presentation is divided into five parts (see Figure 1). In the first part, a brief historical account of the evolution of learning technologies is given. The second part describes the current learning activities. The third part describes some of the future aerospace systems, as examples of high-tech engineering systems, and lists their enabling technologies. The fourth part focuses on future aerospace research, learning and design environments. The fifth part lists the objectives of the workshop and some of the sources of information on learning technologies and learning networks.
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University students’ self-regulated learning using digital technologies
Directory of Open Access Journals (Sweden)
Carmen Yot-Domínguez
2017-11-01
Full Text Available Abstract Analysing the process by which students—whether at university or not—manage and facilitate their own learning has been a recurrent educational research problem. Recently, the question arises about how the development of strategies taking place during the aforementioned process could be made easier by using technologies. In an effort to know whether university students really use digital technologies to plan, organize and facilitate their own learning, we have proposed three research questions. Which technologies do university students use to self-regulate their learning? What self-regulated learning strategies do they develop using technologies? What profiles could be identified among students based on their use of self-regulation strategies with technology? To answer these questions, the “Survey of Self-regulated Learning with Technology at the University” was designed. Information from a sample group with 711 students from various universities located in the region of Andalusia (Spain was collected with this survey. The results indicate that university students, even when they are frequent users of digital technology, they tend not to use these technologies to regulate their own learning process. Of all technologies analysed, Internet information search and instant communication tools are used continually. In turn, the most generalised self-regulation learning strategies are those relative to social support. Nevertheless, students differ from each other regarding their use and frequency. There are groups of students who make use of self-regulation strategies when learning with technologies. In this regard, two distinctive groups of students have been identified, who show differentiated self-regulated levels.
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Does Technology Acceptance Affect E-Learning in a Non-Technology-Intensive Course?
Buche, Mari W.; Davis, Larry R.; Vician, Chelley
2012-01-01
Prior research suggests that individuals' technology acceptance levels may affect their work and learning performance outcomes when activities are conducted through information technology usage. Most previous research investigating the relationship between individual attitudes towards technology and learning has been conducted in…
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Use and limitations of learning curves for energy technology policy: A component-learning hypothesis
International Nuclear Information System (INIS)
Ferioli, F.; Schoots, K.; Zwaan, B.C.C. van der
2009-01-01
In this paper, we investigate the use of learning curves for the description of observed cost reductions for a variety of energy technologies. Starting point of our analysis is the representation of energy processes and technologies as the sum of different components. While we recognize that in many cases 'learning-by-doing' may improve the overall costs or efficiency of a technology, we argue that so far insufficient attention has been devoted to study the effects of single component improvements that together may explain an aggregated form of learning. Indeed, for an entire technology the phenomenon of learning-by-doing may well result from learning of one or a few individual components only. We analyze under what conditions it is possible to combine learning curves for single components to derive one comprehensive learning curve for the total product. The possibility that for certain technologies some components (e.g., the primary natural resources that serve as essential input) do not exhibit cost improvements might account for the apparent time dependence of learning rates reported in several studies (the learning rate might also change considerably over time depending on the data set considered, a crucial issue to be aware of when one uses the learning curve methodology). Such an explanation may have important consequences for the extent to which learning curves can be extrapolated into the future. This argumentation suggests that cost reductions may not continue indefinitely and that well-behaved learning curves do not necessarily exist for every product or technology. In addition, even for diffusing and maturing technologies that display clear learning effects, market and resource constraints can eventually significantly reduce the scope for further improvements in their fabrication or use. It appears likely that some technologies, such as wind turbines and photovoltaic cells, are significantly more amenable than others to industry-wide learning. For such
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DEFF Research Database (Denmark)
Li-Ying, Jason; Wang, Yuandi; Ning, Lutao
2016-01-01
microfoundations of dynamic technological capabilities, mediate the relationship between external technology breadth and firms’ technological innovation performance, based on the resource-based view and dynamic capability view. Using a sample of listed Chinese licensee firms, we find that firms must broadly......How externally acquired resources may become valuable, rare, hard-to-imitate, and non-substitute resource bundles through the development of dynamic capabilities? This study proposes and tests a mediation model of how firms’ internal technological diversification and R&D, as two distinctive...... explore external technologies to ignite the dynamism in internal technological diversity and in-house R&D, which play their crucial roles differently to transform and reconfigure firms’ technological resources....
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[Information technology in learning sign language].
Hernández, Cesar; Pulido, Jose L; Arias, Jorge E
2015-01-01
To develop a technological tool that improves the initial learning of sign language in hearing impaired children. The development of this research was conducted in three phases: the lifting of requirements, design and development of the proposed device, and validation and evaluation device. Through the use of information technology and with the advice of special education professionals, we were able to develop an electronic device that facilitates the learning of sign language in deaf children. This is formed mainly by a graphic touch screen, a voice synthesizer, and a voice recognition system. Validation was performed with the deaf children in the Filadelfia School of the city of Bogotá. A learning methodology was established that improves learning times through a small, portable, lightweight, and educational technological prototype. Tests showed the effectiveness of this prototype, achieving a 32 % reduction in the initial learning time for sign language in deaf children.
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I feel disconnected: learning technologies in resident education.
Armstrong, April D; Jarvis-Selinger, Sandra
2013-01-01
With the rapid development of technology in medical education, orthopaedic educators are recognizing that the way residents learn and access information is profoundly changing. Residency programs are faced with the challenging problem that current educational methods are not designed to take full advantage of the information explosion and rapid technologic changes. This disconnection is often seen in the potentially separate approaches to education preferred by residents and orthopaedic educators. Becoming connected with residents requires understanding the possible learning technologies available and the learners' abilities, needs, and expectations. It is often assumed that approaches to strategic lifelong learning are developed by residents during their training; however, without the incorporation of technology into the learning environment, residents will not be taught the digital literacy and information management strategies that will be needed in the future. To improve learning, it is important to highlight and discuss current technologic trends in education, the possible technologic disconnection between educators and learners, the types of learning technologies available, and the potential opportunities for getting connected.
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Chang, YunJeong; Hannafin, Michael J.
2015-01-01
Collaborative learning technologies (tools that are used for facilitating or mediating collaborative learning) have been widely incorporated in distance education as well as broadly adopted in higher education. While a range of collaborative technologies has been incorporated, their implementation has often failed to align with well-established…
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The M-Technologies in M-Learning
DEFF Research Database (Denmark)
Annan, Nana Kofi; Adjin, Daniel Michael Okwabi; Ofori-Dwumfour, George
2013-01-01
network are vivid examples of static-ICTs while smartphones, tablets and mini laptop with wireless network connectivity, represent mobile-ICTs. The purpose of this paper is to elucidate the relationship between mobile computing and communication technologies, and their implication for education delivery....... The phenomenon of using mobile-ICTs for teaching and learning as popularly refered to as m-learning and is an off-shoot of e-learning which implies the use of static-ICTs for learning. The problem however, is that m-learning has a highly fragmented meaning because most fail to understand all the constituents...... of m-learning which this paper perceives to be the interconnectivity between mobile device, mobile telecommunications and mobile applications in their entirety as inseparable elements of m-learning. The questions that this paper seeks to address are; what are the key technological components of m-learning...
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Distance Learning With NASA Lewis Research Center's Learning Technologies Project
Petersen, Ruth
1998-01-01
The NASA Lewis Research Center's Learning Technologies Project (LTP) has responded to requests from local school district technology coordinators to provide content for videoconferencing workshops. Over the past year we have offered three teacher professional development workshops that showcase NASA Lewis-developed educational products and NASA educational Internet sites. In order to determine the direction of our involvement with distance learning, the LTP staff conducted a survey of 500 U.S. schools. We received responses from 72 schools that either currently use distance learning or will be using distance learning in 98-99 school year. The results of the survey are summarized in the article. In addition, the article provides information on distance learners, distance learning technologies, and the NASA Lewis LTP videoconferencing workshops. The LTP staff will continue to offer teacher development workshops through videoconferencing during the 98-99 school year. We hope to add workshops on new educational products as they are developed at NASA Lewis.
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Seamless learning: Technology-enhanced learning from practical experiences across contexts
Rusman, Ellen
2018-01-01
Rusman, E. (2018, 8th of June). Seamless learning: Technology-enhanced learning from practical experiences across contexts. Keynote presentation at the Seamless learning conference, Maastricht, The Netherlands. http://www.ou.nl/slc
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Incorporating technology-based learning tools into teaching and learning of optimization problems
Yang, Irene
2014-07-01
The traditional approach of teaching optimization problems in calculus emphasizes more on teaching the students using analytical approach through a series of procedural steps. However, optimization normally involves problem solving in real life problems and most students fail to translate the problems into mathematic models and have difficulties to visualize the concept underlying. As an educator, it is essential to embed technology in suitable content areas to engage students in construction of meaningful learning by creating a technology-based learning environment. This paper presents the applications of technology-based learning tool in designing optimization learning activities with illustrative examples, as well as to address the challenges in the implementation of using technology in teaching and learning optimization. The suggestion activities in this paper allow flexibility for educator to modify their teaching strategy and apply technology to accommodate different level of studies for the topic of optimization. Hence, this provides great potential for a wide range of learners to enhance their understanding of the concept of optimization.
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The socio-materiality of learning practices and implications for the field of learning technology
Directory of Open Access Journals (Sweden)
Aditya Johri
2011-12-01
Full Text Available Although the use of digital information technologies in education has becomecommonplace, there are few, if any, central guiding frameworks or theories thatexplicate the relationship between technology and learning practices. In thispaper, I argue that such a theoretical framework can assist scholars and practitionersalike by working as a conduit to study and design learning technologies.Towards this goal, I propose socio-materiality as a key theoretical construct withvaluable insights and implications for the field of learning technology. Sociomaterialityhelps balance the disproportionate attention given to either the socialimplications of technology use or the material aspects of technology design.Furthermore, I forward ‘socio-material bricolage' as a useful analytical frameworkto examine and design technology-infused learning environments. I illustratethe value of the framework by applying it to three case studies of formaland informal technology-based learning.
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Mobile and ubiquitous learning technologies
Specht, Marcus
2012-01-01
Specht, M. (2012, 22 November). Mobile and ubiquitous learning technologies. Presentation given at the Workshop "Blended Learning an Hochschulen" at the Fakultätentag Informatik at the Universität Jena, Jena, Germany.
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An introduction to learning technology in tertiary education in the UK.
Seale, Jane; Rius-Riu, Merce
2001-01-01
Contents: 1. The Learning Technology Arena 2. The Learning Technology Community 3. Learning Technology Tools 4. Key issues and developments in the Learning Technology Field 5. Implementing Learning Technologies 6. Further Resources
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More Technology, Less Learning?
Kulesza, Justin; DeHondt, Gerald, II.; Nezlek, George
2011-01-01
Modern information technologies (presentation software, wireless laptop computers, cell phones, etc.) are purported to enhance student learning. Research to date provides an ambivalent and often conflicting set of outcomes about the effectiveness of such technologies in the context of the college classroom. Anecdotal evidence further complicates…
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Learner Ownership of Technology-Enhanced Learning
Dommett, Eleanor J.
2018-01-01
Purpose: This paper aims to examine the different ways in which learners may have ownership over technology-enhanced learning by reflecting on technical, legal and psychological ownership. Design/methodology/approach: The paper uses a variety of examples of technology-enhanced learning ranging from open-source software to cloud storage to discuss…
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Advanced Training Technologies and Learning Environments
Noor, Ahmed K. (Compiler); Malone, John B. (Compiler)
1999-01-01
This document contains the proceedings of the Workshop on Advanced Training Technologies and Learning Environments held at NASA Langley Research Center, Hampton, Virginia, March 9-10, 1999. The workshop was jointly sponsored by the University of Virginia's Center for Advanced Computational Technology and NASA. Workshop attendees were from NASA, other government agencies, industry, and universities. The objective of the workshop was to assess the status and effectiveness of different advanced training technologies and learning environments.
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Early Learning and Educational Technology Policy Brief
Lee, Joan
2016-01-01
Recognizing the growth of technology use in early learning settings, the U.S. Department of Education and U.S. Department of Health and Human Services collaborated in the development of the "Early Learning and Educational Technology Policy Brief" to promote developmentally appropriate use of technology in homes and early learning…
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Directory of Open Access Journals (Sweden)
Svitlana G. Lytvynova
2015-06-01
Full Text Available The paper analyzes the «flipped» learning and «Web Quest» technologies. The features of the «flipped» learning technology are generalized, as well as compared with traditional learning, clarified the benefits of the technology for teachers and students, described the features of the technology used by teacher and students, developed a teacher’s and student’s flow chart for preparation to the lesson, generalized control and motivation components for activating learning activities of students, found out that a component of cloud oriented learning environment (COLE – Lync (Skype Pro can be used to develop video clips and support «flipped» learning technology. The author defines the concept of «Web Quest» technology, generalizes the «Web Quest» structure components. In the article the functions, features of this technology, the types of problems that can be solved with the help of this technology, as well as «Web Quest» classification are presented. It has been found out that the cloud oriented learning environment gives all the possibilities for «Web Quest» technology implementation in teaching of different subjects of all branches of science. With the help of «flipped» technology training and «Web Quest» a number of important problems of education can be solved – providing the continuous communication intensive training beyond general educational establishment and activation of learning activities of students.
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Learning Circles: A Collaborative Technology-Mediated Peer-Teaching Workshop
Sullivan, Kevin; Marshall, Kevin; Tangney, Brendan
2015-01-01
This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the…
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Connecting Learning Spaces Using Mobile Technology
Chen, Wenli; Seow, Peter; So, Hyo-Jeong; Toh, Yancy; Looi, Chee-Kit
2010-01-01
The use of mobile technology can help extend children's learning spaces and enrich the learning experiences in their everyday lives where they move from one context to another, switching locations, social groups, technologies, and topics. When students have ubiquitous access to mobile devices with full connectivity, the in-situ use of the mobile…
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Svitlana G. Lytvynova
2015-01-01
The paper analyzes the «flipped» learning and «Web Quest» technologies. The features of the «flipped» learning technology are generalized, as well as compared with traditional learning, clarified the benefits of the technology for teachers and students, described the features of the technology used by teacher and students, developed a teacher’s and student’s flow chart for preparation to the lesson, generalized control and motivation components for activating learning activities of students, ...
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Bryant, D P; Bryant, B R
1998-01-01
Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.
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Teaching Responsibly with Technology-Mediated Communication
Veltsos, Jennifer R.; Veltsos, Christophe
2010-01-01
Technology-mediated communication, or "new media," such as blogs, Twitter, wikis, and social network sites, can be an endless source of ideas for activities or inspiration for classroom discussion. Many instructors ask students to monitor current events by following keywords and industry leaders on Twitter and reading both corporate and…
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Language Technologies for Lifelong Learning
Greller, Wolfgang
2011-01-01
Greller, W. (2010). Language Technologies for Lifelong Learning. In S. Trausan-Matu & P. Dessus (Eds.), Proceedings of the Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity. Second Internationl Workshop - NLPSL 2010 (pp. 6-8). September, 14, 2010, Bucharest,
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Supporting Learning with Wireless Sensor Data
Directory of Open Access Journals (Sweden)
Arttu Perttula
2013-03-01
Full Text Available In this article, learning is studied in in situ applications that involve sensors. The main questions are how to conceptualize experiential learning involving sensors and what kinds of learning applications using sensors already exist or could be designed. It is claimed that experiential learning, context information and sensor data supports twenty first century learning. The concepts of context, technology-mediated experiences, shared felt experiences and experiential learning theory will be used to describe a framework for sensor-based mobile learning environments. Several scenarios and case examples using sensors and sensor data will be presented, and they will be analyzed using the framework. Finally, the article contributes to the discussion concerning the role of technology-mediated learning experiences and collective sensor data in developing twenty first century learning by characterizing what kinds of skills and competences are supported in learning situations that involve sensors.
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Representations for Semantic Learning Webs: Semantic Web Technology in Learning Support
Dzbor, M.; Stutt, A.; Motta, E.; Collins, T.
2007-01-01
Recent work on applying semantic technologies to learning has concentrated on providing novel means of accessing and making use of learning objects. However, this is unnecessarily limiting: semantic technologies will make it possible to develop a range of educational Semantic Web services, such as interpretation, structure-visualization, support…
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Students' Engagement with Learning Technologies
Larkin, Derek; Huett, Kim C.
2013-01-01
This paper seeks to add to the discussion surrounding young adults' relationship and engagement with learning technologies, exploring whether they naturally engage with these technologies when the use of them is either compulsory or optional. We discuss our findings in relation to whether young people are truly engaging with technologies or…
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Play as mediator for knowledge-creation in Problem Based Learning
DEFF Research Database (Denmark)
Thorsted, Ann Charlotte; Bing, Rie Grønbeck; Kristensen, Michael
2015-01-01
the students find that this experience enhanced a different learning form, from the one they knew from their earlier PBL processes? What was it the playful approach to PBL as a learning method had mediated? The article leads on to a distinction and a model encircling three different knowledge forms based...
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New technologies in teaching and learning
Directory of Open Access Journals (Sweden)
Eliane Vigneron Barreto Aguiar
2010-05-01
Full Text Available This article aims at analyzing the necessary changes in the classroom brought by the use of the New Information and Communication Technologies (NICT. The implementation of these technologies in educational settings demands a review of pedagogical practices in the classroom. Research on the influence of digital games on learning, the importance of virtual learning environments in distance education, and the use of Information and Communication Technologies as a way to promote digital inclusion for disabled people are also discussed in this article.
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BLENDED TECHNOLOGY IN LEARNING FOREIGN LANGUAGES
Directory of Open Access Journals (Sweden)
Natalia Alexandrovna Kameneva
2013-11-01
Full Text Available This article analyzes the use of information technologies in the context of a blended technology approach to learning foreign languages in higher education institutions. Distance learning tools can be categorized as being synchronous (webinar, video conferencing, case-technology, chat, ICQ, Skype, interactive whiteboards or asynchronous (blogs, forums, Twitter, video and audio podcasts, wikis, on-line testing. Sociological and psychological aspects of their application in the educational process are also considered.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-41
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Seamless Support: Technology Enhanced Learning in Open Distance Learning at NWU
Esterhuizen, Hennie
2015-01-01
Frantic attempts of investing in technology to demonstrate willingness to educate for the knowledge society may result in failure to address the real requirements. This paper presents the main features of a framework for integrating Technology Enhanced Learning in Open Distance Learning at North-West University, South Africa. Support towards…
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Adaptive and perceptual learning technologies in medical education and training.
Kellman, Philip J
2013-10-01
Recent advances in the learning sciences offer remarkable potential to improve medical education and maximize the benefits of emerging medical technologies. This article describes 2 major innovation areas in the learning sciences that apply to simulation and other aspects of medical learning: Perceptual learning (PL) and adaptive learning technologies. PL technology offers, for the first time, systematic, computer-based methods for teaching pattern recognition, structural intuition, transfer, and fluency. Synergistic with PL are new adaptive learning technologies that optimize learning for each individual, embed objective assessment, and implement mastery criteria. The author describes the Adaptive Response-Time-based Sequencing (ARTS) system, which uses each learner's accuracy and speed in interactive learning to guide spacing, sequencing, and mastery. In recent efforts, these new technologies have been applied in medical learning contexts, including adaptive learning modules for initial medical diagnosis and perceptual/adaptive learning modules (PALMs) in dermatology, histology, and radiology. Results of all these efforts indicate the remarkable potential of perceptual and adaptive learning technologies, individually and in combination, to improve learning in a variety of medical domains. Reprint & Copyright © 2013 Association of Military Surgeons of the U.S.
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Evaluating learning and teaching technologies in further education
Directory of Open Access Journals (Sweden)
Ann Jones
2000-12-01
Full Text Available There is currently an unprecedented interest in the use of technologies for supporting teaching and learning. In post-compulsory education, the current Government's commitment to increasing access to Lifelong Learning is expressed through a number of initiatives that also affect the further education (FE sector. For example, in The Learning Age: A Renaissance for a New Britain (Stationery Office, 1998 the government outlines its proposal to expand the scale, scope and nature of both further and higher education. The Learning Age follows a number of such government papers that emphasize the importance of Information and Communication Technologies (ICTs or Information and Learning Technologies (ILTs in FE and HE.
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UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN MATHEMATICS LEARNING
Directory of Open Access Journals (Sweden)
Farzaneh Saadati
2014-07-01
Full Text Available Attention to integrate technology in teaching and learning has provided a major transformation in the landscape of education. Therefore, many innovations in teaching and learning have been technology-driven. The study attempted to examine what is engineering students’ perception regarding the use of Information and Communication Technologies (ICT in mathematics learning as well as investigate their opinion about how ICT can be integrated to improve teaching and learning processes. The subjects were Iranian engineering students from two universities. The finding showed they are fully aware of importance of ICT in teaching and learning mathematics. Whilst, they were feeling comfortable and confident with technology, they do not have more experience of using technology in mathematics classes before. The findings supported the other studies, which indicated the potentials of ICT to facilitate students’ learning, improve teaching, and enhance institutional administration as established in the literature.Keywords: Technology, Mathematics Learning, Facebook, Attitude Toward ICT DOI: http://dx.doi.org/10.22342/jme.5.2.1498.138-147
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Integration of learning technologies into teaching within Fijian Polytechnic Institutions
Directory of Open Access Journals (Sweden)
Shalendra Kumar
2016-11-01
Full Text Available Abstract In the 21st century, learning technologies have increasingly become pervasive within various forms of learning environments. Institutions of higher education are increasingly turning to these technologies to resource and support their teaching and learning environments under distributed circumstances, face-to-face or blended. Recently, the Fijian Ministry of Education systematically introduced learning technologies into Fiji’s technical colleges to support teaching and learning. However, prior to the widespread deployment of these technologies, little information was available on educators’ perception of the value of these technologies, and the extent to which this could influence adoption. The purpose of this study was to gain a better understanding of lecturers’ perceptions of the value of learning technologies and factors likely to influence their decisions to adopt and integrate these technologies into teaching as well as challenges they are likely to face. A survey was administered to fifty five self-selected lecturers involved in teaching within three Polytechnics in Fiji. Although overall findings suggested that lecturers strongly valued the contribution of learning technologies in enhancing student learning, a number of factors likely to influence the rapid adoption of these technologies were identified. These included attitude towards technology and perceived usefulness of technology in teaching, the institutional cultural environment, as well as resources available to support uptake. This research contributes to the growing significance of individual, contextual and cultural influences in the adoption of learning technologies into teaching.
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Directory of Open Access Journals (Sweden)
Laan Mendes de Barros
2009-12-01
Full Text Available We live in a context of borders that are dissolving in many senses, of the convergence and hybridisation of technologies, mass media and cultures. The context is the resizing of practical time, of movements and links between the local and the global. In these times of interculturality, communication plays a very important role; not so much in its technological media dimension, but particularly in the dynamics of cultural mediations that are dividing off from mediatised relations. This article aims to reflect on the transformations in present-day communication processes, marked by strong movements of hybridisation, as well as examining how to consider interculturality in the context of cultural mediations, based on dialogue between Latin American and French authors. Also, using media material, the article presents illustrations of the Brazilian cultural scene, which is marked by a long history of hybridisation that is filled with intercultural dynamics.
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Technology enhanced peer learning and peer assessment
DEFF Research Database (Denmark)
Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne
2016-01-01
This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems and Fr...... be a huge benefit from developing learning design patterns that facilitate informal peer learning and reinforce knowledge sharing practices.......This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...
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Teleheath Technology as E-Learning: Learning and Practicing Interprofessional Patient Care
Shortridge, Ann; Ross, Heather; Randall, Ken; Ciro, Carrie; Loving, Gary
2018-01-01
Teaching team-based patient competencies to health sciences students has proven to be a challenging endeavor. This paper describes two hands-on learning experiences and their subsequent evaluation. In both of these experiences telehealth technology served as both a distance education e-learning technology, as well as a medium to provide patient…
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Information Technologies and Workplace Learning.
Roth, Gene L.
1995-01-01
Information technologies are important tools for individual, team, and organizational learning. Developments in virtual reality and the Internet, performance support systems that increase the efficiency of individuals and groups, and other innovations have the potential to enhance the relationship between work and learning. (SK)
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Self-Regulated Out-of-Class Language Learning with Technology
Lai, Chun; Gu, Mingyue
2011-01-01
Current computer-assisted language learning (CALL) research has identified various potentials of technology for language learning. To realize and maximize these potentials, engaging students in self-initiated use of technology for language learning is a must. This study investigated Hong Kong university students' use of technology outside the…
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Considerations upon the Machine Learning Technologies
Alin Munteanu; Cristina Ofelia Sofran
2006-01-01
Artificial intelligence offers superior techniques and methods by which problems from diverse domains may find an optimal solution. The Machine Learning technologies refer to the domain of artificial intelligence aiming to develop the techniques allowing the computers to “learn”. Some systems based on Machine Learning technologies tend to eliminate the necessity of the human intelligence while the others adopt a man-machine collaborative approach.
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Reflection and learning in clinical nursing education mediated by ePortfolio
DEFF Research Database (Denmark)
Nielsen, Kirsten; Pedersen, Birthe D.; Helms, Niels
2015-01-01
This paper reports on an investigation into learning mediated by the elective elements of an electronic portfolio (ePortfolio) designed to facilitate four learning styles. The design takes a phenomenological-hermeneutic approach. The setting was a ten-week clinical course in Basic Nursing...
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Computer-Mediated Communication: A vehicle for learning
Directory of Open Access Journals (Sweden)
Linda D. Grooms
2003-10-01
Full Text Available The axiom of humanity’s basic need to communicate provides the impetus to explore the nature and quality of computer-mediated communication as a vehicle for learning in higher education. This exploratory study examined the experiential communication perceptions of online doctoral students during the infancy of their program. Eighty-five students were electronically queried through a 32 item open-ended questionnaire within a 13 day time frame. Preliminary findings supported the experience of Seagren and Watwood (1996 at the Lincoln Campus of the University of Nebraska, that “more information widens learning opportunities, but without interaction, learning is not enhanced” (p. 514. The overarching implications stress that faculty development and instructional planning are essential for the effective delivery of online courses, and even more so when collaborative learning is used. Facilitating group communication and interaction are areas beckoning attention as we continue to effectively organize the online classroom of this new millennium.
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THE MEDIATING ROLE OF SCIENCE MUSEUM IN STRUCTURING AND SYNTHESIS OF LEARNING
Directory of Open Access Journals (Sweden)
Fanny Angulo Delgado
2016-10-01
Full Text Available Understanding the mediating role of science museum in learning scientific content in school, it involves reflecting on the contributions of research to the question of what and how people learn in non-conventional educational settings. It has been shown that most people spend less than 3% of their lives learning in school, which emphasizes the importance of conceptualizing what they are and how much of their learning take place. While that question is resolved, it speaks at this bioassay on the complementary relationship between the museum and the school, as both institutions share the same educational purpose, but differ in the ways of achieving it. The science museum joins the class as a mediator that facilitates student learning as part of an education that promotes understanding of the phenomena of the world through models, which means that school learning goes in stages, one of which is that students have opportunity to structure new knowledge and synthesize on its own model. For this it is necessary that students speak, read, listen and write in science class, while the thought is expressed in language to attest to the facts. These communication skills arise in science class as indicators of mediation exercised by the museum and allow us to understand that it takes place in at least two dimensions: museographic and didactics.
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Validating a Technology Enhanced Student-Centered Learning Model
Kang, Myunghee; Hahn, Jungsun; Chung, Warren
2015-01-01
The Technology Enhanced Student Centered Learning (TESCL) Model in this study presents the core factors that ensure the quality of learning in a technology-supported environment. Although the model was conceptually constructed using a student-centered learning framework and drawing upon previous studies, it should be validated through real-world…
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Utilization of Information and Communication Technologies in Mathematics Learning
Directory of Open Access Journals (Sweden)
Farzaneh Saadati
2014-07-01
Full Text Available Attention to integrate technology in teaching and learning has provided a major transformation in the landscape of education. Therefore, many innovations in teaching and learning have been technology-driven. The study attempted to examine what is engineering students’ perception regarding the use of Information and Communication Technologies (ICT in mathematics learning as well as investigate their opinion about how ICT can be integrated to improve teaching and learning processes. The subjects were Iranian engineering students from two universities. The finding showed they are fully aware of importance of ICT in teaching and learning mathematics. Whilst, they were feeling comfortable and confident with technology, they do not have more experience of using technology in mathematics classes before. The findings supported the other studies, which indicated the potentials of ICT to facilitate students’ learning, improve teaching, and enhance institutional administration as established in the literature.
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Learning in a technology enhanced world
Specht, Marcus
2010-01-01
Specht, M. (2009). Learning in a technology enhanced world. Invited talk given at the World Conference on E-learning in Corporate, Government, Healthcare & Higher Education. October, 27, 2009, Vancouver, Canada.
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5G technologies boosting efficient mobile learning
Directory of Open Access Journals (Sweden)
Leligou Helen C.
2017-01-01
Full Text Available The needs for education, learning and training proliferate primarily due to the facts that economy becomes more and more knowledge based (mandating continuous lifelong learning and people migrate among countries, which introduces the need for learning other languages, for training on different skills and learning about the new cultural and societal framework. Given that in parallel, time schedules continuously become tighter, learning through mobile devices continuously gains in popularity as it allows for learning anytime, anywhere. To increase the learning efficiency, personalisation (in terms of selecting the learning content, type and presentation and adaptation of the learning experience in real time based on the experienced affect state are key instruments. All these user requirements challenge the current network architectures and technologies. In this paper, we investigate the requirements implied by efficient mobile learning scenarios and we explore how 5G technologies currently under design/testing/validation and standardisation meet these requirements.
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Adherence to Technology-Mediated Insomnia Treatment: A Meta-Analysis, Interviews, and Focus Groups
Horsch, Corine; Lancee, Jaap; Beun, Robbert Jan; Neerincx, Mark A; Brinkman, Willem-Paul
2015-01-01
Background: Several technologies have been proposed to support the reduction of insomnia complaints. A user-centered assessment of these technologies could provide insight into underlying factors related to treatment adherence. Objective: Gaining insight into adherence to technology-mediated insomnia treatment as a solid base for improving those adherence rates by applying adherence-enhancing strategies. Methods: Adherence to technology-mediated sleep products was studied in three ways. First...
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Considerations upon the Machine Learning Technologies
Directory of Open Access Journals (Sweden)
Alin Munteanu
2006-01-01
Full Text Available Artificial intelligence offers superior techniques and methods by which problems from diverse domains may find an optimal solution. The Machine Learning technologies refer to the domain of artificial intelligence aiming to develop the techniques allowing the computers to “learn”. Some systems based on Machine Learning technologies tend to eliminate the necessity of the human intelligence while the others adopt a man-machine collaborative approach.
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Using Technology-Nested Instructional Strategies to Enhance Student Learning
Directory of Open Access Journals (Sweden)
Angela Lumpkin, PhD
2015-08-01
Full Text Available Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested instructional strategies. Student perceptions give direction to and affirm the benefits of instructional strategies that increase student motivation to engage more actively in their learning. Based on quantitative and qualitative responses through action research in multiple courses, students perceive their learning as more engaging and enjoyable when technology-nested instructional strategies are infused into their classes.
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Halperin, Ruth
2017-01-01
Scholars in the field of educational technology have been calling for robust use of social theory within learning technology research. In view of that, interest has been noted in applying Giddens' structuration theory to the understanding of human interaction with technology in learning settings. However, only few such attempts have been published…
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Assuring Best Practice in Technology-Enhanced Learning Environments
Keppell, Mike; Suddaby, Gordon; Hard, Natasha
2015-01-01
This paper documents the development and findings of the Good Practice Report on Technology-Enhanced Learning and Teaching funded by the Australian Learning and Teaching Council (ALTC). Developing the Good Practice Report required a meta-analysis of 33 ALTC learning and teaching projects relating to technology funded between 2006 and 2010. This…
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Myths about Technology-Supported Professional Learning
Killion, Joellen; Treacy, Barbara
2014-01-01
The future of professional learning is shaped by its present and past. As new technologies emerge to increase affordability, access, and appropriateness of professional learning, three beliefs are visible in current practices related to online learning. Each contains a premise that merits identification and examination. The authors call these…
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Lee, K.; Tsai, P.-S.; Chai, C. S.; Koh, J. H. L.
2014-01-01
This study explored students' perceptions of self-directed learning (SDL) and collaborative learning (CL) with/without technology in an information and communications technology-supported classroom environment. The factors include SDL, CL, SDL supported by technology, and CL supported by technology. Based on the literature review, this study…
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Directory of Open Access Journals (Sweden)
Suha Fouad Salem
2015-06-01
Full Text Available In the last few years, there has been an increase in the number of e-learning systems being added into the educational processes. One of them is the Learning management system (LMS, an educational program that is based on web technology. The programs in this system provide support to instructors to achieve their pedagogical goals, organize course contents that in turn support students’ learning process. The aim of this study is to investigate the factors that have brought success to the learning management system. The study examines the relationship between students’ outcomes (Perceived Usefulness and information quality, for online learning through system use and user satisfaction. The respondents chosen for this study are undergraduate students from Limkokwing University in Malaysia. The number of respondents selected as sample of this study is based on the number of students in each faculty. The quantitative data are obtained from a survey using questionnaires. The analysis of the available data indicated that all relationships from independent variables to mediating variables and from mediating variables to dependent variable are significant, the most influential path was information quality user satisfaction perceived usefulness.
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Classification Framework for ICT-Based Learning Technologies for Disabled People
Hersh, Marion
2017-01-01
The paper presents the first systematic approach to the classification of inclusive information and communication technologies (ICT)-based learning technologies and ICT-based learning technologies for disabled people which covers both assistive and general learning technologies, is valid for all disabled people and considers the full range of…
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Emerging Technologies as Cognitive Tools for Authentic Learning
Herrington, Jan; Parker, Jenni
2013-01-01
Employing emerging technologies in learning is becoming increasingly important as a means to support the development of digital media literacy. Using a theoretical framework of authentic learning and technology as cognitive tools, this paper examined student responses to the infusion of emerging technologies in a large first year teacher education…
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Supporting University Learning Through Mobile Technologies: A Global Perspective
Directory of Open Access Journals (Sweden)
David Gitumu Mugo
2015-07-01
Full Text Available The workplace in the modern world continues to demand higher qualifications and refined competencies. In the recent past, workers would respond to such demands through learning by correspondence. When the Internet and e-Learning emerged, it received widespread accolade as a solution to the challenges experienced by distant learners. The technology was also seen as an opportunity for educational institutions to leverage their technological uptake to benefit regular students. However, desktop computers and Internet connectivity, which were the drivers of e-learning technologies, were expensive, bulky and scarce. So when mobile technologies emerged, educationist saw an opportunity for addressing the limitations associated with correspondence, “e” and tethered learning. Mobile devices being cheap, portable and reliable received widespread acceptance and possession. So, educators, hardware designers and program developers started to design hardware and applications that would infuse learning content into the devices. The purpose of this review is to demonstrate the potential of mobile technologies in the education market place, highlighting global initiatives and trends. The paper will also review how universities around the world, Africa and in Kenya have oriented themselves for learning with mobile technologies. The study was a documentary analysis of virtual documents stored electronically for access through the Internet, text books, archival repositories and encyclopedias. The study observed a significant high global mobile ownership and usage rates, but was able to demonstrate that despite its pedagogical advantages, the use of the technology for learning purposes at university level is still at the infantry. Keywords: Mobile, Technologies, Universities, adoption, ICT, eLearning
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Using Technology-Nested Instructional Strategies to Enhance Student Learning
Angela Lumpkin, PhD; Rebecca M. Achen, PhD; Regan K. Dodd, PhD
2015-01-01
Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested...
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Lawrence, Geoff
2013-01-01
Given the emerging focus on the intercultural dimension in language teaching and learning, language educators have been exploring the use of information and communications technology ICT-mediated language learning environments to link learners in intercultural language learning communities around the globe. Despite the potential promise of…
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E-service learning: A pedagogic innovation for healthcare management education.
Malvey, Donna M; Hamby, Eileen F; Fottler, Myron D
2006-01-01
This paper proposes an innovation in service learning that we identify as e-service learning. By adding the "e" to service learning, we create a service learning model that is dynamic, mediated by technology, and delivered online. This paper begins by examining service learning, which is a distinct learning concept. Service learning furnishes students with opportunities for applied learning through participation in projects and activities in community organizations. The authors then define and conceptualize e-service learning, including the anticipated outcomes of implementation such as enhanced access, quality, and cost effectiveness of healthcare management education. Because e-service learning is mediated by technology, we identify state of the art technologies that support e-service learning activities. In addition, possible e-service learning projects and activities that may be included in healthcare management courses such as finance, human resources, quality, service management/marketing and strategy are identified. Finally, opportunities for future research are suggested.
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Learning by cases in food technology
DEFF Research Database (Denmark)
Løje, Hanne
2012-01-01
The purpose of this paper is to evaluate the use of the method learning by cases for teaching food technology students at the technical university of Denmark (DTU) and to clarify if the method can be used to improve the motivation and make the students more active and thereby be more in control...... of their own learning process, to feel more secure and less frustrated. The applying of the learning by cases method at the food technology course can make the students to learn in a significantly way, where they will be more actively involved in the learning process than previous. The work with real life...... cases with engineering topics, can develop the students knowledge and understanding, which gives the students a more conceptual understanding of engineering tasks, and can improve their skills to analyze and deal with complex situations and furthermore to be more confident with the course curriculum....
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Modern technologies in e-learning
Kubičková, Barbora
2013-01-01
This thesis is focused on the educational theories, forms of training, development and types of e - learning. Then there are mentioned new online educational technologies, pros and cons of on-line learning and its trends (gamification, social learning, MOOCs, etc.). This theoretical knowledge is necessary for understanding the principles of the on-line education and importance of massive open online courses. One part of the practical section concentrates on the results of a questionnaire rega...
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MLS student active learning within a "cloud" technology program.
Tille, Patricia M; Hall, Heather
2011-01-01
In November 2009, the MLS program in a large public university serving a geographically large, sparsely populated state instituted an initiative for the integration of technology enhanced teaching and learning within the curriculum. This paper is intended to provide an introduction to the system requirements and sample instructional exercises used to create an active learning technology-based classroom. Discussion includes the following: 1.) define active learning and the essential components, 2.) summarize teaching methods, technology and exercises utilized within a "cloud" technology program, 3.) describe a "cloud" enhanced classroom and programming 4.) identify active learning tools and exercises that can be implemented into laboratory science programs, and 5.) describe the evaluation and assessment of curriculum changes and student outcomes. The integration of technology in the MLS program is a continual process and is intended to provide student-driven active learning experiences.
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Learning and Technology in Alberta (1975 to 2009)
Alberta Education, 2009
2009-01-01
Alberta's education system is a leader in the use of technology in teaching and learning. New information technologies create options for how teachers teach, how students learn, and how classrooms look and operate. This document chronicles the history of computer technology in Alberta from 1975-2009. The information is arranged in a tabulated…
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Organisational Learning with Technology
DEFF Research Database (Denmark)
Hundebøl, Jesper
Based on multi-site ethno-methodological field studies in the Danish construction industry this paper examines the relational effects of 3D object-based modelling. In describing how that technology is being introduced, shaped and enacted, how it associates with, mediates and translates existing...... practices, I discuss how it has effects for work methods and routines in an (inter-)organisational setting, namely that of architects and consulting engineers. The technology is introduced in the practices in question, in part because of a program referred to as Det Digitale Byggeri (Digital Construction...
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A review of learning rates for electricity supply technologies
International Nuclear Information System (INIS)
Rubin, Edward S.; Azevedo, Inês M.L.; Jaramillo, Paulina; Yeh, Sonia
2015-01-01
A variety of mathematical models have been proposed to characterize and quantify the dependency of electricity supply technology costs on various drivers of technological change. The most prevalent model form, called a learning curve, or experience curve, is a log-linear equation relating the unit cost of a technology to its cumulative installed capacity or electricity generated. This one-factor model is also the most common method used to represent endogenous technical change in large-scale energy-economic models that inform energy planning and policy analysis. A characteristic parameter is the “learning rate,” defined as the fractional reduction in cost for each doubling of cumulative production or capacity. In this paper, a literature review of the learning rates reported for 11 power generation technologies employing an array of fossil fuels, nuclear, and renewable energy sources is presented. The review also includes multi-factor models proposed for some energy technologies, especially two-factor models relating cost to cumulative expenditures for research and development (R&D) as well as the cumulative installed capacity or electricity production of a technology. For all technologies studied, we found substantial variability (as much as an order of magnitude) in reported learning rates across different studies. Such variability is not readily explained by systematic differences in the time intervals, geographic regions, choice of independent variable, or other parameters of each study. This uncertainty in learning rates, together with other limitations of current learning curve formulations, suggests the need for much more careful and systematic examination of the influence of how different factors and assumptions affect policy-relevant outcomes related to the future choice and cost of electricity supply and other energy technologies. - Highlights: • We review models explaining the cost of 11 electricity supply technologies. • The most prevalent model
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Teachers as Learning Designers: What Technology Has to Do with Learning. A View from Singapore
Fei, Victor Lim; Hung, David
2016-01-01
This article discusses the controversies and value in the use of technology for learning. It proposes that as a teaching tool, technology also opens up new possibilities for teachers to design meaningful learning experiences for their students. The appropriate use of technology promises to deepen the learning of traditional literacy, numeracy, and…
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Designing Nordic Technology-Enhanced Learning
Cerratto-Pargman, Teresa; Jarvela, Sanna M.; Milrad, Marcelo
2012-01-01
The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled "Designing Nordic technology-enhanced learning (TEL)", presents and discusses how researchers in the Nordic…
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Learners' Perceived Information Overload in Online Learning via Computer-Mediated Communication
Chen, Chun-Ying; Pedersen, Susan; Murphy, Karen L.
2011-01-01
Many studies report information overload as one of the main problems that students encounter in online learning via computer-mediated communication. This study aimed to explore the sources of online students' information overload and offer suggestions for increasing students' cognitive resources for learning. Participants were 12 graduate students…
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Robot technologies, autism and designs for learning
DEFF Research Database (Denmark)
Hansbøl, Mikala
2015-01-01
technologies involves several very different educational approaches to supporting young people’s learning and development. The paper discusses how robot technologies as learning resources have been related to the field of autism and education, and argues for a need to further expand the areas of application...... in the future, with a focus on children and young people diagnosed with autism spectrum disorders, their ICT interests and engagement in innovative and creative learning. The paper draws on international research and examples from the author’s own research into education for children and young people diagnosed...... with autism spectrum disorders, drawing on teachers’ and the students’ interests in working with ICT (e.g. robot technology)....
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Learning in Strategic Technology Alliances
SCHOENMAKERS, Wilfred; DUYSTERS, Geert
2003-01-01
In this paper we examine the influence of strategic technology alliances on organisational learning. From an empirical perspective we examined the pre- and post- alliance knowledge bases of allying firms. We found that the pre- alliance knowledge base overlap of the allying firms has an inverted U-shaped relationship with the degree of learning taking place in the alliance. Alliances established for the purpose of learning also show a significantly greater increase in knowledge base overlap f...
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USING DISTANCE LEARNING TECHNOLOGIES IN THE LEARNING PROCESS OF MODERN PROGRAMMING LANGUAGES
Directory of Open Access Journals (Sweden)
Mariia A. Umryk
2014-06-01
Full Text Available In the research it was reviewed the use of distance learning technologies in the organization of research tasks while studying modern programming languages. The article contains an example of a training project on the subject "Modern programming languages". The authors argue the necessity of the use of modern information and communication technologies, in particular in modern programming languages distance learning, for the formation of students' 21st century skills that are essential in the process of programming (it is skills such as self-organization and self-discipline, communication skills, teamwork skills etc.. It is pointed out the structural units of the training project in accordance with the use of distance learning technologies. It is described the general characteristics and the use of appropriate methods of modern information and communication technologies.
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Technology-Enhanced Learning in Developing Nations: A review
Directory of Open Access Journals (Sweden)
Shalni Gulati
2008-02-01
Full Text Available Learning ‘using’ technologies has become a global phenomenon. The Internet is often seen as a value-neutral tool that potentially allows individuals to overcome the constraints of traditional elitist spaces and gain unhindered access to learning. It is widely suggested that online technologies can help address issues of educational equity and social exclusion, and open up democratic and accessible educational opportunities. The national governments and non-governmental agencies who fund educational endeavours in developing countries have advocated the use of new technologies to reduce the cost of reaching and educating large numbers of children and adults who are currently missing out on education. This paper presents an overview of the educational developments in open, distance, and technology-facilitated learning that aim to reach the educationally deprived populations of the world. It reveals the challenges encountered by children and adults in developing countries as they attempt to access available educational opportunities. The discussion questions whether, in face of these challenges, developing nations should continue to invest money, time, and effort into e-learning developments. Can technology-enhanced learning help address the poverty, literacy, social, and political problems in developing countries?
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Mobile Technologies Enhance the E-Learning Opportunity
Chuang, Keh-Wen
2009-01-01
The objective of this paper is to identify the mobile technologies that enhance the E-Learning opportunity, examine the educational benefits and implementation issues in mobile learning, discuss the guidelines for implementing effective mobile learning, identify the current application and operation of mobile learning, and discuss the future of…
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Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches
Wang, Victor C. X.
2010-01-01
As adult learners and educators pioneer the use of technology in the new century, attention has been focused on developing strategic approaches to effectively integrate adult learning and technology in different learning environments. "Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches" provides innovative…
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Big data technologies in e-learning
Directory of Open Access Journals (Sweden)
Gyulara A. Mamedova
2017-01-01
Full Text Available Recently, e-learning around the world is rapidly developing, and the main problem is to provide the students with quality educational information on time. This task cannot be solved without analyzing the large flow of information, entering the information environment of e-learning from participants in the educational process – students, lecturers, administration, etc. In this environment, there are a large number of different types of data, both structured and unstructured. Data processing is difficult to implement by traditional statistical methods. The aim of the study is to show that for the development and implementation of successful e-learning systems, it is necessary to use new technologies that would allow storing and processing large data streams.In order to store the big data, a large amount of disk space is required. It is shown that to solve this problem it is efficient to use clustered NAS (Network Area Storage technology, which allows storing information of educational institutions on NAS servers and sharing them with Internet. To process and personalize the Big Data in the environment of e-learning, it is proposed to use the technologies MapReduce, Hadoop, NoSQL and others. The article gives examples of the use of these technologies in the cloud environment. These technologies in e-learning allow achieving flexibility, scalability, availability, quality of service, security, confidentiality and ease of educational information use.Another important problem of e-learning is the identification of new, sometimes hidden, interconnection in Big Data, new knowledge (data mining, which can be used to improve the educational process and improve its management. To classify electronic educational resources, identify patterns of students with similar psychological, behavioral and intellectual characteristics, developing individualized educational programs, it is proposed to use methods of analysis of Big Data.The article shows that at
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Technologically-mediated communication: student expectations and experiences in a FOMO society
Directory of Open Access Journals (Sweden)
Angela T. Ragusa
2017-11-01
Full Text Available Abstract While technology enables a wider section of society to access higher education, accessing, as a process, fundamentally differs from acquiring the individual and systemic skills required for online learning. This study presents primary data about perceptions of, and experiences with, online learning in an Australian university from a survey of 289 distance education (DE students. Epistemologically, it prioritises giving agency and voice to an increasingly disempowered collective, online learners, who often are institutionally pursued for economic advantage, rather than pedagogical interest in serving students’ unique, individual needs/preferences. Participants’ comparison of face-to-face and online learning experiences allowed for benefits and disadvantages of online learning to emerge from lived-experiences. While a key benefit of online learning was its perceived ‘flexibility’, findings revealed difference between students’ conceptualisation of flexibility and institutional realities. Although DE students longed for non-technologically-medicated communication with peers and lecturers, the process of learning how to become a DE student failed to address students’ needs/concerns beyond technical skill acquisition and subject content mastery. Students’ ‘fear they were missing out’ (FOMO on ‘better’ internal classroom and learning experiences was a key limitation 85% perceived about DE. Whereas traditional classroom experiences generally were recalled favourably, online learning was described by its shortcomings. Findings demonstrate need for deeper investigation of how/why educational technologies are implemented. Conclusions suggest critical research investigating whether embedded technologies meet student and/or institutional needs and aspirations in globally competitive learning environments may assuage DE’s stigma, realign expectations and improve teaching/learning experiences.
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An impoverished machine: challenges to human learning and instructional technology.
Taraban, Roman
2008-08-01
Many of the limitations to human learning and processing identified by cognitive psychologists over the last 50 years still hold true, including computational constraints, low learning rates, and unreliable processing. Instructional technology can be used in classrooms and in other learning contexts to address these limitations to learning. However, creating technological innovations is not enough. As part of psychological science, the development and assessment of instructional systems should be guided by theories and practices within the discipline. The technology we develop should become an object of research like other phenomena that are studied. In the present article, I present an informal account of my own work in assessing instructional technology for engineering thermodynamics to show not only the benefits, but also the limitations, in studying the technology we create. I conclude by considering several ways of advancing the development of instructional technology within the SCiP community, including interdisciplinary research and envisioning learning contexts that differ radically from traditional learning focused on lectures and testing.
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Student Technology Use for Powerful Learning
Heidenrich, Carol
2013-01-01
Technology has evolved as a valuable information and communication tool. In our knowledge and information society, students with information and communication technology (ICT) competence will be prepared for success. Teacher pedagogy and student learning have to change to fully integrate technology into the curriculum. Students may not have…
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Everyday complexities and sociomaterialities of learning, technology, affects and effects
DEFF Research Database (Denmark)
Hansbøl, Mikala
design with particular intended educational purposes (e.g. educational technology and technology education), the everyday complexities and sociomaterialities of learning and technology intermingles with how students/professionals become affected by digital technology and hence also which matters......This paper starts out with the challenge of establishing and researching relationships between educational design, digital technology and professional learning. The paper is empirical and takes point of departure in case examples from two development projects with a focus on professional education....... Both projects focus on new waysto build relationships between digital technologies, professional education and learning. Each project takes a different take on how to approach and position digital technology and it’s relationships with the educational programs and students’ learning. Project Wellfare...
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Bray, Aibhín; Tangney, Brendan
2016-03-01
Several recent curriculum reforms aim to address the shortfalls traditionally associated with mathematics education through increased emphasis on higher-order-thinking and collaborative skills. Some stakeholders, such as the US National Council of Teachers of Mathematics and the UK Joint Mathematical Council, advocate harnessing the affordances of digital technology in conjunction with social constructivist pedagogies, contextual scenarios, and/or approaches aligned with Realistic Mathematics Education (RME). However, it can be difficult to create technology-mediated, collaborative and contextual activities within a conventional classroom setting. This paper explores how a combination of a transformative, mobile technology-mediated approach, RME, and a particular model of 21st century learning facilitates the development of mathematics learning activities with the potential to increase student engagement and confidence. An explanatory case study with multiple embedded units and a pre-experimental design was conducted with a total of 54 students in 3 schools over 25 hours of class time. Results from student interviews, along with pre-test/post-test analysis of questionnaires, suggest that the approach has the potential to increase student engagement with, and confidence in, mathematics. This paper expands on these results, proposing connections between aspects of the activity design and their impact on student attitudes and behaviours.
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Zhang, Lin
2014-01-01
Educators design and create various technology tools to scaffold students' learning. As more and more technology designs are incorporated into learning, growing attention has been paid to the study of technology-based learning tool. This paper discusses the emerging issues, such as how can learning effectiveness be understood in relation to…
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Directory of Open Access Journals (Sweden)
Laura Czerniewicz
2011-12-01
Full Text Available This special issue is being published at a significant point in time in relation tosimultaneous changes in higher education, in technology and in the field of learningtechnology itself. As the 2011 ALT C conference themes clearly state, learningtechnology needs to learn to thrive in a colder and more challenging climate. In thisdifficult political and economic environment technological trends continue todevelop in terms of mobility, cloud computing, ubiquity and the emergence of whathas been called big data. E-learning has become mainstream and the field of learningtechnology itself is beginning to stabilise as a profession. Profession here isunderstood as a knowledge-based occupation and a form of cultural work where thetasks addressed are human problems amenable to expert advice and distinguishablefrom other kinds of work by the fact that it is underpinned by abstract knowledge(Macdonald, 1995.
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Chittleborough, Gail
2014-06-01
The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously. Some students were sceptical about this learning when schools did not have technological resources available. This paper argues that teacher education courses should include technological skills that match those available in schools, as well as introduce new technologies to support a change in the culture of using technology in schools.
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Directory of Open Access Journals (Sweden)
Shurbanovska Orhideja
2013-01-01
Full Text Available The aim of this study was to explore the mediation role of the expectancy component of motivation (self-efficacy and control beliefs for learning in the relationship between learning strategies (cognitive, meta-cognitive, resource management strategies and academic achievement. The sample consisted of 155 university students (85 psychology students and 70 architecture students. Learning strategies section from the MSLQ (Motivated Strategies for Learning Questionnaire was taken to assess the extent of learning strategies usage during exam preparation. Motivation for learning was measured by the Expectancy scale as a part of the Motivation section of the MSLQ. Mediation analysis was used for data processing. Following the proposed steps for mediation effect testing, a series of regression analyses was conducted: first, the expectancy component of motivation was regressed on learning strategies; second, academic achievement was regressed on learning strategies; and third, academic achievement was regressed on the expectancy component of motivation. It was found that learning strategies influence academic achievement indirectly through the expectancy component of motivation (Sobel test=2.18; p=.029. It is emphasized that students should be encouraged to use learning strategies in knowledge acquisition.
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Lasers. Technology Learning Activity. Teacher Edition. Technology Education Series.
Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.
This document contains the materials required for presenting an 8-day competency-based technology learning activity (TLA) designed to introduce students in grades 6-10 to advances and career opportunities in the field of laser technology. The guide uses a series of hands-on exploratory experiences into which activities to help students develop…
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Yata, Chikahiko; Hamamoto, Kengo; Oguri, Takenori
2014-01-01
This study analyzed the learning activities in a textbook on technology education for teachers, in order to examine the learning processes and learning scenes detailed therein. Results of analyzing learning process, primary learning activity found each contents framework. Other learning activities designated to be related to complementary in learning process. Results of analyzing learning scene, 14 learning scenes, among them "Scene to recognize the impact on social life and progress of techn...
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Teachers as designers of technology enhanced learning
Kali, Yael; McKenney, Susan; Sagy, Ornit; Voogt, Joke
2015-01-01
Design of (technology-enhanced) learning activities and materials is one fruitful process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher
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Technology and Products Supporting E-learning by Knowledge Management - A Review
Directory of Open Access Journals (Sweden)
Ying Wang
2014-06-01
Full Text Available Abstract—Knowledge management is supported by many strategies such as business intelligence, collaboration, document management and e-learning. With the development of modern information technology and the increases of demand for building and maintaining dynamic capabilities, E-learning has played more and more important role of all the technologies in the supporting knowledge management. A successful e-learning system is supported by many critical success factors and technology has become the key factor among these factors. Consequently, the review of basic technologies and corresponding products that support e-learning will be in favor of further study on e-learning. From perspective of knowledge management, this paper makes a review about the relationship between e-learning and knowledge management and advanced technologies and corresponding products that support the design and operation of e-learning system. At the end of this paper, we analyze the main trends of the development direction of e-learning technology.
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The Future of Learning Technology: Some Tentative Predictions
Rushby, Nick
2013-01-01
This paper is a snapshot of an evolving vision of what the future may hold for learning technology. It offers three personal visions of the future and raises many questions that need to be explored if learning technology is to realise its full potential.
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Directory of Open Access Journals (Sweden)
Pradeep Kalansooriya
2015-08-01
Full Text Available Distance learning has provided an excellent platform for students in geographically remote locations while enabling them to learn at their own pace and convenience. A number of technologies are currently being utilized to conceptualize, design, enhance and foster distance learning. Teleconferences, electronic field trips, podcasts, webinars, video conferencing and online courses are among such technologies used in providing distance learning opportunities. However limitations in those existing technologies have affected to the increase of distance learners dropout rates. As an attempt to overcome the limitations in the currently adopted distance learning practices, the study aims to utilize 3D Hologram Technology (3DHT in the Engineering discipline. 3D hologram facilitates live and life size 3D telepresence that can interact with remote audiences. A survey had been conducted, using Delphi Technique to gather data from the experts in the field to evaluate the potential of 3DHT over existing technologies. Results of the survey suggested that 3DHT as a good distance learning technology and have the potential of overcoming existing limitations. Lack of infrastructure, High initial cost of infrastructure and Lack of technical know how are the main encounters identified by the experts in the sample. It is expected to develop a classroom environment with 3DHT and to evaluate its effectiveness for the distance learning in the next stage of the study.
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Technology-enhanced learning on campus: insights from EUNIS e-Learning Task Force
Ferrell, Gill; Alves, Paulo; Bubas, Goran; Engert, Steffi; Epelboin, Yves; Madey, Jan; Palma, José; Piteira, Martinha; Restivo, T.M.; Ribeiro, Ligia; Sidelmann Rossen, Dorte; Soares, Filomena; Uhomoibhi, James
2011-01-01
In 2010 the EUNIS e-Learning Task Force (ELTF) members collaborated on a review of tools and technologies in use across our member institutions. One of the key features of that paper was the use of technology to give off-campus learners, such as distance learners, those undertaking field studies and learners in the workplace a richly supported learning experience. Building on the success of that collaboration, the ELTF members have turned their attention this year to the use of technology on ...
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Learners' perceived information overload in online learning via computer-mediated communication
Directory of Open Access Journals (Sweden)
Karen L. Murphy
2011-12-01
Full Text Available Many studies report information overload as one of the main problems that students encounter in online learning via computer-mediated communication. This study aimed to explore the sources of online students' information overload and offer suggestions for increasing students' cognitive resources for learning. Participants were 12 graduate students from two online courses in the United States. Their learning experiences in both online discussions and on the course website were explored through semi-structured interviews. They also completed a background questionnaire that assessed three constructs that limit learner readiness and are likely to lead to online students' perceived information overload: inadequate prior knowledge, inadequate English proficiency, and lack of technical skills for participating in computer-mediated communications. The findings suggest that varied learner characteristics led some students to be more susceptible than others to information overload. Emerging data-driven risk factors were: lack of efficiency in reading from computer screens, visual and auditory learning preferences, and time constraints. Difficulties associated with students' perceptions of information overload are addressed and implications for course design are offered.
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Emerging Technologies for Autonomous Language Learning
Directory of Open Access Journals (Sweden)
Mark Warschauer
2011-09-01
Full Text Available Drawing on a lengthier review completed for the US National Institute for Literacy, this paper examines emerging technologies that are applicable to self-access and autonomous learning in the areas of listening and speaking, collaborative writing, reading and language structure, and online interaction. Digital media reviewed include podcasts, blogs, wikis, online writing sites, text-scaffolding software, concordancers, multiuser virtual environments, multiplayer games, and chatbots. For each of these technologies, we summarize recent research and discuss possible uses for autonomous language learning.
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Directory of Open Access Journals (Sweden)
Weng Marc Lim
2018-01-01
Full Text Available The technology acceptance model (TAM is a prominent and parsimonious conceptual lens that is often applied for behavioural modelling in technology-mediated environments. However, TAM has received a great deal of criticism in recent years. This article aims to address some of the most pertinent issues confronting TAM through a rejoinder that offers dialectic antidotes—in the form of conceptual, methodological, and replication treatments—to support the continued use of TAM to understand the peculiarities of user interactions with technology in technology-mediated environments. In doing so, this article offers a useful response to a common but often inadequately answered question about how TAM can continue to be relevant for behavioural modelling in contemporary technology-mediated environments.
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Lee, Cynthia; Yeung, Alexander Seeshing; Ip, Tiffany
2016-01-01
Computer technology provides spaces and locales for language learning. However, learning style preference and demographic variables may affect the effectiveness of technology use for a desired goal. Adapting Reid's pioneering Perceptual Learning Style Preference Questionnaire (PLSPQ), this study investigated the relations of university students'…
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Technological learning in offshore wind energy: Different roles of the government
International Nuclear Information System (INIS)
Smit, Thijs; Junginger, Martin; Smits, Ruud
2007-01-01
Offshore wind energy is a promising source of renewable electricity, even though its current costs prevent large-scale implementation. Technological learning has improved the technology and its economic performance already, and could result in significant further improvements. This study investigates how technological learning takes place in offshore wind energy and how technological learning is related to different policy regimes. Offshore wind energy developments in Denmark and the United Kingdom have been analysed with a technology-specific innovation systems approach. The results reveal that the dominant forms of learning are learning by doing and learning by using. At the same time, learning by interacting is crucial to achieve the necessary binding elements in the technology-specific innovation system. Generally, most learning processes were performed by self-organizing entities. However, sometimes cultural and technical barriers occurred, excluding component suppliers and knowledge institutes from the innovation system. Danish policies successfully anticipated these barriers and removed them; therefore, the Danish policies can be characterized as pro-active. British policies shaped stable conditions for learning only; therefore, they can be characterized as active. In the future, barriers could hinder learning by interacting between the oil and gas industry, the offshore wind industry and academia. Based on this study, we suggest national and international policy makers to design long-term policies to anticipate these barriers, in order to contribute to technological learning
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Can New Digital Technologies Support Parasitology Teaching and Learning?
Jabbar, Abdul; Gasser, Robin B; Lodge, Jason
2016-07-01
Traditionally, parasitology courses have mostly been taught face-to-face on campus, but now digital technologies offer opportunities for teaching and learning. Here, we give a perspective on how new technologies might be used through student-centred teaching approaches. First, a snapshot of recent trends in the higher education is provided; then, a brief account is given of how digital technologies [e.g., massive open online courses (MOOCs), flipped classroom (FC), games, quizzes, dedicated Facebook, and digital badges] might promote parasitology teaching and learning in digital learning environments. In our opinion, some of these digital technologies might be useful for competency-based, self-regulated, learner-centred teaching and learning in an online or blended teaching environment. Copyright © 2016 Elsevier Ltd. All rights reserved.
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Buchanan, Tom; Sainter, Phillip; Saunders, Gunter
2013-01-01
This study examines factors associated with the use of learning technologies by higher education faculty. In an online survey in a UK university, 114 faculty respondents completed a measure of Internet self-efficacy, and reported on their use of learning technologies along with barriers to their adoption. Principal components analysis suggested…
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Utilization of Information and Communication Technologies in Mathematics Learning
Saadati, Farzaneh; Tarmizi, Rohani Ahmad; Ayub, Ahmad Fauzi Mohd
2014-01-01
Attention to integrate technology in teaching and learning has provided a major transformation in the landscape of education. Therefore, many innovations in teaching and learning have been technology-driven. The study attempted to examine what is engineering students' perception regarding the use of Information and Communication Technologies (ICT)…
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eLearning or technology enhanced learning in medical education-Hope, not hype.
Goh, Poh Sun
2016-09-01
This Personal View elaborates on my strong conviction that the excitement and positive feelings that many of us have for eLearning or Technology enhanced learning (TeL) is well founded, and will argue why our hopes are justified, and not misplaced. In a nutshell, I believe that eLearning or TeL is a significant advance from previous generations of educational innovation, and offers benefits for students, educators and administrators; by synergistically combining the capabilities of digital content, the Internet, and mobile technology, supported by software and applications or "Apps".
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Enabling Problem Based Learning through Web 2.0 Technologies
DEFF Research Database (Denmark)
Tambouris, Efthimios; Panopoulou, Eleni; Tarabanis, Konstantinos
2012-01-01
of modern educational systems. Established pedagogical strategies, such as Problem Based Learning (PBL), are being adapted for online use in conjunction with modern Web 2.0 technologies and tools. However, even though Web 2.0 and progressive social-networking technologies are automatically associated......Advances in Information and Communications Technology (ICT), particularly the so-called Web 2.0, are affecting all aspects of our life: how we communicate, how we shop, how we socialise, and how we learn. Facilitating learning through the use of ICT, also known as eLearning, is a vital part...... with ideals such as collaboration, sharing, and active learning, it is also possible to use them in a very conservative, teacher-centred way limiting thus their impact. In this paper, we present a PBL 2.0 framework, i.e., a framework combining PBL practices with Web 2.0 technologies. More specifically, we (a...
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Gnanakkan, Dionysius Joseph
2017-01-01
This multiple case-study investigated how high school biology teachers used modern learning technologies (probes, interactive simulations and animations, animated videos) in their classrooms and why they used the learning technologies. Another objective of the study was to assess whether the use of learning technologies alleviated misconceptions…
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A mediation analysis of achievement motives, goals, learning strategies, and academic achievement.
Diseth, Age; Kobbeltvedt, Therese
2010-12-01
Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarchical model. Participants were 229 undergraduate students (mean age: 21.2 years) of psychology and economics at the University of Bergen, Norway. Variables were measured by means of items from the Achievement Motives Scale (AMS), the Approaches and Study Skills Inventory for Students, and an achievement goal scale. Correlation analysis showed that academic achievement (examination grade) was positively correlated with performance-approach goal, mastery goal, and strategic learning strategies, and negatively correlated with performance-avoidance goal and surface learning strategy. A path analysis (structural equation model) showed that achievement goals were mediators between achievement motives and learning strategies, and that strategic learning strategies mediated the relationship between achievement goals and academic achievement. This study integrated previous findings from several studies and provided new evidence on the direct and indirect effects of different types of motives and learning strategies as predictors of academic achievement.
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Collaborative Visualization Project: shared-technology learning environments for science learning
Pea, Roy D.; Gomez, Louis M.
1993-01-01
Project-enhanced science learning (PESL) provides students with opportunities for `cognitive apprenticeships' in authentic scientific inquiry using computers for data-collection and analysis. Student teams work on projects with teacher guidance to develop and apply their understanding of science concepts and skills. We are applying advanced computing and communications technologies to augment and transform PESL at-a-distance (beyond the boundaries of the individual school), which is limited today to asynchronous, text-only networking and unsuitable for collaborative science learning involving shared access to multimedia resources such as data, graphs, tables, pictures, and audio-video communication. Our work creates user technology (a Collaborative Science Workbench providing PESL design support and shared synchronous document views, program, and data access; a Science Learning Resource Directory for easy access to resources including two-way video links to collaborators, mentors, museum exhibits, media-rich resources such as scientific visualization graphics), and refine enabling technologies (audiovisual and shared-data telephony, networking) for this PESL niche. We characterize participation scenarios for using these resources and we discuss national networked access to science education expertise.
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Prospects for carbon capture and sequestration technologies assuming their technological learning
International Nuclear Information System (INIS)
Riahi, Keywan; Rubin, Edward S.; Schrattenholzer, Leo
2004-01-01
This paper analyzes potentials of carbon capture and sequestration technologies (CCS) in a set of long-term energy-economic-environmental scenarios based on alternative assumptions for technological progress of CCS. In order to get a reasonable guide to future technological progress in managing CO 2 emissions, we review past experience in controlling sulfur dioxide emissions (SO 2 ) from power plants. By doing so, we quantify a 'learning curve' for CCS, which describes the relationship between the improvement of costs due to accumulation of experience in CCS construction. We incorporate the learning curve into the energy modeling framework MESSAGE-MACRO and develop greenhouse gas emissions scenarios of economic, demographic, and energy demand development, where alternative policy cases lead to the stabilization of atmospheric CO 2 concentrations at 550 parts per million by volume (ppmv) by the end of the 21st century. Due to the assumed technological learning, costs of the emissions reduction for CCS drop rapidly and in parallel with the massive introduction of CCS on the global scale. Compared to scenarios based on static cost assumptions for CCS, the contribution of carbon sequestration is about 50 percent higher in the case of learning resulting in cumulative sequestration of CO 2 ranging from 150 to 250 billion (10 9 ) tons carbon during the 21st century. The results illustrate that carbon capture and sequestration is one of the obvious priority candidates for long-term technology policies and enhanced R and D efforts to hedge against the risk associated with high environmental impacts of climate change
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Linking theory to practice in learning technology research
Directory of Open Access Journals (Sweden)
Cathy Gunn
2012-03-01
Full Text Available We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and reporting. The use of learning design as a strategy to develop and test theories in practice is integral to our argument. We conclude by supporting other researchers who recommend educational design research as a theory focused methodology to move the field forward in productive and consistent ways. The challenge of changing common practice will be involved. However, the potential to raise the profile of learning technology research and improve educational outcomes justifies the effort required.
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DEFF Research Database (Denmark)
Heilesen, Simon; Nielsen, Jørgen Lerche
2004-01-01
On the basis of a large-scale project implementing information and communication technology at Roskilde University, Denmark, this paper discusses ways of introducing technology-based blended learning in academic life. We examine some examples of use of systems for computer-mediated collabora......-tive learning and work in Danish Open University education as well as in courses on campus. We further suggest some possi-bilities for using technology in innovative ways, arguing that innovation is to be found, not in isolated instantiations of sys-tems, but in the form of a deliberate integration of all...... relevant ICT-features as a whole into the learning environment....
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Modernising Education and Training: Mobilising Technology for Learning
Attewell, Jill; Savill-Smith, Carol; Douch, Rebecca; Parker, Guy
2010-01-01
In recent years there have been amazing advances in consumer technology. The Mobile Learning Network (MoLeNET) initiative has enabled colleges and schools to harness some of this technology in order to modernise aspects of teaching, learning and training. The result has been improvements in learner engagement, retention, achievement and…
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Distributed Scaffolding: Synergy in Technology-Enhanced Learning Environments
Ustunel, Hale H.; Tokel, Saniye Tugba
2018-01-01
When technology is employed challenges increase in learning environments. Kim et al. ("Sci Educ" 91(6):1010-1030, 2007) presented a pedagogical framework that provides a valid technology-enhanced learning environment. The purpose of the present design-based study was to investigate the micro context dimension of this framework and to…
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Thomas, Susan
2016-01-01
The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, "Future Ready Learning: Reimagining the Role of Technology in Education," articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While…
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Emergent theory and technology in e-learning
Browaeys, M.-J.; Wahyudi, S.
2006-01-01
E-learning should be approached via a new paradigm, one where instruction and information are involved in a recursive process, an approach which counters the concept of linearity. New ways of thinking about how people learn and new technologies favour the emergence of principles of e-learning that
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Student Learning Opportunities in Traditional and Computer-Mediated Internships
Bayerlein, Leopold; Jeske, Debora
2018-01-01
Purpose: The purpose of this paper is to provide a student learning outcome focussed assessment of the benefits and limitations of traditional internships, e-internships, and simulated internships to evaluate the potential of computer-mediated internships (CMIs) (e-internships and simulated internships) within higher education from a student…
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A Survey of Technologies Supporting Virtual Project Based Learning
DEFF Research Database (Denmark)
Dirckinck-Holmfeld, Lone
2002-01-01
This paper describes a survey of technologies and to what extent they support virtual project based learning. The paper argues that a survey of learning technologies should be related to concrete learning tasks and processes. Problem oriented project pedagogy (POPP) is discussed, and a framework...... for evaluation is proposed where negotiation of meaning, coordination and resource management are identified as the key concepts in virtual project based learning. Three e-learning systems are selected for the survey, Virtual-U, Lotus Learningspace and Lotus Quickplace, as each system offers different strategies...... for e-learning. The paper concludes that virtual project based learning may benefit from facilities of all these systems....
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Assembling university learning technologies for an open world
DEFF Research Database (Denmark)
Hannon, John; Riddle, Matthew; Ryberg, Thomas
2014-01-01
This paper considers the emergence of social media in university teaching and learning and the capacity or universities as complex organisations with disparate interacting parts to respond to the shift of pedagogies and practices to open networks. Institutional learning technology environments...... reflect a legacy of prescriptive, hierarchical arrangements associated with enterprise systems, and are a poor fit with the heterarchical and self-organised potential for learning associated with social media and open education practices. In this paper we focus on the tensions that arise from...... the juxtaposition of these two orientations to learning technologies, and focus on how an emerging online sociality can destabilise established boundaries of learning and connect to other domains of practice...
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Directory of Open Access Journals (Sweden)
Gale Parchoma
2011-12-01
Full Text Available How is the link between learner and technology made in mobile learning? Whatis the value of the concept of ‘affordances'? And how does research articulatingthis concept act to position mobile devices as ‘technologies for learning'? Thisliterature review used both unstructured and structured search samples of publishedresearch on mobile learning to critically evaluate the prevalence and influenceof the concept of the affordances of mobile technologies. Actor-networktheory is drawn on as a theoretical lens through which to critically considerhow this concept is articulated, and in particular to explore the way it positionsand controls mobile devices as technologies for learning. Parallels in contemporaryaccounts of mobile learning are drawn with classifications of previous discoursesaround the introduction of computers into schools. An alternativeagenda for mobile learning research is suggested with a focus on authentic andinformal contexts rather than controlled experiments.
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Using Technology-Nested Instructional Strategies to Enhance Student Learning
Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.
2015-01-01
Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen…
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Nebbergall, Allison
2012-01-01
As technology increasingly transforms our daily lives, educators too are seeking strategies and resources that leverage technology to improve student learning. Research demonstrates that high-quality professional development, digital standards-based content, and personalized learning plans can increase student achievement, engagement, and…
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ASPECTS OF USING CLOUD TECHNOLOGIES IN VIRTUAL LEARNING ENVIRONMENT
ZHVANIA, Taliko; KAPANADZE, David; KIKNADZE, Mzia; TANDILASHVILI, George
2016-01-01
Thereare increased using the e-Learning technologies at the modern institutions ofhigher education, which favored to integrate the various instruments in thevirtual learning environment. Recently,the cloud technologies have become the most popular, which offer e-Learninginternet technologies based dynamical and actual new opportunities to theeducational institutions. The cloud technologies provide a high level of theservice and they impact on the design of the training courses, offered servic...
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Learning about technology: Family vs. peer pairings
Heller, Patricia; Padilla, Michael; Hertel, Barbara; Olstad, Roger
Recently a number of institutions have begun sponsoring nondeficit science and/or technology learning experiences for parents and their middle school-aged children which are intended to be enriching rather than remedial or compensatory in purpose. Very little research documenting the effects of parental involvement in the education of older children has been reported, however.The intent of this article was to present two studies designed to determine whether middle school-aged children's attitudes and content achievement are different when they take a technology course with their parents (parent-child treatment) or with their peers (child-child treatment). The first study focused on learning about communications technology (primarily telegraphs, telephones and radios); the second study focused on microcomputers.Results indicate that parents have little affect in helping their children learn the subject matter of technology courses. Likewise, parents do not affect children's attitudes toward computers. Both results were attenuated by the fact that the students in the studies were high achievers who were interested in and motivated to learn the subject matter, regardless of treatment. Significant differences were noted for computer literacy favoring the parent-child group, however. Parents also seemed to effect children's attitudes toward the subject matter of the courses.Further research needs to be done with less appealing course content or with less motivated students to fully determine the effect of parent-child and child groupings in science and technology courses.
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History and Future of Technology-Enhanced Learning
Westera, Wim
2009-01-01
Westera, W. (2009). History and Future of Technology-Enhanced Learning. Keynote Presentation at the First International Conference on Software, Services & Semantic Technologies (3ST). October, 28, 2009, Sofia, Bulgaria.
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Directory of Open Access Journals (Sweden)
Evode Mukama
2014-12-01
Full Text Available This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based learning projects (TBLPs through a sociocultural perspective. The methodology included focus-group discussions and field notes to collect empirical data. The findings reveal that the more educational technologies capture objects of learning positioned in the students’ sociocultural proximity, the more focused the learners’ attention is on these objects. The study shows also that a change in learning projects may depend to a large extent on whether the technology relates to the students’ sociocultural proximity, that is, taking into consideration students’ physical, cultural, and contextual real world. The study recommends a community of learning/inquiry embedded in a collaborative, problem-solving dynamic involving cognitive support from peers, teachers, external specialists, and the wider community.
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Technology Integration and Technology Leadership in Schools as Learning Organizations
Cakir, Recep
2012-01-01
The purpose of this study was to investigate technology integration in primary schools from the perspective of leadership in learning organizations. To that end, the study examines two groups: school administrators who play effective roles in technology integration in schools and computer teachers who are mainly responsible for schools' technology…
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Technology Integration through Professional Learning Community
Cifuentes, Lauren; Maxwell, Gerri; Bulu, Sanser
2011-01-01
We describe efforts to build a learning community to support technology integration in three rural school districts and the contributions of various program strategies toward teacher growth. The Stages of Adoption Inventory, classroom observations, the Questionnaire for Technology Integration, interviews, STAR evaluation surveys, a survey of…
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Neural computations mediating one-shot learning in the human brain.
Directory of Open Access Journals (Sweden)
Sang Wan Lee
2015-04-01
Full Text Available Incremental learning, in which new knowledge is acquired gradually through trial and error, can be distinguished from one-shot learning, in which the brain learns rapidly from only a single pairing of a stimulus and a consequence. Very little is known about how the brain transitions between these two fundamentally different forms of learning. Here we test a computational hypothesis that uncertainty about the causal relationship between a stimulus and an outcome induces rapid changes in the rate of learning, which in turn mediates the transition between incremental and one-shot learning. By using a novel behavioral task in combination with functional magnetic resonance imaging (fMRI data from human volunteers, we found evidence implicating the ventrolateral prefrontal cortex and hippocampus in this process. The hippocampus was selectively "switched" on when one-shot learning was predicted to occur, while the ventrolateral prefrontal cortex was found to encode uncertainty about the causal association, exhibiting increased coupling with the hippocampus for high-learning rates, suggesting this region may act as a "switch," turning on and off one-shot learning as required.
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Advanced Learning Technologies and Learning Networks and Their Impact on Future Aerospace Workforce
Noor, Ahmed K. (Compiler)
2003-01-01
This document contains the proceedings of the training workshop on Advanced Learning Technologies and Learning Networks and their impact on Future Aerospace Workforce. The workshop was held at the Peninsula Workforce Development Center, Hampton, Virginia, April 2 3, 2003. The workshop was jointly sponsored by Old Dominion University and NASA. Workshop attendees came from NASA, other government agencies, industry, and universities. The objectives of the workshop were to: 1) provide broad overviews of the diverse activities related to advanced learning technologies and learning environments, and 2) identify future directions for research that have high potential for aerospace workforce development. Eighteen half-hour overviewtype presentations were made at the workshop.
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A Technology Enhanced Learning Model for Quality Education
Sherly, Elizabeth; Uddin, Md. Meraj
Technology Enhanced Learning and Teaching (TELT) Model provides learning through collaborations and interactions with a framework for content development and collaborative knowledge sharing system as a supplementary for learning to improve the quality of education system. TELT deals with a unique pedagogy model for Technology Enhanced Learning System which includes course management system, digital library, multimedia enriched contents and video lectures, open content management system and collaboration and knowledge sharing systems. Open sources like Moodle and Wiki for content development, video on demand solution with a low cost mid range system, an exhaustive digital library are provided in a portal system. The paper depicts a case study of e-learning initiatives with TELT model at IIITM-K and how effectively implemented.
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Using Mobile Learning: Determinates Impacting Behavioral Intention
Lowenthal, Jeffrey N.
2010-01-01
This study examined the factors or determinates that impact the behavioral intention of students to use mobile learning (m-learning) technology. These determinates include performance expectancy, effort expectancy, and self-management of learning, all mediated by age, gender, or both. Regression coefficients showed strong and significant…
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Flavin, Michael
2017-01-01
This book is about how technologies are used in practice to support learning and teaching in higher education. Despite digitization and e-learning becoming ever-increasingly popular in university teaching settings, this book convincingly argues instead in favour of simple and convenient technologies, thus disrupting traditional patterns of…
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Technology in postgraduate medical education: a dynamic influence on learning?
Bullock, Alison; Webb, Katie
2015-11-01
The influence of technology in medical workplace learning is explored by focusing on three uses: m-learning (notably apps), simulation and social media. Smartphones with point-of-care tools (such as textbooks, drug guides and medical calculators) can support workplace learning and doctors' decision-making. Simulations can help develop technical skills and team interactions, and 'in situ' simulations improve the match between the virtual and the real. Social media (wikis, blogs, networking, YouTube) heralds a more participatory and collaborative approach to knowledge development. These uses of technology are related to Kolb's learning cycle and Eraut's intentions of informal learning. Contentions and controversies with these technologies exist. There is a problem with the terminology commonly adopted to describe the use of technology to enhance learning. Using learning technology in the workplace changes the interaction with others and raises issues of professionalism and etiquette. Lack of regulation makes assessment of app quality a challenge. Distraction and dependency are charges levelled at smartphone use in the workplace and these need further research. Unless addressed, these and other challenges will impede the benefits that technology may bring to postgraduate medical education. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/
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The Student Perspective: Can the Use of Technologies Transform Learning?
O'Donnell, Eileen
2010-01-01
PUBLISHED This chapter explores students? perspectives on the transformations that the use of technology has brought to higher education. The use of technologies in higher education facilitates flexible learning environments but the benefits to students who engage with these technologies will only be realised if the design is pedagogically sound. The pedagogic approach employed by lecturers when designing their e-learning platforms or learning management systems has the cap...
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A reflexive evaluation of technology-enhanced learning
Directory of Open Access Journals (Sweden)
Suzanne Young
2017-11-01
Full Text Available This article explores the lived experiences of two academics in a UK Higher Education Institution who have embedded digital learning approaches within their curriculum delivery. Achieving student excellence can be impeded by a lack of engagement and sense of identity on large courses. Digital learning strategies can offer opportunities to overcome these challenges by empowering students to engage self-confidently. Through an evaluation of the authors’ own experiences of using social media, polling and web-conferencing software, the article shows how interacting with students via a range of learning technologies can create more inclusive and engaging learning environments. Including feedback from students within this article provides evidence that diversification of communication within teaching and learning practice gives students more choice and opportunity to interact with both their peers and teaching staff. The article concludes with recommendations for embedding technology, whilst acknowledging the well-established value of face-to-face interaction.
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Linking theory to practice in learning technology research
Cathy Gunn; Caroline Steel
2012-01-01
We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and repor...
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Digital technologies and their impact on Higher Education. The new mediations
Directory of Open Access Journals (Sweden)
Juan de Pablos Pons
2018-03-01
Full Text Available This work proposes a reflection on the evolution of media in the digital age, requires us to advance in knowledge about mediation and remediation processes, favored by technologies, differentiating them from those generated so far by traditional analogue media (printed book, film, television. Digitization has given rise to new realities and proposals, such as video games, social networks or augmented reality applications. The next step in our media culture is the multiplication and continuous diversification of formats, but also new forms of mediated interaction. The mediation processes generated contribute to the modification of communication models and teaching methods. And this has an impact on educational institutions, and also on higher education. As a contribution to its analysis, the concept of technological remediation is provided and defined. The new information and communication technologies (ICT represent, under the considerations formulated here, an opportunity for change some forms and procedures of main areas of the higher education: teaching, research and management. Being proactive in this new reality is relevant, since the adaptation effort is linked to the survival of the university itself.
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Directory of Open Access Journals (Sweden)
Sibitse M. Tlhapane
2010-03-01
Full Text Available Improving teaching and learning methodologies is not just a wish but rather strife for most educational institutions globally. To attain this, the Adelaide Tambo School of Nursing Science implemented a Technology-enhanced Problem-Based Learning methodology in the programme B Tech Occupational Nursing, in 2006. This is a two-year post-basic nursing program. The students are geographically dispersed and the curriculum design is the typically student-centred outcomes-based education. The research question posed by this paper is: How does technology-enhanced problem-based learning enhance student-centred learning, thinking skills, social skills and social space for learners? To answer the above question, a case study with both qualitative and quantitative data was utilised. The participants consisted of all students registered for the subject Occupational Health level 4. The sample group was chosen from willing participants from the Pretoria, eMalahleni and Polokwane learning sites, using the snowball method. This method was seen as appropriate due to the timing of the study. Data was collected using a questionnaire with both open and closed-ended questions. An analyses of the students‟ end of year examination was also done, including a comparison of performances by students on technology enhanced problem-based learning and those on problem-based learning only. The findings revealed that with Technology-enhanced Problem Based Learning (PBL, students‟ critical thinking, problem solving, and social skills improved and that social space was enhanced. This was supported by improved grades in students‟ on Technology-enhanced PBL as compared to those on PBL only.
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THE INTENTIONAL USE OF LEARNING TECHNOLOGIES TO IMPROVE LEARNING OUTCOMES IN STUDIO.
Directory of Open Access Journals (Sweden)
Andrew MacKenzie
2017-01-01
Full Text Available At the University of Canberra, Australia, the design and architecture faculty are trialling a range of approaches to incorporating learning technologies in the first year foundation studio to improve student learning outcomes. For this study researchers collected information on students’ access to their assignment information and feedback from the learning management system (LMS to discover how the students engaged in the design process. The studio curriculum was designed to encourage students to engage in a convergence, divergence dynamic (Brown, 2009; Thomas, Billsberry, Ambrosini, & Barton, 2014 in developing their own understanding of the design process. The staff tailored around points of convergence, online instruction, assessment tools and feedback in studio. We argue that using learning technologies in this way can improve intentionality at the beginning of semester, enhance students understanding of feedback and facilitate a more iterative approach to problem based learning in studio practice.
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Statistical assessment of the learning curves of health technologies.
Ramsay, C R; Grant, A M; Wallace, S A; Garthwaite, P H; Monk, A F; Russell, I T
2001-01-01
(1) To describe systematically studies that directly assessed the learning curve effect of health technologies. (2) Systematically to identify 'novel' statistical techniques applied to learning curve data in other fields, such as psychology and manufacturing. (3) To test these statistical techniques in data sets from studies of varying designs to assess health technologies in which learning curve effects are known to exist. METHODS - STUDY SELECTION (HEALTH TECHNOLOGY ASSESSMENT LITERATURE REVIEW): For a study to be included, it had to include a formal analysis of the learning curve of a health technology using a graphical, tabular or statistical technique. METHODS - STUDY SELECTION (NON-HEALTH TECHNOLOGY ASSESSMENT LITERATURE SEARCH): For a study to be included, it had to include a formal assessment of a learning curve using a statistical technique that had not been identified in the previous search. METHODS - DATA SOURCES: Six clinical and 16 non-clinical biomedical databases were searched. A limited amount of handsearching and scanning of reference lists was also undertaken. METHODS - DATA EXTRACTION (HEALTH TECHNOLOGY ASSESSMENT LITERATURE REVIEW): A number of study characteristics were abstracted from the papers such as study design, study size, number of operators and the statistical method used. METHODS - DATA EXTRACTION (NON-HEALTH TECHNOLOGY ASSESSMENT LITERATURE SEARCH): The new statistical techniques identified were categorised into four subgroups of increasing complexity: exploratory data analysis; simple series data analysis; complex data structure analysis, generic techniques. METHODS - TESTING OF STATISTICAL METHODS: Some of the statistical methods identified in the systematic searches for single (simple) operator series data and for multiple (complex) operator series data were illustrated and explored using three data sets. The first was a case series of 190 consecutive laparoscopic fundoplication procedures performed by a single surgeon; the second
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A Simple Guide to Enhancing Learning through Web 2.0 Technologies
Nichol, David; Hunter, Julie; Yaseen, Jonathan; Prescott-Clements, Linda
2012-01-01
This article describes the potential of new and emerging learning technologies to promote excellence in learning and teaching and further seeks to respond positively to the key trends in learning technologies for the higher education community. Through this article, we hope to positively enrich the student experience with technology-enhanced…
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Jeong, Heisawn; Hmelo-Silver, Cindy E.
2016-01-01
This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices. Technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) engage in productive collaborative learning…
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Learning on the move: the potential impact of new mobile technologies on students’ learning
Ersoy, Alp Idil
2014-01-01
This study explores the potential use of mobile learning in higher education with a focus on student and academic staff requirements of a potential mobile application. The research examines the stakeholders’ new technology acceptance behaviour within a post-1992 university and examines how new mobile technologies are able to contribute to enhancement of the learning experience of students and additionally the roles of educators in facilitating enhancement of the learning experience.\\ud \\ud A ...
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The effects of learning analytics empowered technology on the students' arithmetic skills learning
Knoop-van Campen, C.A.N.; Molenaar, I.; Hasselman, F.W.
2017-01-01
Learning analytics empowered educational technologies (LA-ET) in primary classrooms lead to blended learning scenarios with teacher lead instruction, class paced and individually paced practice. Learning analytics may function as a bridge between class and individual paced activities to support
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Student Views of Technology-Mediated Written Corrective Feedback
DEFF Research Database (Denmark)
Kjærgaard, Hanne Wacher
2017-01-01
and practices concerning the specific – and time-consuming – language-teacher activity of providing WCF and 2) potential changes in student attitudes when technology is used to mediate the feedback. At the core of the study is an eight-month intervention which was carried out with three teachers of English...
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Adherence to Technology-Mediated Insomnia Treatment: A Meta-Analysis, Interviews, and Focus Groups.
Horsch, Corine; Lancee, Jaap; Beun, Robbert Jan; Neerincx, Mark A; Brinkman, Willem-Paul
2015-09-04
Several technologies have been proposed to support the reduction of insomnia complaints. A user-centered assessment of these technologies could provide insight into underlying factors related to treatment adherence. Gaining insight into adherence to technology-mediated insomnia treatment as a solid base for improving those adherence rates by applying adherence-enhancing strategies. Adherence to technology-mediated sleep products was studied in three ways. First, a meta-analysis was performed to investigate adherence rates in technology-mediated insomnia therapy. Several databases were queried for technology-mediated insomnia treatments. After inclusion and exclusion steps, data from 18 studies were retrieved and aggregated to find an average adherence rate. Next, 15 semistructured interviews about sleep-support technologies were conducted to investigate perceived adherence. Lastly, several scenarios were written about the usage of a virtual sleep coach that could support adherence rates. The scenarios were discussed in six different focus groups consisting of potential users (n=15), sleep experts (n=7), and coaches (n=9). From the meta-analysis, average treatment adherence appeared to be approximately 52% (95% CI 43%-61%) for technology-mediated insomnia treatments. This means that, on average, half of the treatment exercises were not executed, suggesting there is a substantial need for adherence and room for improvement in this area. However, the users in the interviews believed they adhered quite well to their sleep products. Users mentioned relying on personal commitment (ie, willpower) for therapy adherence. Participants of the focus groups reconfirmed their belief in the effectiveness of personal commitment, which they regarded as more effective than adherence-enhancing strategies. Although adherence rates for insomnia interventions indicate extensive room for improvement, users might not consider adherence to be a problem; they believe willpower to be an
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Machine learning for healthcare technologies
Clifton, David A
2016-01-01
This book brings together chapters on the state-of-the-art in machine learning (ML) as it applies to the development of patient-centred technologies, with a special emphasis on 'big data' and mobile data.
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Computer-Mediated Communication as an Autonomy-Enhancement Tool for Advanced Learners of English
Wach, Aleksandra
2012-01-01
This article examines the relevance of modern technology for the development of learner autonomy in the process of learning English as a foreign language. Computer-assisted language learning and computer-mediated communication (CMC) appear to be particularly conducive to fostering autonomous learning, as they naturally incorporate many elements of…
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The contribution of mediator-based deficiencies to age differences in associative learning.
Dunlosky, John; Hertzog, Christopher; Powell-Moman, Amy
2005-03-01
Production, mediational, and utilization deficiencies, which describe how strategy use may contribute to developmental trends in episodic memory, have been intensively investigated. Using a mediator report-and-retrieval method, the authors present evidence concerning the degree to which 2 previously unexplored mediator-based deficits--retrieval and decoding deficiencies--account for age deficits in learning. During study, older and younger adults were instructed to use a strategy (imagery or sentence generation) to associate words within paired associates. They also reported each mediator and later attempted to retrieve each response and the mediator produced at study. Substantial deficits occurred in mediator recall, and small differences were observed in decoding mediators. Mediator recall also accounted for a substantial proportion of the age deficits in criterion recall independently of fluid or crystallized intelligence. Discussion focuses on mediator-based deficiencies and their implications for theories of age deficits in episodic memory. Copyright 2005 APA, all rights reserved.
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Developing a Design Methodology for Web 2.0 Mediated Learning
DEFF Research Database (Denmark)
Buus, Lillian; Georgsen, Marianne; Ryberg, Thomas
2010-01-01
Ed). We describe how this method has been adopted as part of a learning methodology building on concepts and models presented in the other symposium papers, in particular those of active, problem based learning and web 2.0-technologies. The challenge of designing on the basis of an explicit learning...
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A Systematic Review Approach to Technologies Used for Learning and Education
Purarjomandlangrudi, Afrooz; Chen, David; Nguyen, Anne
2015-01-01
E-learning is implementation of technologies in learning process and is growing at a very rapid pace. E-learning technology has matured noticeably and the majority of organisations are taking advantage of it in their educational systems. However, there is a lack of methodical and consistent paradigm of these technologies in literature. The purpose…
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GEOGRAPHICAL EDUCATION MEDIATIZATION AND MEDIASECURITY ISSUES
Directory of Open Access Journals (Sweden)
M. R. Arpentieva
2017-01-01
Full Text Available The article is devoted to the interaction of legal and moral development of media technologies in the context of geographical education. The article summarizes the experience of the theoretical analysis of mediatization in geographic education, the legal and moral aspects of the disorders and ways of their prevention and correction in the process of educational interaction between teacher and student, between student and teacher, mediated mediatechnologies. It is noted that geographical education in the modern world is education, which is closely associated with the use of media technologies. In other types of education the role of media technologies in improving the quality of education is less obvious, in the field of teaching and learning geography, it speaks very clearly. Therefore, the problems associated with its mediatization, are very important and their solution is particularly compelling. These issues are primarily associated with actively flowing social, economic, political and ideological crisis in many communities and countries of the Earth. Many of them as in the “mirror” are reflected in the sphere of high technologies, including media technologies. The article provides guidance and direction to the correction of violations at the individual and social levels.
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Learning by Playing with Digital Technology
DEFF Research Database (Denmark)
Benjaminsen, Nana
2006-01-01
This paper presupposes the notion that there is potential for the integration of play into primary and secondary school activities, because it can stimulate and support the formal as well as informal learning that takes place in school. Digital technology could be a driver for this integration...... Construction Games in Schools. The project is an exploration of how elements of play can be integrated in a technology-based learning environment. I will use examples of empirical data gathered during spring 2006 to demonstrate that play can function as a useful learning strategy, and also point out barriers......, because many of children's play activities already takes place on, and through, digital platforms. The focus for this paper is on how playorientated environmental qualities can be used and might change the current school structure. The background for the paper is the PhD project entitled Computer based...
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Teacher Candidate Technology Integration: For Student Learning or Instruction?
Clark, Cynthia; Zhang, Shaoan; Strudler, Neal
2015-01-01
Transfer of instructional technology knowledge for student-centered learning by teacher candidates is investigated in this study. Using the transfer of learning theoretical framework, a mixed methods research design was employed to investigate whether secondary teacher candidates were able to transfer the instructional technology knowledge for…
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MOOCs, High Technology, and Higher Learning
Rhoads, Robert A.
2015-01-01
In "MOOCs, High Technology, and Higher Learning," Robert A. Rhoads places the OpenCourseWare (OCW) movement into the larger context of a revolution in educational technology. In doing so, he seeks to bring greater balance to increasingly polarized discussions of massively open online courses (MOOCs) and show their ongoing relevance to…
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Technology enhanced learning for occupational and environmental health nursing: a global imperative.
Olson, D K; Cohn, S; Carlson, V
2000-04-01
One strategy for decreasing the barriers to higher education and for increasing the competency and performance of the occupational and environmental health nurse in the information age is technology enhanced learning. Technology enhanced learning encompasses a variety of technologies employed in teaching and learning activities of presentation, interaction, and transmission to on campus and distant students. Web based learning is growing faster than any other instructional technology, offering students convenience and a wealth of information.
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Developing Multiliteracies in a Technology-Mediated Environment
Cooper, Natalie; Lockyer, Lori; Brown, Ian
2013-01-01
Evolving technologies and globalisation presents educators with the challenge of creating learning experiences to help students develop competencies to enable them to function successfully in a dynamic society. Today's learner is expected to be multiliterate--able to analyse and construct multi-modal texts. A qualitative embedded multi-case study…
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Modeling learning technology systems as business systems
Avgeriou, Paris; Retalis, Symeon; Papaspyrou, Nikolaos
2003-01-01
The design of Learning Technology Systems, and the Software Systems that support them, is largely conducted on an intuitive, ad hoc basis, thus resulting in inefficient systems that defectively support the learning process. There is now justifiable, increasing effort in formalizing the engineering
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Developments in Interpreting Learning Curves and Applications to Energy Technology Policy
International Nuclear Information System (INIS)
Van der Zwaan, B.C.C.; Wene, C.O.
2011-01-01
The book 'Learning Curves: Theory, Models, and Applications' first draws a learning map that shows where learning is involved within organizations, then examines how it can be sustained, perfected, and accelerated. The book reviews empirical findings in the literature in terms of different sources for learning and partial assessments of the steps that make up the actual learning process inside the learning curve. Chapter 23 on 'Developments in Interpreting Learning Curves and Applications to Energy Technology Policy' is written by Bob van der Zwaan and Clas-Otto Wene. In this chapter they provide some interpretations of experience and learning curves starting from three different theoretical platforms. These interpretations are aimed at explaining learning rates for different energy technologies. The ultimate purpose is to find the role that experience and learning curves can legitimately play in designing efficient government deployment programs and in analyzing the implications of different energy scenarios. The 'Component Learning' section summarizes recent work by the authors that focuses on the disaggregation of technologies in their respective components and argues that traditional learning for overall technology should perhaps be replaced by a phenomenology that recognizes learning for individual components. The 'Learning and Time' section presents an approach that departs more strongly from the conventional learning curve methodology, by suggesting that exponential growth and progress may be the deeper underlying processes behind observed learning-by-doing. Contrary to this view, the cybernetic approach presented in the 'Cybernetic Approach' section sees learning curves as expressing a fundamental property of organizations in competitive markets and applies the findings from second order cybernetics to calculate the learning rates for operationally closed systems. All three interpretations find empirical support. The 'Conclusions' section summarizes the
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Developments in Interpreting Learning Curves and Applications to Energy Technology Policy
Energy Technology Data Exchange (ETDEWEB)
Van der Zwaan, B.C.C. [Energy research Centre of the Netherlands, ECN Policy Studies, Petten (Netherlands); Wene, C.O. [Wenergy, Lund (Sweden)
2011-06-15
The book 'Learning Curves: Theory, Models, and Applications' first draws a learning map that shows where learning is involved within organizations, then examines how it can be sustained, perfected, and accelerated. The book reviews empirical findings in the literature in terms of different sources for learning and partial assessments of the steps that make up the actual learning process inside the learning curve. Chapter 23 on 'Developments in Interpreting Learning Curves and Applications to Energy Technology Policy' is written by Bob van der Zwaan and Clas-Otto Wene. In this chapter they provide some interpretations of experience and learning curves starting from three different theoretical platforms. These interpretations are aimed at explaining learning rates for different energy technologies. The ultimate purpose is to find the role that experience and learning curves can legitimately play in designing efficient government deployment programs and in analyzing the implications of different energy scenarios. The 'Component Learning' section summarizes recent work by the authors that focuses on the disaggregation of technologies in their respective components and argues that traditional learning for overall technology should perhaps be replaced by a phenomenology that recognizes learning for individual components. The 'Learning and Time' section presents an approach that departs more strongly from the conventional learning curve methodology, by suggesting that exponential growth and progress may be the deeper underlying processes behind observed learning-by-doing. Contrary to this view, the cybernetic approach presented in the 'Cybernetic Approach' section sees learning curves as expressing a fundamental property of organizations in competitive markets and applies the findings from second order cybernetics to calculate the learning rates for operationally closed systems. All three interpretations find empirical
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Multi-dimensional technology-enabled social learning approach
DEFF Research Database (Denmark)
Petreski, Hristijan; Tsekeridou, Sofia; Prasad, Neeli R.
2013-01-01
’t respond to this systemic and structural changes and/or challenges and retains its status quo than it is jeopardizing its own existence or the existence of the education, as we know it. This paper aims to precede one step further by proposing a multi-dimensional approach for technology-enabled social...... in learning while socializing within their learning communities. However, their “educational” usage is still limited to facilitation of online learning communities and to collaborative authoring of learning material complementary to existing formal (e-) learning services. If the educational system doesn...
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Technological learning in bioenergy systems
International Nuclear Information System (INIS)
Junginger, Martin; Visser, Erika de; Hjort-Gregersen, Kurt; Koornneef, Joris; Raven, Rob; Faaij, Andre; Turkenburg, Wim
2006-01-01
The main goal of this article is to determine whether cost reductions in different bioenergy systems can be quantified using the experience curve approach, and how specific issues (arising from the complexity of biomass energy systems) can be addressed. This is pursued by case studies on biofuelled combined heat and power (CHP) plants in Sweden, global development of fluidized bed boilers and Danish biogas plants. As secondary goal, the aim is to identify learning mechanisms behind technology development and cost reduction for the biomass energy systems investigated. The case studies reveal large difficulties to devise empirical experience curves for investment costs of biomass-fuelled power plants. To some extent, this is due to lack of (detailed) data. The main reason, however, are varying plant costs due to differences in scale, fuel type, plant layout, region etc. For fluidized bed boiler plants built on a global level, progress ratios (PRs) for the price of entire plants lies approximately between 90-93% (which is typical for large plant-like technologies). The costs for the boiler section alone was found to decline much faster. The experience curve approach delivers better results, when the production costs of the final energy carrier are analyzed. Electricity from biofuelled CHP-plants yields PRs of 91-92%, i.e. an 8-9% reduction of electricity production costs with each cumulative doubling of electricity production. The experience curve for biogas production displays a PR of 85% from 1984 to the beginning of 1990, and then levels to approximately 100% until 2002. For technologies developed on a local level (e.g. biogas plants), learning-by-using and learning-by-interacting are important learning mechanism, while for CHP plants utilizing fluidized bed boilers, upscaling is probably one of the main mechanisms behind cost reductions
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Language learning and the technology of international communications
Batley, Edward
1991-03-01
The author posits a reciprocal relationship between the recent popularisation of computer-based technology and the democratisation of Central and Eastern Europe. Brief reference is made to their common denominator, language and language change. The advent of the communicative approach to language learning and the new wave of language authenticity arising from it, both enhanced by the technological revolution, have made the defining of acceptability in the classroom and of communication in the process of testing more problematic than ever, although several advantages have also accrued. Advances in technology have generally outstripped our ability to apply their full or characteristic potential. While technology can personalise learning and in this way make learning more efficient, it can also impede motivation. Old methods, drills and routines are tending to be sustained by it. Lack of technology can also widen the gulf between developed, developing and underdeveloped countries of the world. The author proposes international partnerships as a means of preventing an imbalance which could threaten stability. Single language dominance is another threat to international understanding, given the growing awareness of our multilingual and multicultural environment. Enlightened language policies reaching from the individual to beyond the national community are needed, which adopt these aspects of language learning, explain decisions about the state's choice of languages and, at the same time, promote individual choice wherever practicable.
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Neural Computations Mediating One-Shot Learning in the Human Brain
Lee, Sang Wan; O’Doherty, John P.; Shimojo, Shinsuke
2015-01-01
Incremental learning, in which new knowledge is acquired gradually through trial and error, can be distinguished from one-shot learning, in which the brain learns rapidly from only a single pairing of a stimulus and a consequence. Very little is known about how the brain transitions between these two fundamentally different forms of learning. Here we test a computational hypothesis that uncertainty about the causal relationship between a stimulus and an outcome induces rapid changes in the rate of learning, which in turn mediates the transition between incremental and one-shot learning. By using a novel behavioral task in combination with functional magnetic resonance imaging (fMRI) data from human volunteers, we found evidence implicating the ventrolateral prefrontal cortex and hippocampus in this process. The hippocampus was selectively “switched” on when one-shot learning was predicted to occur, while the ventrolateral prefrontal cortex was found to encode uncertainty about the causal association, exhibiting increased coupling with the hippocampus for high-learning rates, suggesting this region may act as a “switch,” turning on and off one-shot learning as required. PMID:25919291
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Learning Technologies: Affective and Social Issues in Computer-Supported Collaborative Learning
Jones, Ann; Issroff, Kim
2005-01-01
This paper is concerned with "affective" issues in learning technologies in a collaborative context. Traditionally in learning there has been a division between cognition and affect: where cognition is concerned with skills and processes such as thinking and problem-solving and affect with emotional areas such as motivation, attitudes, feelings.…
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Gnanakkan, Dionysius Joseph
This multiple case-study investigated how high school biology teachers used modern learning technologies (probes, interactive simulations and animations, animated videos) in their classrooms and why they used the learning technologies. Another objective of the study was to assess whether the use of learning technologies alleviated misconceptions in Biology documented by American Association for the Advancement of Science. The sample consisted of eight teachers: four rural public school teachers, two public selective enrollment school teachers, and two private school teachers. Each teacher was followed for two Units of instruction. Data collected included classroom observations, field notes, student assignments and tests, teacher interviews, and pre-and post-misconception assessments. Paired t-tests were done to analyze the pre-post test data at a significance level of 0.05 and the qualitative data was analyzed using the constant comparative method. Each case study was characterized and then a cross-case analyses was done to find common themes across the different cases. Teachers were found to use the learning technologies as a tool to supplement instruction to visualize abstract processes, collect data, and explore abstract concepts and processes. Teachers were found to situate learning, use scaffolding and questioning and make students work in collaborative groups. The genetics, photosynthesis, and evolution misconceptions were better alleviated than cellular respiration. Student work that was collected demonstrated a superficial understanding of the concepts under discussion even when they had misconceptions. The teachers used the learning technologies in their classrooms for a variety of reasons: visual illustrations, time-saving measure to collect data, best way to collect data, engaging and fun for students and the interactive nature of the visualization tools and models. The study's findings had many implications for research, professional development
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Embodied and mediated learning in SMALLab: a student-centered mixed-reality environment
Birchfield, D.A.; Campana, E.; Hatton, S.; Johnson-Glenberg, M.C.; Kelliher, A.; Olson, L.; Martinez, C.; Savvides, P.; Tolentino, L.; Uysal, S.
2009-01-01
In recent years, much work in K-12 educational technology has shifted away from addressing the problem of mere accessibility and toward a greater emphasis on the effective design of learning environments that make innovative use of emerging digital technologies. Contemporary research in the Learning
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Cho, Hwayoung; Iribarren, Sarah; Schnall, Rebecca
2017-04-12
As HIV/AIDS is considered a chronic disease; quality of life (QoL) has become an important focus for researchers and healthcare providers. Technology-mediated interventions have demonstrated improved clinical effectiveness in outcomes, such as viral suppression, for persons living with HIV/AIDS (PLWH). However, the evidence to support the impact of these interventions on QoL is lacking. The aim of this paper was to assess the impact of technology-mediated interventions on QoL and to identify the instruments used to measure the QoL of PLWH. For this review we followed the PRISMA guidelines. A literature search was conducted in PubMed, CINAHL, Cochrane, and EMBASE databases in April 2016. Inclusion criteria limited articles to those with technology-mediated interventions as compared to usual care; articles with the population defined as HIV-infected patients; and articles with QoL measured as a health outcome in randomized controlled trials. The Cochrane Collaboration Risk of Bias Tool was used to assess study quality. Of the 1,554 peer-reviewed articles returned in the searches, 10 met the inclusion criteria. This systematic review identified four types of technology-mediated interventions and two types of QoL instruments used to examine the impact of technology-mediated interventions on PLWH. Four studies of technology-mediated interventions resulted in improvement in QoL. Four studies considered QoL as a secondary outcome and resulted in a negative or neutral impact on QoL. Overall, four studies had a low risk of bias, one study had a moderate risk of bias, and the other five studies had a high risk of bias. The evidence to support the improvement of QoL using technology-mediated interventions is insufficient. This lack of research highlights the need for increased study of QoL as an outcome measure and the need for consistent measures to better understand the role of technology-mediated interventions in improving QoL for PLWH.
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Teachers as Designers of Technology Enhanced Learning
Kali, Yael; McKenney, Susan; Sagy, Ornit
2015-01-01
While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be
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Teachers as Designers of Technology Enhanced Learning
Kali, Yael; McKenney, Susan; Sagy, Ornit
2016-01-01
While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be
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Recommender systems for technology enhanced learning research trends and applications
Manouselis, Nikos; Verbert, Katrien
2014-01-01
Presents cutting edge research from leading experts in the growing field of Recommender Systems for Technology Enhanced Learning (RecSys TEL) International contributions are included to demonstrate the merging of various efforts and communities Topics include: Linked Data and the Social Web as Facilitators for TEL Recommender Systems in Research and Practice, Personalised Learning-Plan Recommendations in Game-Based Learning and Recommendations from Heterogeneous Sources in a Technology Enhanced Learning Ecosystem
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Adherence to technology-mediated insomnia treatment: a meta-analysis, interviews, and focus groups
Horsch, C.; Lancee, J.; Beun, R.J.; Neerincx, M.A.; Brinkman, W.-P.
2015-01-01
Background: Several technologies have been proposed to support the reduction of insomnia complaints. A user-centered assessment of these technologies could provide insight into underlying factors related to treatment adherence. Objective: Gaining insight into adherence to technology-mediated
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Learning How to Design a Technology Supported Inquiry-Based Learning Environment
Hakverdi-Can, Meral; Sonmez, Duygu
2012-01-01
This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…
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The Use of Interactive Learning Technology in Institutions of Higher Learning
Abykanova, Bakytgul; Nugumanova, Samal; Yelezhanova, Shynar; Kabylkhamit, Zhanargul; Sabirova, Zhanylsyn
2016-01-01
This paper is linked to a study aiming to provide a theoretical rationale for the methodological foundations of the use of interactive learning technology in institutions of higher learning and undertakes to describe the process of practical implementation of this approach and analyze the outcomes. The authors examine the views expressed by…
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Directory of Open Access Journals (Sweden)
Nicolas Guichon
2012-11-01
Full Text Available Dans cette étude, il est postulé que l'apprentissage des langues médiatisé par les technologies (ALMT est un domaine de recherche qui s'intéresse au développement et à l'intégration des technologies dans l'enseignement-apprentissage d'une langue. Ce domaine étant émergent, la présente recherche vise tout d'abord à comprendre comment s'est formée la communauté de chercheurs autour de cet objet. Puis, à travers l'analyse critique de 79 articles publiés dans la revue en ligne francophone Alsic entre 1998 et 2010, la présente contribution s'emploie à définir les contours épistémologiques de ce domaine en étudiant les moyens de production de connaissance.In this study, it is postulated that technology mediated language learning is a research domain that focuses on the design and integration of technologies for language learning and teaching. Because this domain is emergent, the present study first aims at understanding how a community of researchers has developed around this object. Then, thanks to the critical analysis of 79 articles published in Alsic, a French-speaking online journal, the present article endeavours to define the epistemological contours of this research domain by studying the means employed to produce knowledge.
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Technology-Enhanced Learning @ CELSTEC: Ausgangslage, Entwicklung und Trends
Klemke, Roland
2011-01-01
Klemke, R. (2011). Technology-Enhanced Learning @ CELSTEC: Ausgangslage, Entwicklung und Trends. Presentation given to visitors from Currenta GmbH in the Learning Media Lab. February, 15, 2011, Heerlen, Netherlands. ICoper-project.
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How New Technologies Have (and Have Not) Changed Teaching and Learning in Schools
Halverson, Richard; Smith, Annette
2010-01-01
Information technologies have reshaped teaching and learning in schools, but often not in ways anticipated by technology proponents. This paper proposes a contrast between technologies for learning and technologies for learners to explain how technologies influence teaching and learning in and out of schools. Schools have made significant use of…
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In Silico Medicine: Social, Technological and Symbolic Mediation
Directory of Open Access Journals (Sweden)
Annamaria Carusi
2016-06-01
Full Text Available In silico medicine is still forging a road for itself in the current biomedical landscape. Discursively and rhetorically, it is using a three-way positioning, first, deploying discourses of personalised medicine, second, extending the 3Rs from animal to clinical research, and third, aligning its methods with experimental methods. The discursive and rhetorical positioning in promotions and statements of the programme gives us insight into the sociability of the scientific labour of advancing the programme. Its progress depends on complex social, institutional and technological conditions which are not external to its epistemology, but intricately interwoven with it. This article sets out to show that this is the case through an analysis of the process of computational modelling that is at the core of its epistemology. In this paper I show that the very notion of ‘model’ needs to be re-thought for in silico medicine (as indeed, for most forms of computational modelling, and propose a replacement, in the form of the ‘Model-Simulation-Experiment-System’ or MSE-system, which is simultaneously an epistemological, social and technological system. I argue that the MSE-system is radically mediated by social relations, technologies and symbolic systems. We need now to understand how such mediations operate effectively in the construction of robust MSE-systems.
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Pardo, Abelardo; Han, Feifei; Ellis, Robert A.
2017-01-01
Self-regulated learning theories are used to understand the reasons for different levels of university student academic performance. Similarly, learning analytics research proposes the combination of detailed data traces derived from technology-mediated tasks with a variety of algorithms to predict student academic performance. The former approach…
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Integration Of Innovative Technologies And Affective Teaching amp Learning In Programming Courses
Directory of Open Access Journals (Sweden)
Alvin Prasad
2015-08-01
Full Text Available Abstract Technology has been integral component in the teaching and learning process in this millennium. In this review paper we evaluate the different technologies which are used to currently facilitate the teaching and learning of computer programming courses. The aim is to identify problems or gaps in technology usage in the learning environment and suggest affective solutions for technology integration into programming courses at the University levels in the future. We believe that with the inclusion of suggested innovative technologies and affective solutions in programming courses teaching and learning will be attractive and best for the programming industry.
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Digital technology use in ELT classrooms and self-directed learning
Directory of Open Access Journals (Sweden)
Nehir Sert
2016-04-01
Full Text Available The digital era is a new challenge for teachers. While children get acquainted with digital technology before the age of six, teachers, who have encountered the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use of technology within and beyond classroom settings. The aim of this study was to examine the difference between the perceptions of students in low- and high-income groups about their use of technology in a general sense and their teachers’ use of technology in ELT classrooms. It also tested the correlation between the perceptions of their self-directed learning behaviours and their own/their teachers’ technology use. The population of the study consisted of 75 students from high- and 70 students from low-income groups. Causal comparative and correlational research methods were adopted in the study. The surveys to measure the students’ perceptions about technology use were developed by the researchers. A scale, established by Demirtas and Sert (2010, was used to identify the level of self-directed learning views of the students. The data were collected at the beginning of the first term of the 2015-2016 school year. The results indicated that there was no significant difference between perceptions of the low- and high-income students regarding their own technology use. Likewise, perceptions of the low- and high-income students did not differ regarding their teachers’ technology use. There was no correlation between the perceptions of the low-/high-income mixed group regarding their use of technology and their teachers’ use of technology. Lastly, self-directed learning perceptions of the low-/high-income mixed group did not correlate with their perceptions on any aspects of technology use. The educational implications of these results were discussed and suggestions were put forward in order to produce more effective learning
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Investigation of Using Analytics in Promoting Mobile Learning Support
Visali, Videhi; Swami, Niraj
2013-01-01
Learning analytics can promote pedagogically informed use of learner data, which can steer the progress of technology mediated learning across several learning contexts. This paper presents the application of analytics to a mobile learning solution and demonstrates how a pedagogical sense was inferred from the data. Further, this inference was…
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20 Years of Technology and Language Assessment in "Language Learning & Technology"
Chapelle, Carol A.; Voss, Erik
2016-01-01
This review article provides an analysis of the research from the last two decades on the theme of technology and second language assessment. Based on an examination of the assessment scholarship published in "Language Learning & Technology" since its launch in 1997, we analyzed the review articles, research articles, book reviews,…
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Blogs: Enhancing the Learning Experience for Technology Students
Birney, Rosanne
2006-01-01
Weblogs can be used to enhance the learning experience for technology students, by providing them with several features that are often absent in Learning Management Systems (LMSs). This research aims to demonstrate that weblogs can improve the learning experience by allowing students to reflect on their learning, and by allowing them to easily collaborate with their tutors and with one another. The incorporation of weblogs into the existing learning environment can provide several enhancemen...
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Using Social Media Technologies to Enhance Online Learning
Directory of Open Access Journals (Sweden)
Hershey H. Friedman
2013-01-01
Full Text Available Models of distance education have evolved over decades, just in time to collide with modern pedagogies in which communication, interaction, student engagement, and active learning are of critical importance. The number of college students taking online classes continues to grow. Today, nearly 30% of college students are taking at least one online class. The social media technologies encompass a wide variety of Web-based technologies such as blogs, wikis, online social networking, and virtual worlds. This paper examines the relevant published literature, looking at online learning activities through the prism of the defining characteristics of today’s new communication technologies.
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The Influence of the High School Classroom Environment on Learning as Mediated by Student Engagement
Shernoff, David J.; Ruzek, Erik A.; Sinha, Suparna
2017-01-01
Classroom learning environments are frequently assumed to exert their influence on learning indirectly, via student engagement. The present study examined the influence of environmental challenge and support on learning in high school classrooms, and the potential for student engagement to act as a mediator in this relationship. Data were…
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Mapping Students Use of Technologies in Problem Based Learning Environments
DEFF Research Database (Denmark)
Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas
2011-01-01
This paper aims to understand how students use technology to enhance their learning in problem-based learning environments. The research methodology is based on both qualitative and quantitative studies. The results are based on students’ interviews, a survey and students’ reflections in course......-related blog posts; they show that students have positive perceptions toward using technologies in problem-based learning environments....
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Dental nursing education and the introduction of technology-assisted learning.
Sheridan, C; Gorman, T; Claffey, N
2008-11-01
The aim of this paper is to explore the profile of dental nursing students in the National Dental Nurse Training Programme of Ireland and their adjustment to a technology-assisted learning environment. Evaluation by students of the course and their reactions to the course were analysed. Dental nurses must possess the skills and knowledge to proficiently function in the modern day dental surgery. The implementation of a dental nurse programme that is heavily reliant on technology has started to create a group of dental nurses equipped with basic skills to access and retrieve information over a lifetime. However, the transition to a technology-assisted learning environment including online learning activities requires adaptation and expertise by educators and students alike. Careful evaluation and stakeholder feedback is imperative in the creation and maintaining of a quality programme. In conclusion, the students in this study responded well to the transition to a technology-based learning environment. Furthermore, the findings of this study suggest that the use of an online environment is an effective and stimulating learning environment for the students of a dental nurse programme; however, familiarity skills and knowledge of information technology is a prerequisite for success.
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The identity of functional diversity in communication mediated by technology
Directory of Open Access Journals (Sweden)
Carmen Montalba-Ocaña
2017-12-01
Full Text Available The subject matter of the research presented below gravitates on the ontological change imposed by technology in humans. In particular, development of assistive technologies applied to alternative communication systems represents an interesting example of how this technology works on the social relationships, communication, and how this mediation modifies the self-image and social image of the users. This study focuses on people with cerebral palsy or neuronal degenerative disease and the identity transformation suffering to be able to communicate with autonomous tech support. In this way, the hypotheses to be faced in this study are: technology (paradoxically humanizes.
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A framework for interactive learning in emerging technologies
Rens L.J. Vandeberg; Ellen H.M. Moors
2008-01-01
Innovation is an interactive learning process which is of special interest for emerging technologies in which complex complementary knowledge from heterogeneous stakeholders is combined. In the emerging phase of technology development a lot of knowledge is tacit and can only be transferred face-to-face. At the same time a shared vision between stakeholders is being formed that acts as a driver for innovation. Although the importance of interactive learning is widely acknowledged, an adequate ...
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Digital Learning Resources and Ubiquitous Technologies in Education
Camilleri, Mark Anthony; Camilleri, Adriana Caterina
2017-01-01
This research explores the educators' attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from "the pace of technological innovativeness" and the "technology acceptance model" to understand the rationale for further ICT investment in compulsory education. A…
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Which e-Learning Technology is Right for me?
Directory of Open Access Journals (Sweden)
Jenine Beekhuyzen
2012-06-01
Full Text Available The range of technologies available to support teaching and learning in higher education continues to grow exponentially. There is a growing expectation for educators to be well informed and familiar with the many suitable technologies and systems that are available to be used for delivering courses online, and to complement classroom (face-to-face education. Detailed evidence of the perceptions and applications of the use of e-technologies is needed to inform not only teaching practice, but also policy development. These e-technologies need to be matched to pedagogical styles in order for online teaching and learning to be successful. Based on 33 semi-structured interviews, this paper presents a study of staff experiences of e-technologies, using Chickering and Gamson's 'Seven Principles of Good Practice' to provide educators with information about the most appropriate e-technology to support their pedagogical aims.
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Gibbone, Anne; Mercier, Kevin
2014-01-01
Teacher candidates' use of technology is a component of physical education teacher education (PETE) program learning goals and accreditation standards. The methods presented in this article can help teacher candidates to learn about and apply technology as an instructional tool prior to and during field or clinical experiences. The goal in…
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Collaborative Project-Based Learning: An Integrative Science and Technological Education Project
Baser, Derya; Ozden, M. Yasar; Karaarslan, Hasan
2017-01-01
Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills. Purpose: The study aims to understand how seventh grade students…
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Gender Difference of Confidence in Using Technology for Learning
Yau, Hon Keung; Cheng, Alison Lai Fong
2012-01-01
Past studies have found male students to have more confidence in using technology for learning than do female students. Males tend to have more positive attitudes about the use of technology for learning than do females. According to the Women's Foundation (2006), few studies examined gender relevant research in Hong Kong. It also appears that no…
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Technological learning in energy-environment-economy modelling: A survey
International Nuclear Information System (INIS)
Kahouli-Brahmi, Sondes
2008-01-01
This paper aims at providing an overview and a critical analysis of the technological learning concept and its incorporation in energy-environment-economy models. A special emphasis is put on surveying and discussing, through the so-called learning curve, both studies estimating learning rates in the energy field and studies incorporating endogenous technological learning in bottom-up and top-down models. The survey of learning rate estimations gives special attention to interpreting and explaining the sources of variability of estimated rates, which is shown to be mainly inherent in R and D expenditures, the problem of omitted variable bias, the endogeneity relationship and the role of spillovers. Large-scale models survey show that, despite some methodological and computational complexity related to the non-linearity and the non-convexity associated with the learning curve incorporation, results of the numerous modelling experiments give several new insights with regard to the analysis of the prospects of specific technological options and their cost decrease potential (bottom-up models), and with regard to the analysis of strategic considerations, especially inherent in the innovation and energy diffusion process, in particular the energy sector's endogenous responses to environment policy instruments (top-down models)
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Drie, J.P. van
2005-01-01
Recent technological developments have provided new environments for learning, giving rise to the question of how characteristics of such new learning environments can facilitate the process of learning in specific domains. The focus of this thesis is on computer-supported collaborative learning
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Distributed Collaborative Learning Communities Enabled by Information Communication Technology
H.L. Alvarez (Heidi Lee)
2006-01-01
textabstractHow and why can Information Communication Technology (ICT) contribute to enhancing learning in distributed Collaborative Learning Communities (CLCs)? Drawing from relevant theories concerned with phenomenon of ICT enabled distributed collaborative learning, this book identifies gaps in
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Teachers as Designers of Technology Enhanced Learning
Kali, Yael; McKenney, Susan; Sagy, Ornit
2015-01-01
While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be supported; and how teacher involvement in design…
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Using E-Learning Portfolio Technology To Support Visual Art Learning
Directory of Open Access Journals (Sweden)
Greer Jones-Woodham
2009-08-01
Full Text Available Inspired by self-directed learning (SDL theories, this paper uses learning portfolios as a reflective practice to improve student learning and develop personal responsibility, growth and autonomy in learning in a Visual Arts course. Students use PowerPoint presentations to demonstrate their concepts by creating folders that are linked to e-portfolios on the University website. This paper establishes the role of learning e-portfolios to improve teaching and learning as a model of reflection, collaboration and documentation in the making of art as a self-directed process. These portfolios link students' creative thinking to their conceptual frameworks. They also establish a process of inquiry using journals to map students' processes through their reflections and peer feedback. This practice argues that learning e-portfolios in studio art not only depends on a set of objectives whose means are justified by an agreed end but also depends on a practice that engages students' reflection about their actions while in their art- making practice. Using the principles of the maker as the intuitive and reflective practitioner, the making as the process in which the learning e-portfolios communicate the process and conceptual frameworks of learning and the eventual product, and the made as evidence of that learning in light of progress made, this paper demonstrates that learning-in-action and reflecting-in and-on-action are driven by self-direction. With technology, students bring their learning context to bear with the use of SDL. Students' use of PowerPoint program technology in making their portfolios is systematic and builds on students' competencies as this process guides students' beliefs and actions about their work that is based on theory and concepts in response to a visual culture that is Trinidad and Tobago. Students' self–directed art-making process as a self directed learning, models the process of articulated learning. Communicating about
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Using technology to support science inquiry learning
Directory of Open Access Journals (Sweden)
P John Williams
2017-03-01
Full Text Available This paper presents a case study of a teacher’s experience in implementing an inquiry approach to his teaching over a period of two years with two different classes. His focus was on using a range of information technologies to support student inquiry learning. The study demonstrates the need to consider the characteristics of students when implementing an inquiry approach, and also the influence of the teachers level of understanding and related confidence in such an approach. The case also indicated that a range of technologies can be effective in supporting student inquiry learning.
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Liou, Pey-Yan; Kuo, Pei-Jung
2014-05-01
Background:Few studies have examined students' attitudinal perceptions of technology. There is no appropriate instrument to measure senior high school students' motivation and self-regulation toward technology learning among the current existing instruments in the field of technology education. Purpose:The present study is to validate an instrument for assessing senior high school students' motivation and self-regulation towards technology learning. Sample:A total of 1822 Taiwanese senior high school students (1020 males and 802 females) responded to the newly developed instrument. Design and method:The Motivation and Self-regulation towards Technology Learning (MSRTL) instrument was developed based on the previous instruments measuring students' motivation and self-regulation towards science learning. Exploratory and confirmatory factor analyses were utilized to investigate the structure of the items. Cronbach's alpha was applied for measuring the internal consistency of each scale. Furthermore, multivariate analysis of variance was used to examine gender differences. Results:Seven scales, including 'Technology learning self-efficacy,' 'Technology learning value,' 'Technology active learning strategies,' 'Technology learning environment stimulation,' 'Technology learning goal-orientation,' 'Technology learning self-regulation-triggering,' and 'Technology learning self-regulation-implementing' were confirmed for the MSRTL instrument. Moreover, the results also showed that male and female students did not present the same degree of preference in all of the scales. Conclusions:The MSRTL instrument composed of seven scales corresponding to 39 items was shown to be valid based on validity and reliability analyses. While male students tended to express more positive and active performance in the motivation scales, no gender differences were found in the self-regulation scales.
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Makahinda, T.
2018-02-01
The purpose of this research is to find out the effect of learning model based on technology and assessment technique toward thermodynamic achievement by controlling students intelligence. This research is an experimental research. The sample is taken through cluster random sampling with the total respondent of 80 students. The result of the research shows that the result of learning of thermodynamics of students who taught the learning model of environmental utilization is higher than the learning result of student thermodynamics taught by simulation animation, after controlling student intelligence. There is influence of student interaction, and the subject between models of technology-based learning with assessment technique to student learning result of Thermodynamics, after controlling student intelligence. Based on the finding in the lecture then should be used a thermodynamic model of the learning environment with the use of project assessment technique.
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Design A Situated Learning Environment Using Mixed Reality Technology - A Case Study
Rasimah Che Mohd Yusoff; Halimah Badioze Zaman; Azlina Ahmad
2010-01-01
Mixed Reality (MR) is one of the newest technologies explored in education. It promises the potential to promote teaching and learning and making learners- experience more "engaging". However, there still lack of research on designing a virtual learning environment using MR technology. In this paper, we describe the Mixed Reality technology, the characteristics of situated learning as instructional design for virtual environment using mixed reality technology. We also exp...
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Designing Technology-Enabled Instruction to Utilize Learning Analytics
Davies, Randall; Nyland, Robert; Bodily, Robert; Chapman, John; Jones, Brian; Young, Jay
2017-01-01
A key notion conveyed by those who advocate for the use of data to enhance instruction is an awareness that learning analytics has the potential to improve instruction and learning but is not currently reaching that potential. Gibbons (2014) suggested that a lack of learning facilitated by current technology-enabled instructional systems may be…
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Wright, Steve; Parchoma, Gale
2011-01-01
How is the link between learner and technology made in mobile learning? What is the value of the concept of "affordances"? And how does research articulating this concept act to position mobile devices as "technologies for learning"? This literature review used both unstructured and structured search samples of published research on mobile…
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Do we need teachers as designers of technology enhanced learning?
Kirschner, Paul A.
2016-01-01
In this special issue, five teams of researchers discuss different aspects of the teacher as designer of technology enhanced learning situations. This final contribution critically discusses if and how teachers as designers of technology enhanced learning might (not) be feasible or even desirable.
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Methodologies and intelligent systems for technology enhanced learning
Gennari, Rosella; Vitorini, Pierpaolo; Vicari, Rosa; Prieta, Fernando
2014-01-01
This volume presents recent research on Methodologies and Intelligent Systems for Technology Enhanced Learning. It contains the contributions of ebuTEL 2013 conference which took place in Trento, Italy, on September, 16th 2013 and of mis4TEL 2014 conference, which took take place in Salamanca, Spain, on September, 4th-6th 2014 This conference series are an open forum for discussing intelligent systems for Technology Enhanced Learning and empirical methodologies for its design or evaluation.
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Immersive Learning Technologies: Realism and Online Authentic Learning
Herrington, Jan; Reeves, Thomas C.; Oliver, Ron
2007-01-01
The development of immersive learning technologies in the form of virtual reality and advanced computer applications has meant that realistic creations of simulated environments are now possible. Such simulations have been used to great effect in training in the military, air force, and in medical training. But how realistic do problems need to be…
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Roles of dopamine neurons in mediating the prediction error in aversive learning in insects.
Terao, Kanta; Mizunami, Makoto
2017-10-31
In associative learning in mammals, it is widely accepted that the discrepancy, or error, between actual and predicted reward determines whether learning occurs. The prediction error theory has been proposed to account for the finding of a blocking phenomenon, in which pairing of a stimulus X with an unconditioned stimulus (US) could block subsequent association of a second stimulus Y to the US when the two stimuli were paired in compound with the same US. Evidence for this theory, however, has been imperfect since blocking can also be accounted for by competitive theories. We recently reported blocking in classical conditioning of an odor with water reward in crickets. We also reported an "auto-blocking" phenomenon in appetitive learning, which supported the prediction error theory and rejected alternative theories. The presence of auto-blocking also suggested that octopamine neurons mediate reward prediction error signals. Here we show that blocking and auto-blocking occur in aversive learning to associate an odor with salt water (US) in crickets, and our results suggest that dopamine neurons mediate aversive prediction error signals. We conclude that the prediction error theory is applicable to both appetitive learning and aversive learning in insects.
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Chan, Kevin; Cheung, George; Wan, Kelvin; Brown, Ian; Luk, Green
2015-01-01
In understanding how active and blended learning approaches with learning technologies engagement in undergraduate education, current research models tend to undermine the effect of learners' variations, particularly regarding their styles and approaches to learning, on intention and use of learning technologies. This study contributes to further…
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Wang, Ya-Ling; Tsai, Chin-Chung; Wei, Shih-Hsuan
2015-09-01
This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers' science teaching self-efficacy, teaching and learning conceptions, technological-pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes) using a mediational model approach. A total of 233 science teachers from 41 elementary schools in Taiwan were invited to take part in the study. After ensuring the validity and reliability of each questionnaire, the results indicated that each measure had satisfactory validity and reliability. Furthermore, through mediational models, the results revealed that TPACK-I and Attitudes mediated the relationship between teaching and learning conceptions and science teaching self-efficacy, suggesting that (1) knowledge of and attitudes toward Internet-based instruction (KATII) mediated the positive relationship between constructivist conceptions of teaching and learning and outcome expectancy, and that (2) KATII mediated the negative correlations between traditional conceptions of teaching and learning and teaching efficacy.
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Caruso, Shirley J.
2016-01-01
This single instrumental qualitative case study explores and thickly describes job performance outcomes based upon the manner in which self-directed learning activities of a purposefully selected sample of 3 construction managers are conducted, mediated by the use of Web 2.0 technology. The data collected revealed that construction managers are…
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Learning in strategic technology alliances
Schoenmakers, W.W.M.E.; Duysters, G.M.
2006-01-01
In this paper we examine the influence of strategic technology alliances on organisational learning. From an empirical perspective we examine the pre- and post-alliance knowledge bases of allying firms. We find that the pre-alliance knowledge base overlap of the allying firms has an inverted
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How Pre-Service Teachers Learn Educational Technology with the Situated Learning Approach
Kucuk, Sevda
2018-01-01
This research investigated pre-service teachers' motivation, learning strategies, and engagement in a situated learning based educational technology course. In this study, correlational research design was used. The sample of this study was 65 second year science education pre-service teachers. The data were collected through two questionnaires.…
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Application of Technology in Project-Based Distance Learning
Directory of Open Access Journals (Sweden)
Ali Mehrabian
2008-06-01
Full Text Available Present technology and the accessibility of internet have made distance learning easier, more efficient, and more convenient for students. This technology allows instructors and students to communicate asynchronously, at times and locations of their own choosing, by exchanging printed or electronic information. The use of project-based approach is being recognized in the literature as a potential component of courses in the faculties of engineering, science, and technology. Instructors may have to restructure their course differently to accommodate and facilitate the effectiveness of distance learning. A project-based engineering course, traditionally taught in a classroom settings using live mode at the College of Engineering and Computer Sciences at the University of Central Florida (UCF has been transformed to a distance course taught using distance modes. In this case, pedagogical transitions and adjustments are required, in particular for obtaining an optimal balance between the course material and the project work. Project collaboration in groups requires communication, which is possible with extensive utilization of new information and communication technology, such as virtual meetings. This paper discusses the course transition from live to distance modes and touches on some issues as they relate to the effectiveness of this methodology and the lessons learned from its application within different context. More specifically, this discussion includes the benefit of implementing project-based work in the domain of the distance learning courses.
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Do technologies have politics? The new paradigm and pedagogy in networked learning
Jones, Chris
2001-01-01
This paper explores the relationships between the technologies deployed in networked and e-Learning and the pedagogies and politics associated with them. Networked learning and the related move to e-Learning are coincident with the globalisation, commodification and massification of Higher Education. It examines the hard and soft forms of technological determinism (TD) found in the current advocacy of technological futures for Higher Education. Hard TD claims that new technologies bring about...
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Survey on Multimedia Technologies for Mobile Learning Applications
Directory of Open Access Journals (Sweden)
Paul POCATILU
2009-01-01
Full Text Available Mobile technologies are developing very fast. This paper presents a survey on multimedia technologies for mobile learning applications, focusing on multimedia programming techniques for Windows Mobile, Symbian, and Java ME.
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A Framework for Developing Self-Directed Technology Use for Language Learning
Lai, Chun
2013-01-01
Critical to maximizing the potential of technology for learning is enhancing language learners' self-directed use of technology for learning purposes. This study aimed to enhance our understanding of the determinants of self-directed technology use through the construction of a structural equation modelling (SEM) framework of factors and…
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Educational innovation, learning technologies and Virtual culture potential'
Directory of Open Access Journals (Sweden)
David Riley
2002-12-01
Full Text Available Learning technologies are regularly associated with innovative teaching but will they contribute to profound innovations in education itself? This paper addresses the question by building upon Merlin.Donald's co-evolutionary theory of mind, cognition and culture. He claimed that the invention of technologies for storing and sharing external symbol systems, such as writing, gave rise to a 'theoretic culture' with rich symbolic representations and a resultant need for formal education. More recently, Shaffer and Kaput have claimed that the development of external and shared symbol-processing technologies is giving rise to an emerging 'virtual culture'. They argue that mathematics curricula are grounded in theoretic culture and should change to meet the novel demands of 'virtual culture' for symbol-processing and representational fluency. The generic character of their cultural claim is noted in this paper and it is suggested that equivalent pedagogic arguments are applicable across the educational spectrum. Hence, four general characteristics of virtual culture are proposed, against which applications of learning technologies can be evaluated for their innovative potential. Two illustrative uses of learning technologies are evaluated in terms of their 'virtual culture potential' and some anticipated questions about this approach are discussed towards the end of the paper.
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Game Changer for Online Learning Driven by Advances in Web Technology
Kaul, Manfred; Kless, André; Bonne, Thorsten; Rieke, Almut
2017-01-01
Almost unnoticed by the e-learning community, the underlying technology of the WWW is undergoing massive technological changes on all levels these days. In this paper we draw the attention to the emerging game changer and discuss the consequences for online learning. In our e-learning project "Work & Study", funded by the German…
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How Technology Matters to Learning
Ehrmann, Stephen C.
2013-01-01
Did technology make a difference, for good or ill, in students' learning of economics in the three courses described in Dan Berrett's story, first published in the "Chronicle of Higher Education" and reprinted in this issue? That's the question that "Liberal Education" has asked this author to discuss. By…
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Self-regulated and technology-enhanced learning: a European perspective
Mooij, Ton; Steffens, Karl; Andrade, Maureen Snow
2014-01-01
Self-regulation of learning, learning to learn, and their potential stimulation by specific Information and Communication Technologies (ICTs), are main topics in European policy. This issue of the ‘European Educational Research Journal’ (EERJ) focuses on research to develop, integrate, and evaluate
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Self-regulated and technology-enhanced learning: a European perspective
Mooij, Ton; Steffens, Karl; Andrade, Maureen Snow
2015-01-01
Self-regulation of learning, learning to learn, and their potential stimulation by specific Information and Communication Technologies (ICTs), are main topics in European policy. This issue of the ‘European Educational Research Journal’ (EERJ) focuses on research to develop, integrate, and evaluate
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Organisational Learning with Technology
DEFF Research Database (Denmark)
Hundebøl, Jesper
Based on multi-site ethno-methodological field studies in the Danish construction industry this paper examines the relational effects of 3D object-based modelling. In describing how that technology is being introduced, shaped and enacted, how it associates with, mediates and translates existing...... practices, I discuss how it has effects for work methods and routines in an (inter-)organisational setting, namely that of architects and consulting engineers. The technology is introduced in the practices in question, in part because of a program referred to as Det Digitale Byggeri (Digital Construction......). Among others, the program demands that architects and consulting engineers embrace a new breed of computer-based software programs allowing for 3D object-based modelling. In this paper I will describe the program and the network of (non-)human actors engaged in the promotion hereof with a view...
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Buried Waste Integrated Demonstration lessons learned: 1993 technology demonstrations
International Nuclear Information System (INIS)
Kostelnik, K.M.; Owens, K.J.
1994-01-01
An integrated technology demonstration was conducted by the Buried Waste Integrated Demonstration (BWID) at the Idaho National Engineering Laboratory Cold Test Pit in the summer of 1993. This program and demonstration was sponsored by the US Department of Energy Office of Technology Development. The demonstration included six technologies representing a synergistic system for the characterization and retrieval of a buried hazardous waste site. The integrated technology demonstration proved very successful and a summary of the technical accomplishments is presented. Upon completion of the integrated technology demonstration, cognizant program personnel participated in a lessons learned exercise. This exercise was conducted at the Simplot Decision Support Center at Idaho State University and lessons learned activity captured additional information relative to the integration of technologies for demonstration purposes. This information will be used by BWID to enhance program planning and strengthen future technology demonstrations
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Technology Enhanced Learning in Programming Courses--International Perspective
Ivanovic, Mirjana; Xinogalos, Stelios; Pitner, Tomáš; Savic, Miloš
2017-01-01
Technology enhanced learning (TEL) is increasingly influencing university education, mainly in overcoming disadvantages of direct instruction teaching approaches, and encouraging creativity, problem solving and critical thinking in student-centered, interactive learning environments. In this paper, experiences from object-oriented programming…
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Curseu, P.L.; Chappin, M.M.H.|info:eu-repo/dai/nl/304835056; Jansen, Rob J. G.
Collaborative learning is often used in higher education to help students develop their teamwork skills and acquire curricular knowledge. In this paper we test a mediation model in which the quality of group discussions mediates the impact of gender diversity and group motivation on collaborative
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Curseu, Petre; Chappin, M.M.H.; Jansen, R.J.G.
2018-01-01
Collaborative learning is often used in higher education to help students develop their teamwork skills and acquire curricular knowledge. In this paper we test a mediation model in which the quality of group discussions mediates the impact of gender diversity and group motivation on collaborative
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ARCHITECTURES FOR DISTRIBUTED AND COMPLEX M-LEARNING SYSTEMS: Applying Intelligent Technologies.
Directory of Open Access Journals (Sweden)
Ozlem OZAN,
2010-04-01
Full Text Available Today mobile technologies have become an integral part of the learning activities. With mobile technologies ―Any time, anywhere, any device‖ promise of e-learning is going to become actually applicable and mobile technologies are going to provide opportunities to be ―always on‖ and connected for twenty-first century learners and to get information on demand with ―just enough, just in time, and just for me‖ approach (Yamamoto, Ozan, & Demiray, 2010. Mobile technology includes both hardware and networking applications; hence both of them are necessary for the existence of m-Learning. Today one of the big challenges of mobile learning is technical issues. This book provides case studies and solution about technical applications of mobile learning.The book's broader audience is anyone who is interested in mobile learning systems‘ architecture. Beside this, it gives valuable information for mobile learning designers.The book is edited by The book is edited by Angel Juan , Thanasis Daradoumis, Fatos Xhafa and Santi Caballé. Angel A. Juan is an associate professor of simulation and data analysis in the computer sciences department at the Open University of Catalonia (Spain.Thanasis Daradoumis is an associate professor
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Collaborative Action Research on Technology Integration for Science Learning
Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua
2012-02-01
This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.
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Willingness and preferences of nurses related to learning with technology.
Pilcher, Jobeth W; Bedford, Laurie
2011-01-01
To what extent are nurses willing to learn with technology-enhanced tools, such as online education, podcasts, webcasts, mobile learning, and realistic simulations? What factors influence their willingness? This article includes a description of a mixed methodology study that addressed these questions. Nurses of all ages indicated a willingness to learn with a variety of technological tools. Primary determinants of willingness were associated with ease of use, familiarity, convenience, and perceived benefit.
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Technology as Mediation Tool for Improving Teaching Profession in Higher Education Practices
Altinay-Gazi, Zehra; Altinay-Aksal, Fahriye
2017-01-01
Technology became a mediation tool for forming information and developing skills is teacher education programs of higher education institutions because technological tools can be used for self-reflection of prospective teachers' teaching performances. Practical implementation of teacher education programmes is a part of quality indicator in higher…
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Kumar, David Devraj
2017-01-01
This paper reports an analysis of an interactive technology-supported, problem-based learning (PBL) project in science, technology, engineering and mathematics (STEM) from a Learning Sciences perspective using the Selected Learning Sciences Interest Areas (SLSIA). The SLSIA was adapted from the "What kinds of topics do ISLS [International…
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2nd International Workshop on Learning Technology for Education in Cloud
Tao, Yu-Hui; Yang, Hsin-Chang; Ting, I-Hsien
2014-01-01
Proceedings from the 2013 LTEC conference in Kaohsiung,Taiwan. The papers examine diverse aspects of Learning Technology for Education in Cloud environments, including social, technical and infrastructure implications. Also addressed is the question of how cloud computing can be used to design applications to support real time on demand learning using technologies. The workshop proceedings provide opportunities for delegates to discuss the latest research in TEL (Technology Enhanced Learning) and its impacts for learners and institutions, using cloud technolgies.
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CRITERIA AND QUALITY INDICATORS OF INFORMATION AND COMMUNICATION TECHNOLOGIES OF LEARNING
Oleg M. Spirin
2013-01-01
In the article the concept of information and communication technology and information and communication technology of learning is specified. It is grounded an external and internal criteria of information and communication technologies of learning quality assessment based on experience of information and communication technology quality assessment of the methodical system of informatics teachers vocational training. There are considered the external indexes – design, structural, organization...
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Student notes as a mediating tool for learning in school subjects
DEFF Research Database (Denmark)
Christensen, Torben Spanget
2016-01-01
-writing function as a tool for a shift in identity from school child to student?. Perceptions of note-writing by two male students and students notes from the school subject bussines economics are analysed. It is concluded that note-writing can function as a tool for learning. Writing notes often allow students...... discource language which must be considered learning subjects. It is concluded that.note writing can mediate between subject discourse language and everyday language, and thereby also function as a tool to identity shift....
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International Nuclear Information System (INIS)
Pan, Haoran; Koehler, Jonathan
2007-01-01
Learning curves have recently been widely adopted in climate-economy models to incorporate endogenous change of energy technologies, replacing the conventional assumption of an autonomous energy efficiency improvement. However, there has been little consideration of the credibility of the learning curve. The current trend that many important energy and climate change policy analyses rely on the learning curve means that it is of great importance to critically examine the basis for learning curves. Here, we analyse the use of learning curves in energy technology, usually implemented as a simple power function. We find that the learning curve cannot separate the effects of price and technological change, cannot reflect continuous and qualitative change of both conventional and emerging energy technologies, cannot help to determine the time paths of technological investment, and misses the central role of R and D activity in driving technological change. We argue that a logistic curve of improving performance modified to include R and D activity as a driving variable can better describe the cost reductions in energy technologies. Furthermore, we demonstrate that the top-down Leontief technology can incorporate the bottom-up technologies that improve along either the learning curve or the logistic curve, through changing input-output coefficients. An application to UK wind power illustrates that the logistic curve fits the observed data better and implies greater potential for cost reduction than the learning curve does. (author)
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What Does Design and Technology Learning Really Look Like?
Southall, Mary
2016-01-01
This paper presents findings from a research study investigating the relationship between "intended" learning and "actual" learning in Design and Technology lessons (Southall, 2015). The research focused upon the "pre active" phase of the teaching-learning process, that is the teacher's planning processes and…
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Physical Learning Environment and its Suitability to the Objectives of Technology Education
Soobik, Mart
2013-01-01
The present article focuses on Technology Education teachers' opinions on the physical learning environment of Technology Education. The study compares and analyses the changes in the physical learning environment of Technology Education. Two questionnaire surveys (Study I and Study II) were carried out among teachers of Technology Education in…
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Principal Leadership for Technology-enhanced Learning in Science
Gerard, Libby F.; Bowyer, Jane B.; Linn, Marcia C.
2008-02-01
Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals' varied ideas about the Technology-enhanced Learning in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize principals' ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer professional development activities that engage them in reviewing curricula and student work with other principals. Based on the analysis, this study offers guidelines for creating learning opportunities that enhance principals' leadership abilities in technology and science reform.
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METHODOLOGY-TECHNOLOGICAL BASES AND COMMUNICATION FACILITIES OF COMMUNICATION IN DISTANCE LEARNING
O. Gnedkova; V. Lyakutin
2010-01-01
In this article methodical and technological principles of communication process in distance learning, which are the important constituents of the effective distance course, are analyzed. Communication facilities for the conducting communication process in distance learning are examined. Recommendations for teachers (tutors) for organization of successful and effective learning process with the use of modern communication technologies are pointed.
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Directory of Open Access Journals (Sweden)
Chun Hu
2004-04-01
Full Text Available In this paper, we suggest that case-based resources, which are used for assisting cognition during problem solving, can be structured around the work of narratives in social cultural psychology. Theories and other research methods have proposed structures within narratives and stories which may be useful to the design of case-based resources. Moreover, embedded within cases are stories which are contextually rich, supporting the epistemological groundings of situated cognition. Therefore the purposes of this paper are to discuss possible frameworks of case-stories; derive design principles as to what constitutes a good case story or narrative; and suggest how technology can support story-based learning. We adopt video-based Computer-Supported Collaborative Learning (CSCL technology to support problem solving with case-stories learning scenarios. Our hypothesis in this paper is that well-designed case-based resources are able to aid in the cognitive processes undergirding problem solving and meaning making. We also suggest the use of an emerging video-based collaborative learning technology to support such an instructional strategy.
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The Impact of Cloud Computing Technologies in E-learning
Directory of Open Access Journals (Sweden)
Hosam Farouk El-Sofany
2013-01-01
Full Text Available Cloud computing is a new computing model which is based on the grid computing, distributed computing, parallel computing and virtualization technologies define the shape of a new technology. It is the core technology of the next generation of network computing platform, especially in the field of education, cloud computing is the basic environment and platform of the future E-learning. It provides secure data storage, convenient internet services and strong computing power. This article mainly focuses on the research of the application of cloud computing in E-learning environment. The research study shows that the cloud platform is valued for both students and instructors to achieve the course objective. The paper presents the nature, benefits and cloud computing services, as a platform for e-learning environment.
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The deployment of new energy technologies and the need for local learning
International Nuclear Information System (INIS)
Neij, Lena; Heiskanen, Eva; Strupeit, Lars
2017-01-01
The objective of this paper is to identify local aspects of technological learning in the deployment of solar photovoltaic (PV), a globally important form of distributed energy technology. We review literature in the economics of innovation and economic geography to identify the need for local learning when adopting new technologies and seek evidence on the local aspects of learning processes in the deployment of new (energy) technologies. The analysis focuses on the empirical evidence of learning processes in PV deployment. Our findings show that learning for PV deployment exhibits characteristics of local learning identified in the innovation literature (tacit knowledge, shared narratives, user relations and learning in interorganizational networks). In addition, we show that competencies in the deployment of PV rely on learning processes that are closely connected to the historically and geographically distinctive characteristics of the built environment. We also find evidence of the significance of proximity in (local) learning, as well as examples of knowledge being codified over time into national and global knowledge flows. We conclude with policy implications that acknowledge the importance of local learning for deployment. - Highlights: • PV deployment exhibits characteristics of local learning. • Some processes of local learning have become codified on a national level. • Based on a proximity in local learning we stress the importance of local policy.
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Directory of Open Access Journals (Sweden)
Stephanie Moriceau
2009-09-01
Full Text Available Early life trauma alters later life emotions, including fear. To better understand mediating mechanisms, we subjected pups to either predictable or unpredictable trauma, in the form of paired or unpaired odor-0.5mA shock conditioning which, during a sensitive period, produces an odor preference and no learning respectively. Fear conditioning and its neural correlates were then assessed after the sensitive period at postnatal day (PN13 or in adulthood, ages when amygdala-dependent fear occurs. Our results revealed that paired odor-shock conditioning starting during the sensitive period (PN8-12 blocked fear conditioning in older infants (PN13 and pups continued to express olfactory bulb-dependent odor preference learning. This PN13 fear learning inhibition was also associated with suppression of shock-induced corticosterone, although the age appropriate amygdala-dependent fear learning was reinstated with systemic corticosterone (3mg/kg during conditioning. On the other hand, sensitive period odor-shock conditioning did not prevent adult fear conditioning, although freezing, amygdala and hippocampal 2-DG uptake and corticosterone levels were attenuated compared to adult conditioning without infant conditioning. Normal levels of freezing, amygdala and hippocampal 2-DG uptake were induced with systemic corticosterone (5mg/kg during adult conditioning. These results suggest that the contingency of early life trauma mediates at least some effects of early life stress through learning and suppression of corticosterone levels. However, developmental differences between infants and adults are expressed with PN13 infants’ learning consistent with the original learned preference, while adult conditioning overrides the original learned preference with attenuated amygdala-dependent fear learning.
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Cherry, Jennifer E.
2014-01-01
The purpose of this study was to explore possible causal factors for level of teachers' adoption of technology in teaching and learning. Furthering the understanding of the factors related to teachers' technology adoption may facilitate increased levels of technology integration in the teaching and learning process. Based on previous research and…
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Chang, Chi-Cheng; Yan, Chi-Fang; Tseng, Ju-Shih
2012-01-01
Since convenience is one of the features for mobile learning, does it affect attitude and intention of using mobile technology? The technology acceptance model (TAM), proposed by David (1989), was extended with perceived convenience in the present study. With regard to English language mobile learning, the variables in the extended TAM and its…
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Peer Evaluation in CMC Learning Environment and Writing Skill
Directory of Open Access Journals (Sweden)
Morteza Mellati
2014-09-01
Full Text Available Peer evaluation and technology-based instruction as the various domains of language teaching perspectives might affect language development. Group work in a technology-based environment might be more successful when learners are involved in developing the assessment process particularly peer assessment. This study investigated the effectiveness of peer evaluation in technology-based language environment and its effects on English writing ability. To reach this goal, 70 Iranian learners were participated in English language writing context. They were divided into two groups, one group assigned to CMC (Computer-Mediated Communication language learning context and the other assigned to a traditional learning environment. Both groups were encouraged to evaluate their classmates’ writing tasks. In addition, interviews were conducted with two learners. Comparing these two groups provides comprehensive guidelines for teachers as well as curriculum designers to set adjusted writing language environment for more effective and creative language teaching and learning. E-collaboration classroom tasks have high intrinsic motivation as well as significant effects on learners’ outcomes. Cooperative tasks specifically in technology-based environment lead learners to group working and consequently group learning. Computer-Mediated Communication is meaningful, especially in contexts in which teachers stimulate group work activities.
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Incorporating learning technologies into undergraduate radiography education
International Nuclear Information System (INIS)
Lorimer, Jenny; Hilliard, Alan
2009-01-01
Purpose: This study investigated the impact of integrating podcasts/audio file downloads and use of an electronic voting system (EVS) on a previously traditionally taught module. Both student (direct entry and mature) and staff satisfaction with the modified structure were evaluated. Method: An interim student evaluation was undertaken during the module, to provide formative data to the module leader about student opinion of the teaching methods and learning technologies. An end of module questionnaire was given to students and staff on the teaching team. Results: From the interim evaluation, given the option of returning to the traditional delivery method, 77.5% of students agreed that the module should continue to run in its blended format. The final evaluation discovered no differences in the behaviour of direct entry students compared to mature students. Both groups accessed the podcasts easily, generally at home, and spent longer studying than if blended learning technologies had not been used. It was discovered that 16% of the mature and 24% of the direct entry students would have preferred lectures to podcasts, although the students were positive about the flexibility offered. Both groups of students were virtually unanimous on the benefits of the EVS to support learning. Conclusion: The researchers concluded that the learning technologies did not create barriers for either student group, and that students' engagement with their learning and level of classroom interactivity were both increased when compared with the previous traditional delivery. The researchers are confident that the described combination of teaching delivery methods is a successful way of allowing small group work to continue with large cohorts.
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Yerdelen-Damar, Sevda; Boz, Yezdan; Aydın-Günbatar, Sevgi
2017-08-01
This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 females, 198 males) from 7 colleges in Turkey. The proposed model based on educational technology literature was tested using structural equation modeling. The model testing results revealed that preservice teachers' technology competencies and experiences mediated the relation of technology ownership to their TPACK self efficacy beliefs. The direct relation of their possession of technology to their TPACK self efficacy beliefs was insignificant while the indirect relation through their technology competencies and experiences was significant. The results also indicated there were significant direct effects of preservice teachers' attitudes towards technology use, technology competencies, and experiences on their TPACK self efficacy beliefs.
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An Invitation to Look at Enhancement in Technology-Enhanced Learning
Gauttier, Stéphanie Emilie Joëlle; Arnedillo-Sanchez, Inmaculada
2016-01-01
The Internet, e-learning and now mobile learning are seen as opportunities for individual to access information and engage in learning anytime, anywhere. However, digital devices and technologies are also perceived as detrimental for learning (Dror, 2007), memory and attention (The Telegraph, 2015).
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Making Learning and Web 2.0 Technologies Work for Higher Learning Institutions in Africa
Lwoga, Edda
2012-01-01
Purpose: This paper seeks to assess the extent to which learning and Web 2.0 technologies are utilised to support learning and teaching in Africa's higher learning institutions, with a specific focus on Tanzania's public universities. Design/methodology/approach: A combination of content analysis and semi-structured interviews was used to collect…
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Learning Organization and Innovative Behavior: The Mediating Effect of Work Engagement
Park, Yu Kyoung; Song, Ji Hoon; Yoon, Seung Won; Kim, Jungwoo
2014-01-01
Purpose: The purpose of this study is to investigate the mediating effect of work engagement on the relationship between learning organization and innovative behavior. Design/methodology/approach: This study used surveys as a data collection tool and implemented structural equation modeling for empirically testing the proposed research model.…
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Liljeholm, Mimi; Molloy, Ciara J; O'Doherty, John P
2012-07-18
Two distinct strategies have been suggested to support action selection in humans and other animals on the basis of experiential learning: a goal-directed strategy that generates decisions based on the value and causal antecedents of action outcomes, and a habitual strategy that relies on the automatic elicitation of actions by environmental stimuli. In the present study, we investigated whether a similar dichotomy exists for actions that are acquired vicariously, through observation of other individuals rather than through direct experience, and assessed whether these strategies are mediated by distinct brain regions. We scanned participants with functional magnetic resonance imaging while they performed an observational learning task designed to encourage either goal-directed encoding of the consequences of observed actions, or a mapping of observed actions to conditional discriminative cues. Activity in different parts of the action observation network discriminated between the two conditions during observational learning and correlated with the degree of insensitivity to outcome devaluation in subsequent performance. Our findings suggest that, in striking parallel to experiential learning, neural systems mediating the observational acquisition of actions may be dissociated into distinct components: a goal-directed, outcome-sensitive component and a less flexible stimulus-response component.
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Persuasive Technology for Learning and Teaching – The EuroPLOT Project
Behringer, R; Soosay, M; Gram-Hansen, SB; Øhrstrøm, P; Sørensen, CG; Smith, C; Mikulecká, J; Winther-Nielsen, N; Winther-Nielsen, M; Herber, E
2013-01-01
The concept of persuasive design has demonstrated its benefits by changing human behavior in certain situations, but in the area of education and learning, this approach has rarely been used. To change this and to study the feasibility of persuasive technology in teaching and learning, the EuroPLOT project (PLOT = Persuasive Learning Objects and Technologies) has been funded 2010-2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) in the Life-long Learning (LLL) programme....
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A re-view of cognitive mediators in learned helplessness.
Tennen, H
1982-12-01
The findings of Oakes and Curtis (1982), Tennen, Drum, Gillen, and Stanton (1982), and Tennen, Gillen, and Drum (1982) provide a challenge to learned helplessness theory's focus on cognitive mediators of the helplessness phenomenon. In response to these findings, Alloy (1982) argues that these studies do not challenge helplessness theory because they do not measure expected control and because they confuse necessary and sufficient causes of learned helplessness. Silver, Wortman, and Klos (1982) contend that these studies provide an inadequate test of the model because subjects are confronted with experiences which are unlike those in their natural environment. The present article argues that by Alloy's (1982) criteria, an adequate test of the learned helplessness model has not yet been conducted. Previous studies which measured expected control have not supported the model's predictions. Moreover, if perceived response-outcome independence is a sufficient, but not a necessary cause of learned helplessness, the model loses much of its heuristic value. In response to the argument that these studies lack ecological validity, this article clarifies the distinction between experimental realism and mundane realism. While real-world studies have discovered intriguing relations between perceptions of control, attributions, and coping with illness or victimization, they have not tested predictions of the learned helplessness model.
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A Professional Learning Model Supporting Teachers to Integrate Digital Technologies
Sheffield, Rachel; Blackley, Susan; Moro, Paul
2018-01-01
Contemporary teachers have an obligation to support and scaffold students' learning in digital technologies and to do this in authentic contexts. In order for teachers to be successful in this, their own competency in digital technologies needs to be high, and their own 21st century learning skills of communication, collaboration, creativity and…
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Middle School Students' Motivation for Learning Technology in South Korea
Kwon, Hyuksoo
2016-01-01
This study aims to develop a feasible instrument for determining middle school students' motivation to learn technology in South Korea. The authors translated Glynn's motivational instrument and modified it to measure Korean middle school students' motivation to learn technology. The instrument was applied to 441 students of grade 8 and 9 from six…
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Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark
2018-04-01
This study with 79 students in Montreal, Quebec, compared the educational use of a National Aeronautics and Space Administration (NASA) global climate model (GCM) to climate education technologies developed for classroom use that included simpler interfaces and processes. The goal was to show how differing climate education technologies succeed and fail at getting students to evolve in their understanding of anthropogenic global climate change (AGCC). Many available climate education technologies aim to convey key AGCC concepts or Earth systems processes; the educational GCM used here aims to teach students the methods and processes of global climate modeling. We hypothesized that challenges to learning about AGCC make authentic technology-enabled inquiry important in developing accurate understandings of not just the issue but how scientists research it. The goal was to determine if student learning trajectories differed between the comparison and treatment groups based on whether each climate education technology allowed authentic scientific research. We trace learning trajectories using pre/post exams, practice quizzes, and written student reflections. To examine the reasons for differing learning trajectories, we discuss student pre/post questionnaires, student exit interviews, and 535 min of recorded classroom video. Students who worked with a GCM demonstrated learning trajectories with larger gains, higher levels of engagement, and a better idea of how climate scientists conduct research. Students who worked with simpler climate education technologies scored lower in the course because of lower levels of engagement with inquiry processes that were perceived to not actually resemble the work of climate scientists.
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Mobile Learning and Integration of Mobile Technologies in Education
Keengwe, Jared; Bhargava, Malini
2014-01-01
Mobile technologies have a huge potential to transform education provided these technologies are designed and implemented in such a way that they are relevant to the social and cultural context of learning. Clearly, the application, implementation, and design of mobile technology in the global educational context pose technological and…
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Methodologies and Intelligent Systems for Technology Enhanced Learning
Gennari, Rosella; Vittorini, Pierpaolo; Prieta, Fernando
2015-01-01
This volume presents recent research on Methodologies and Intelligent Systems for Technology Enhanced Learning. It contains the contributions of MIS4TEL 2015, which took place in Salamanca, Spain,. On June 3rd to 5th 2015. Like the previous edition, this proceedings and the conference is an open forum for discussing intelligent systems for Technology Enhanced Learning and empirical methodologies for their design or evaluation MIS4TEL’15 conference has been organized by University of L’aquila, Free University of Bozen-Bolzano and the University of Salamanca. .
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Recommender Systems in Technology Enhanced Learning
Manouselis, Nikos; Drachsler, Hendrik; Vuorikari, Riina; Hummel, Hans; Koper, Rob
2010-01-01
Manouselis, N., Drachsler, H., Vuorikari, R., Hummel, H. G. K., & Koper, R. (2011). Recommender Systems in Technology Enhanced Learning. In P. B. Kantor, F. Ricci, L. Rokach, & B. Shapira (Eds.), Recommender Systems Handbook (pp. 387-415). Berlin: Springer.
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Seet, Ling Ying Britta; Quek, Choon Lang
2010-01-01
This research investigated 68 secondary school students' perceptions of their computer-mediated project-based learning environment and their attitudes towards Project Work (PW) using two instruments--Project Work Classroom Learning Environment Questionnaire (PWCLEQ) and Project Work Related Attitudes Instrument (PWRAI). In this project-based…
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Kalansooriya, Pradeep; Marasinghe, Ashu; Bandara, K. M. D. N.
2015-01-01
Distance learning has provided an excellent platform for students in geographically remote locations while enabling them to learn at their own pace and convenience. A number of technologies are currently being utilized to conceptualize, design, enhance and foster distance learning. Teleconferences, electronic field trips, podcasts, webinars, video…
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Predicting the Continued Use of Internet-Based Learning Technologies: The Role of Habit
Limayem, Moez; Cheung, Christy M. K.
2011-01-01
The proliferation and advance of Internet-based technologies create expanded opportunities for educators to provide students with better learning experiences. Although current studies focus mostly on the learning processes and learning outcomes, this article examines the students' usage behaviour with Internet-based learning technologies across…
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Promoting the Use of Online Social Technology as a Case-Based Learning Tool
Ractham, Peter; Chen, Charlie
2013-01-01
Social technology is proliferating and influencing different aspects of society. However, very few studies have examined the use of such a technology for a case-based learning pedagogy. This preliminary study investigates the use of social technology as a case-based learning tool to improve the effectiveness of case-based learning in the…
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When Disruptive Approaches Meet Disruptive Technologies: Learning at a Distance.
Gibson, Chere Campbell
2000-01-01
Reviews research on constructivism in learning and selection of learning strategies. Suggests linking constructivism with instructional technologies for continuing medical education in order to "disrupt" reactive, habitual ways of learning and encourage active engagement. (SK)
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Pervasive Computing and Communication Technologies for U-Learning
Park, Young C.
2014-01-01
The development of digital information transfer, storage and communication methods influences a significant effect on education. The assimilation of pervasive computing and communication technologies marks another great step forward, with Ubiquitous Learning (U-learning) emerging for next generation learners. In the evolutionary view the 5G (or…
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The evolution of eLearning background, blends and blackboard....
Sleator, Roy D
2010-01-01
This review of eLearning is divided into three sections: the first charts the evolution of eLearning from early correspondence courses to the current computer mediated approaches to distributed learning. The second section deals with the concept of blended learning; combining best practice in face-to-face and online learning. The final section focuses on current platform technologies in eLearning and outlines the strengths and weaknesses of learning management systems such as Blackboard.
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Learning with Web Tools, Simulations, and Other Technologies in Science Classrooms
Campbell, Todd; Wang, Shaing Kwei; Hsu, Hui-Yin; Duffy, Aaron M.; Wolf, Paul G.
2010-10-01
This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry. This paper serves to challenge teacher-held assumptions about students learning science `from technology' with a framework and examples of students learning science `with technology'. Whereas a high percentage of students are finding their way in using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical and pedagogical foundation for better connecting the two worlds of students' lives: life in school and life outside of school. This position paper is in response to the changing landscape of students' lives. The position is transformative in nature because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning `with technology' to enhance science learning.
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Technology enhanced peer learning and peer assessment
DEFF Research Database (Denmark)
Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne
2016-01-01
This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...... and performing focus group interviews. The application of peer assessment is investigated by analyzing the agreement of peer assessment between students assessing the same assignment. Our analyses confirm previous research on the value of peer learning and peer assessment and we argue that there could also...
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International Nuclear Information System (INIS)
Martinsen, Thomas
2010-01-01
Preventing dangerous global climate change requires timely deployment of nascent energy technologies with zero or low Co2 emissions. Managing the shift to a common sustainable technology path calls for insight about the influence of global technological change on the national energy system. Moreover, national policies are required to promote the shift to the new technology path. This calls for methods to analyse the national energy system within a global perspective. The objective of the work presented in this thesis was to investigate interplay between technology diffusion, niche markets and technology learning from the perspective of a small open economy like Norway. More specifically, develop methods to include the influence of technology learning manifested in experience and learning curves into national energy-economy-environment models. Moreover, apply the methods to investigate the potential influence and sensitivity to technology learning in a small open economy. In this thesis three such methods have been developed, applied and its importance assessed using Norway as an example. In this work three models have been linked. They are the global Energy Technology Perspectives model operated by the International Energy Agency, the Norwegian Markal model at the Institute for Energy Technology and the macro economic model MSG6 at Statistics Norway. Method one and two has been developed to manage the interplay between the models. In a local perspective technology learning in the global market is perceived as spillover. Based upon a review of the characteristics of technological change and learning curves and its application to energy system modelling some criteria important for the parameterization and modelling of spillover in a small open economy are suggested. The first method incorporates spillover into the national Markal model. The second method establishes a soft-link between the national models. The soft-link served two purposes; to provide input on demand
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Web 2.0 and Emerging Technologies in Online Learning
Diaz, Veronica
2010-01-01
As online learning continues to grow, so do the free or nearly free Web 2.0 and emerging online learning technologies available to faculty and students. This chapter explores the implementation process and corresponding considerations of adapting such tools for teaching and learning. Issues addressed include copyright, intellectual property,…
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Blending Student Technology Experiences in Formal and Informal Learning
Lai, K.-W.; Khaddage, F.; Knezek, Gerald
2013-01-01
In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to…
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Theoretical Propositions for the Citizen Formation Mediated by Technology
Directory of Open Access Journals (Sweden)
Tania Margarita Martínez de Padrón
2018-02-01
Full Text Available The research presented emerges from the connotations concerning the formation of the citizenship by the information technology and communication. Be part of the conception of the current citizen and the influence that has emerged through the utility of the various social networks, as well as Canaima education project and the guidance provided to schoolchildren in this sense. The general objective was to generate propositions theoretical that guide the formation of citizenship mediated by ICT in the primary schools of Santa Teresa del Tuy. The methodology used was the qualitative paradigm, based on the interpretative phenomenological approach of Heidegger, which is interested in discovering and understanding the meanings, habits and practices of the human being. Castle (2000: 5. The researcher approached the field object of study to observe, describe and interpret a reality. As an instrument used the interview in depth. The information obtained was recorded in pictures which allowed to comply with the development of specific objectives through triangulation. On whose findings prevailed deviating from the use of technological tools and how these have formed the formation of citizenship in school children in their behavior and actions. At the same time, allowed know from educational technological approach, that sparing the teacher provides guidance that redirect the formation of citizenship. Also was the stated objective as it was the theoretical propositions that guide the formation of citizens ICT-mediated.
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Van Rooy, Wilhelmina S.
2012-04-01
Background: The ubiquity, availability and exponential growth of digital information and communication technology (ICT) creates unique opportunities for learning and teaching in the senior secondary school biology curriculum. Digital technologies make it possible for emerging disciplinary knowledge and understanding of biological processes previously too small, large, slow or fast to be taught. Indeed, much of bioscience can now be effectively taught via digital technology, since its representational and symbolic forms are in digital formats. Purpose: This paper is part of a larger Australian study dealing with the technologies and modalities of learning biology in secondary schools. Sample: The classroom practices of three experienced biology teachers, working in a range of NSW secondary schools, are compared and contrasted to illustrate how the challenges of limited technologies are confronted to seamlessly integrate what is available into a number of molecular genetics lessons to enhance student learning. Design and method: The data are qualitative and the analysis is based on video classroom observations and semi-structured teacher interviews. Results: Findings indicate that if professional development opportunities are provided where the pedagogy of learning and teaching of both the relevant biology and its digital representations are available, then teachers see the immediate pedagogic benefit to student learning. In particular, teachers use ICT for challenging genetic concepts despite limited computer hardware and software availability. Conclusion: Experienced teachers incorporate ICT, however limited, in order to improve the quality of student learning.
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Guest Editorial: Special Section on Learning Systems for Science and Technology Education
Bredeweg, B.; McLaren, B.M.; Biswas, B.
2013-01-01
Computer-based technology can significantly enhance science education and training, as well as shape both what and how people learn. With this special issue of the IEEE Transactions on Learning Technologies (TLT), we present contributions that address education and training in science and technology
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International Nuclear Information System (INIS)
Rout, Ullash K.; Akimoto, Keigo; Sano, Fuminori; Tomoda, Toshimasa
2010-01-01
Given its importance as a practical phenomenon underlying the progress of learning technologies, attention should be paid to the role of subsidisation in learning theory, particularly in the case of nascent climate-related sociable learning technologies, in order to examine its benefits. Thus, this study focuses on subsidy procurement of energy technologies in several economies in the context of the component learning track in endogenous global clusters in order to suggest improvements to the adoption mechanism and examine the climate stabilization constraint. At the same time, the study attempts to determine the global progress ratio of the lithium-ion battery in order to analyse various endogenous learning scenarios for hybrid technologies. An integrated energy system model with highly disaggregated global regions (DNE21+) is used to execute this research in a medium time frame. Subsidisation of the learning track of battery technology encourages greater development of plug-in hybrid vehicles, promotes early diffusion of hybrid technologies, and relieves heavy dependency on crude oil and biofuels. The subsidies in the common learning domains in few economies benefit the nearby economies because of the technology spillover that occurs through numerous cross-feedback learning mechanisms. Endogenous learning with subsidies augments diffusion potentials, abates emissions, and shifts sectoral emissions.
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Collaborative Design of Technology-Enhanced Learning: What Can We Learn from Teacher Talk?
McKenney, Susan; Boschman, Ferry; Pieters, Jules; Voogt, Joke
2016-01-01
The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative…
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Blikstein, Paulo; Worsley, Marcelo
2016-01-01
New high-frequency multimodal data collection technologies and machine learning analysis techniques could offer new insights into learning, especially when students have the opportunity to generate unique, personalized artifacts, such as computer programs, robots, and solutions engineering challenges. To date most of the work on learning analytics…
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Technology for French Learning: A Mismatch between Expectations and Reality
Karabulut, Aliye; Levelle, Kimberly; Li, Jinrong; Suvorov, Ruslan
2012-01-01
The qualitative study reported in this article explored the use of technology for language learning in a third-year French class at a public university in the Midwest of the USA. To address the need for a more holistic study of technology for language learning (Basharina, 2007; Thorne, 2003), an Activity Theory framework was employed to…
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Competence Models in Technology-enhanced Competence-based Learning
Sampson, Demetrios; Fytros, Demetrios
2008-01-01
Please cite as: Sampson, D., & Fytros, D. (2008). Competence Models in Technology-enhanced Competence-based Learning. In H. H. Adelsberger, Kinshuk, J. M. Pawlowski & D. Sampson (Eds.), International Handbook on Information Technologies for Education and Training, 2nd Edition, Springer, June 2008
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Informal Language Learning Setting: Technology or Social Interaction?
Bahrani, Taher; Sim, Tam Shu
2012-01-01
Based on the informal language learning theory, language learning can occur outside the classroom setting unconsciously and incidentally through interaction with the native speakers or exposure to authentic language input through technology. However, an EFL context lacks the social interaction which naturally occurs in an ESL context. To explore…
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A systematic review examining the effectiveness of blending technology with team-based learning.
River, Jo; Currie, Jane; Crawford, Tonia; Betihavas, Vasiliki; Randall, Sue
2016-10-01
Technological advancements are rapidly changing nursing education in higher education settings. Nursing academics are enthusiastically blending technology with active learning approaches such as Team Based Learning (TBL). While the educational outcomes of TBL are well documented, the value of blending technology with TBL (blended-TBL) remains unclear. This paper presents a systematic review examining the effectiveness of blended-TBL in higher education health disciplines. This paper aimed to identify how technology has been incorporated into TBL in higher education health disciplines. It also sought to evaluate the educational outcomes of blended-TBL in terms of student learning and preference. A review of TBL research in Medline, CINAHL, ERIC and Embase databases was undertaken including the search terms, team based learning, nursing, health science, medical, pharmaceutical, allied health education and allied health education. Papers were appraised using the Critical Appraisal Skills Program (CASP). The final review included 9 papers involving 2094 student participants. A variety of technologies were blended with TBL including interactive eLearning and social media. There is limited evidence that blended-TBL improved student learning outcomes or student preference. Enthusiasm to blend technology with TBL may not be as well founded as initially thought. However, few studies explicitly examined the value of incorporating technology into TBL. There is a clear need for research that can discern the impact of technology into TBL on student preference and learning outcomes, with a particular focus on barriers to student participation with online learning components. Copyright © 2016 Elsevier Ltd. All rights reserved.
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The Explained Effects of Computer Mediated Conferencing on Student Learning Outcomes and Engagement
Cain, Darrell L.
2005-01-01
There has been an increasing growth in the use of technology resources in traditional classroom styled higher education courses. This growth has received with both optimism and criticism. One of the issues critics have posed is that the use of technology resources does little, if anything, to improve student learning. As a result, this research examined if the use of technology contributes to student learning outcomes and student engagement activities, above and beyond student demographic var...
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Bahrami, Mohammad Amin; Kiani, Mohammad Mehdi; Montazeralfaraj, Raziye; Zadeh, Hossein Fallah; Zadeh, Morteza Mohammad
2016-06-01
Organizational learning is defined as creating, absorbing, retaining, transferring, and application of knowledge within an organization. This article aims to examine the mediating role of organizational learning in the relationship of organizational intelligence and organizational agility. This analytical and cross-sectional study was conducted in 2015 at four teaching hospitals of Yazd city, Iran. A total of 370 administrative and medical staff contributed to the study. We used stratified-random method for sampling. Required data were gathered using three valid questionnaires including Alberkht (2003) organizational intelligence, Neefe (2001) organizational learning, and Sharifi and Zhang (1999) organizational agility questionnaires. Data analysis was done through R and SPSS 18 statistical software. The results showed that organizational learning acts as a mediator in the relationship of organizational intelligence and organizational agility (path coefficient = 0.943). Also, organizational learning has a statistical relationship with organizational agility (path coefficient = 0.382). Our findings suggest that the improvement of organizational learning abilities can affect an organization's agility which is crucial for its survival.
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Effects of Online Problem-Based Learning on Teachers' Technology Perceptions and Planning
Nelson, Erik T.
2007-01-01
The purpose of this qualitative study was to examine the ways in which the experience of learning through an online problem-based learning (PBL) model affect teachers' perceptions of integrating technology. Participant reflections were collected and analyzed to identify the pros, cons, and challenges of learning technology integration through this…
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Best, Marnie; MacGregor, Denise
2017-01-01
Technology-mediated teaching and learning enables access to educational opportunities, irrespective of locality, ruruality or remoteness. The design, development and delivery of technology enhanced learning in pre-service teacher education programs is therefore gaining momentum, both in Australia and internationally. Much research regarding…
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Integration of problem-based learning and innovative technology into a self-care course.
McFalls, Marsha
2013-08-12
To assess the integration of problem-based learning and technology into a self-care course. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Students' scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Integrating problem-based learning and technology into a self-care course enabled students to become active learners.
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CULTURE, CULTURE LEARNING AND NEW TECHNOLOGIES: TOWARDS A PEDAGOGICAL FRAMEWORK
Directory of Open Access Journals (Sweden)
Mike Levy
2007-02-01
Full Text Available This paper seeks to improve approaches to the learning and teaching of culture using new technologies by relating the key qualities and dimensions of the culture concept to elements within a pedagogical framework. In Part One, five facets of the culture concept are developed: culture as elemental; culture as relative; culture as group membership; culture as contested; and culture as individual (variable and multiple. Each perspective aims to provide a focus for thinking about culture, and thereby to provide a valid and useful point of departure for thinking about the practice of culture learning and teaching with new technologies. The referenced literature draws from a broad range of disciplines and definitions of culture. In Part Two, five projects are chosen to represent relevant technologies currently in use for culture learning: e-mail, chat, a discussion forum and a Web-based project. Each project is used to illustrate facets of the culture concept discussed in Part One with a view to identifying key elements within a pedagogical framework that can help us respond effectively to the challenge of culture learning and teaching utilising new technologies. Thus the goal is to align fundamental qualities of the culture concept with specific pedagogical designs, tasks and technologies.
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The Impact of Changing Technology: The Case of E-Learning
Yusuf, Nadia; Al-Banawi, Nisreen
2013-01-01
For centuries, education has relied on classroom methods, but technology-enhanced learning can potentially bring about a revolution in learning, making high-quality, cost-effective education available to a greater number of people. The basic advantages of e-learning include anytime-anywhere access to learning, cost reductions, ability to reach…
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A Research Agenda for Geospatial Technologies and Learning
Baker, Tom R.; Battersby, Sarah; Bednarz, Sarah W.; Bodzin, Alec M.; Kolvoord, Bob; Moore, Steven; Sinton, Diana; Uttal, David
2015-01-01
Knowledge around geospatial technologies and learning remains sparse, inconsistent, and overly anecdotal. Studies are needed that are better structured; more systematic and replicable; attentive to progress and findings in the cognate fields of science, technology, engineering, and math education; and coordinated for multidisciplinary approaches.…
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Teacher Design Knowledge for Technology Enhanced Learning
McKenney, Susan
2014-01-01
This presentation shares a framework for investigating the knowledge teachers need to be able to design technology-enhanced learning. Specific activities are undertaken to consider elements within the framework
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International Nuclear Information System (INIS)
Martinsen, Thomas
2011-01-01
This paper reviews the characteristics of technology learning and discusses its application in energy system modelling in a global-local perspective. Its influence on the national energy system, exemplified by Norway, is investigated using a global and national Markal model. The dynamic nature of the learning system boundary and coupling between the national energy system and the global development and manufacturing system is elaborated. Some criteria important for modelling of spillover are suggested. Particularly, to ensure balance in global energy demand and supply and accurately reflect alternative global pathways spillover for all technologies as well as energy carrier cost/prices should be estimated under the same global scenario. The technology composition, CO 2 emissions and system cost in Norway up to 2050 exhibit sensitivity to spillover. Moreover, spillover may reduce both CO 2 emissions and total system cost. National energy system analysis of low carbon society should therefore consider technology development paths in global policy scenarios. Without the spillover from international deployment a domestic technology relies only on endogenous national learning. However, with high but realistic learning rates offshore floating wind may become cost-efficient even if initially deployed only in Norwegian niche markets. - Research highlights: → Spillover for all technologies should emanate from the same global scenario. → A global model is called for to estimate spillover.→ Spillover may reduce CO 2 emissions and the total system cost in a small open economy. → Off-shore floating wind may become cost-efficient in a national niche market.
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Building Virtual Teams: Experiential Learning Using Emerging Technologies
Hu, Haihong
2015-01-01
Currently, virtual teams are being used exponentially in higher education and business because of the development of technologies and globalization. These teams have become an essential approach for collaborative learning as well as task completion. Team learning, especially in an online format, can be challenging due to lack of effective…
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The Use of information technology tools to reduce barriers of distance learning
Targamadzė, Aleksandras; Petrauskienė, Rūta
2012-01-01
Distance learning takes place when learning conditions do not allow using traditional learning. Remoteness is the main feature of distance learning; however, it can be various. Remoteness is frequently described as barriers and includes traditional barriers such as distance and time as well as technological, organizational, social, cultural, psychological and other barriers that have not been examined so widely. Barriers can be eliminated or reduced when using information technologies (ITs). ...
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Learning curve analysis of mitral valve repair using telemanipulative technology.
Charland, Patrick J; Robbins, Tom; Rodriguez, Evilio; Nifong, Wiley L; Chitwood, Randolph W
2011-08-01
To determine if the time required to perform mitral valve repairs using telemanipulation technology decreases with experience and how that decrease is influenced by patient and procedure variables. A single-center retrospective review was conducted using perioperative and outcomes data collected contemporaneously on 458 mitral valve repair surgeries using telemanipulative technology. A regression model was constructed to assess learning with this technology and predict total robot time using multiple predictive variables. Statistical analysis was used to determine if models were significantly useful, to rule out correlation between predictor variables, and to identify terms that did not contribute to the prediction of total robot time. We found a statistically significant learning curve (P learning percentage∗ derived from total robot times† for the first 458 recorded cases of mitral valve repair using telemanipulative technology is 95% (R(2) = .40). More than one third of the variability in total robot time can be explained through our model using the following variables: type of repair (chordal procedures, ablations, and leaflet resections), band size, use of clips alone in band implantation, and the presence of a fellow at bedside (P Learning in mitral valve repair surgery using telemanipulative technology occurs at the East Carolina Heart Institute according to a logarithmic curve, with a learning percentage of 95%. From our regression output, we can make an approximate prediction of total robot time using an additive model. These metrics can be used by programs for benchmarking to manage the implementation of this new technology, as well as for capacity planning, scheduling, and capital budget analysis. Copyright © 2011 The American Association for Thoracic Surgery. All rights reserved.
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Directory of Open Access Journals (Sweden)
Irina V. Abakumova
2016-12-01
Full Text Available The research in question investigates the technologies of initiating independent activity within the framework of distance learning and their psychological aspects. The authors’ classification of educational technologies of initiating students into independent cognitive activity is presented. Such technologies utilize various psychological mechanisms of exciting students’ cognitive interest, intensifying cognitive processes, developing independent activity skills, and, as a result, increase motivation for independent activity and learning on the whole. These include such types of technologies as developmental technologies, interactive technologies, technologies of information transfer, technologies of meaning-making initiation. The research of the attitude of distance learning educators to independent activity of students and the content of the academic courses were done at Moodle-based education programs. The findings show the differences in retention rate among distance learning educators whose competence in terms of initiating students into independent (self-guided activity varies. It’s emphasized that interactive lectures, videoconferences, audio-visual aids, interactive seminars, glossaries, interactive tests are considered the most efficient technologies in initiating students into independent (self-guided activity. The obtained results have made it possible to stress the developmental effect of distance learning technologies and the technologies of initiating students into independent (self-guided activity in various psychic spheres of students: cognitive, individual, emotional. We mention the changes in motivational sphere of students and their meaning-making activity. In the course of correct development of distance learning we notice the development of voluntary and nonvoluntary cognitive activity. A student starts actively participating in educational process, he becomes the creator of his own world.
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International Nuclear Information System (INIS)
Uyterlinde, M.A.; De Vries, H.J.; Junginger, H.M.
2005-05-01
The objective of this chapter is to examine the impact of technological learning on the diffusion of specific renewable energy technologies into the electricity market of the EU-25 until 2020, using a market simulation model (ADMIRE REBUS). It is assumed that from 2012 a harmonized trading system for renewable energy certificates will be implemented. Also it is assumed that a target of 24% renewable electricity (RES-E) in 2020 is set and met. By comparing optimistic and pessimistic endogenous technological learning scenarios, it is found that the diffusion of onshore wind energy into the market is relatively robust, regardless of technological development. However the diffusion rates of offshore wind energy and biomass gasification greatly depend on their technological development. Competition between these two options and already existing biomass combustion options largely determines the overall costs of electricity from renewables and the choice of technologies for the individual member countries. In the optimistic learning scenario, in 2020 the market price for RES-E is 1 euroct/kWh lower than in the pessimistic scenario (about 7 vs. 8 euroct/kWh). As a result, the total expenditures for RES-E market stimulation are 30% lower in the optimistic scenario. For comparison, instead of introducing a harmonized trading system, also continuation of present policies to support renewables was evaluated, assuming that the member states of the EU can fulfil their ambition levels only by exploiting their domestic renewable energy potentials (i.e. exclusion of international trade). This would require many member states to use their offshore wind potential, making the diffusion of offshore wind much less dependent on both the rate of technological learning and competition from biomass options, compared to the harmonization policy scenario
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Ubiquitous Learning Project Using Life-Logging Technology in Japan
Ogata, Hiroaki; Hou, Bin; Li, Mengmeng; Uosaki, Noriko; Mouri, Kosuke; Liu, Songran
2014-01-01
A Ubiquitous Learning Log (ULL) is defined as a digital record of what a learner has learned in daily life using ubiquitous computing technologies. In this paper, a project which developed a system called SCROLL (System for Capturing and Reusing Of Learning Log) is presented. The aim of developing SCROLL is to help learners record, organize,…
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Has Research on Collaborative Learning Technologies Addressed Massiveness? A Literature Review
Manathunga, Kalpani; Hernández-Leo, Davinia
2015-01-01
There is a growing interest in understanding to what extent innovative educational technologies can be used to support massive courses. Collaboration is one of the main desired elements in massive learning actions involving large communities of participants. Accumulated research in collaborative learning technologies has proposed and evaluated…
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Factors that Impact Quality of E-Teaching/Learning Technologies in Higher Education
Daukilas, Sigitas; Kaciniene, Irma; Vaisnoriene, Daiva; Vascila, Vytautas
2008-01-01
The article analyzes and assesses factors that have impact upon the quality of eTeaching/learning technologies in higher education; it is on their basis that the concept of eTeaching/learning quality is denied. Research data about the students' motives in choosing various teaching/learning technologies for the development of their competence are…
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TELMA: Technology-enhanced learning environment for minimally invasive surgery.
Sánchez-González, Patricia; Burgos, Daniel; Oropesa, Ignacio; Romero, Vicente; Albacete, Antonio; Sánchez-Peralta, Luisa F; Noguera, José F; Sánchez-Margallo, Francisco M; Gómez, Enrique J
2013-06-01
Cognitive skills training for minimally invasive surgery has traditionally relied upon diverse tools, such as seminars or lectures. Web technologies for e-learning have been adopted to provide ubiquitous training and serve as structured repositories for the vast amount of laparoscopic video sources available. However, these technologies fail to offer such features as formative and summative evaluation, guided learning, or collaborative interaction between users. The "TELMA" environment is presented as a new technology-enhanced learning platform that increases the user's experience using a four-pillared architecture: (1) an authoring tool for the creation of didactic contents; (2) a learning content and knowledge management system that incorporates a modular and scalable system to capture, catalogue, search, and retrieve multimedia content; (3) an evaluation module that provides learning feedback to users; and (4) a professional network for collaborative learning between users. Face validation of the environment and the authoring tool are presented. Face validation of TELMA reveals the positive perception of surgeons regarding the implementation of TELMA and their willingness to use it as a cognitive skills training tool. Preliminary validation data also reflect the importance of providing an easy-to-use, functional authoring tool to create didactic content. The TELMA environment is currently installed and used at the Jesús Usón Minimally Invasive Surgery Centre and several other Spanish hospitals. Face validation results ascertain the acceptance and usefulness of this new minimally invasive surgery training environment. Copyright © 2013 Elsevier Inc. All rights reserved.
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A framework for technological learning in the supply chain: A case study on CdTe photovoltaics
International Nuclear Information System (INIS)
Bergesen, Joseph D.; Suh, Sangwon
2016-01-01
Highlights: • A framework for technological learning in the supply chain is proposed. • This framework separates learning effects on value added and intermediate inputs. • Supply-chain learning can project both changing environmental impacts and costs. • Learning upstream in the supply chain can influence observed learning rates. • An example for CdTe photovoltaics illustrates how this framework can be implemented. - Abstract: Accounting for technological changes and innovation is important when assessing the implications of rapidly-developing greenhouse gas (GHG) mitigation technologies. Technological learning curves have been commonly used as a tool to understand technological change as a function of cumulative production. Traditional learning curve approaches, however, do not distinguish the direct and upstream, supply chain technological changes by which cost reductions are achieved. While recent advances in learning curves have focused on distinguishing the different physical and economic drivers of learning, forecasted technological changes have not been applied to estimate the potential changes in the environmental performance of a technology. This article illustrates how distinguishing the different effects of technological learning throughout the supply chain can help assess the changing costs, environmental impacts and natural resource implications of technologies as they develop. We propose a mathematical framework to distinguish the effects of learning on the direct inputs to a technology from the effects of learning on value added, and we incorporate those effects throughout the supply chain of a technology using a life cycle assessment (LCA) framework. An example for cadmium telluride (CdTe) photovoltaics (PV) illustrates how the proposed framework can be implemented. Results show that that life cycle GHG emissions can decrease at least 40% and costs can decrease at least 50% as cumulative production of CdTe reaches 100 GW. Technological
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Technology and human issues in reusing learning objects
Collis, Betty; Strijker, A.
2004-01-01
Reusing learning objects is as old as retelling a story or making use of libraries and textbooks, and in electronic form has received an enormous new impetus because of the World Wide Web and Web technologies. Are we at the brink of changing the "shape and form of learning, ... of being able to
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Implementing digital technology to enhance student learning of pathology.
Farah, C S; Maybury, T
2009-08-01
The introduction of digital technologies into the dental curriculum is an ongoing feature of broader changes going on in tertiary education. This report examines the introduction of digital virtual microscopy technology into the curriculum of the School of Dentistry at the University of Queensland (UQ) in Brisbane, Australia. Sixty students studying a course in pathology in 2005 were introduced to virtual microscopy technology alongside the more traditional light microscope and then asked to evaluate their own learning outcomes from this technology via a structured 5-point LIKART survey. A wide variety of questions dealing the pedagogic implications of the introduction of virtual microscopy into pathology were asked of students with the overall result being that it positively enhanced their learning of pathology via digital microscopic means. The success of virtual microscopy in dentistry at UQ is then discussed in the larger context of changes going on in tertiary education. In particular, the change from the print-literate tradition to the electronic one, that is from 'literacy to electracy'. Virtual microscopy is designated as a component of this transformation to electracy. Whilst traditional microscopic skills may still be valued in dental curricula, the move to virtual microscopy and computer-assisted, student-centred learning of pathology appears to enhance the learning experience in relation to its effectiveness in helping students engage and interact with the course material.
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Rowe, Zoe O.; Wilson, Hugh; Dimitriu, Radu; Breiter, Katja; Charnley, Fiona
2017-01-01
Technology-mediated environments are important not only as the location for an increasing proportion of purchases, but also as an even more pervasive part of the purchase journey. While most research into online consumer behavior focuses on attitudes as an antecedent of product choice, this article focuses on an important but hardly explored variable that may be impacted by technology-mediated environments: self-accountability. Laboratory experiments suggest that self-accountability may influ...
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An Integrated Framework Of Web 2.0 Technology And A Collaborative Learning
Directory of Open Access Journals (Sweden)
Mohamed Madar
2015-05-01
Full Text Available Abstract This paper contributes to the suitability of web 2.0 technology in implementing collaborative learning and proposes an integrated framework of Web 2.0 tools and collaborative learning activities. This paper is also identifying the mismatch between adopting web 2.0 technologies and the delivery of the curriculum on the cloud or via the Internet. It is found that Web 2.0 and a collaborative learning are two platforms to be easily synchronized due to their common attributes that enable their complementariness. This paper argues that integrated framework of Web 2.0 and CL allow users exploit teachinglearning materials maximally and at the same upsurges learners understanding in the subject knowledge. Suitable of Web 2.0 in implementing curriculum was also encouraged since the proposed framework consists of both components of Web 2.0 functions and activities of collaborative learning environment. Pedagogically there has been a mismatch between E-learning technologies and mode of delivery for instance E-learning platforms are widely used to increase content accessibility only while now this framework introduces that Web 2.0 technology of E-learning can also be used to create share knowledge among users. The proposed framework if efficiently exploited will also allow users at all levels create personalized learning environment which suits perspective teachinglearning styles of the users. Apart from academic achievement or enhancements of the teaching and learning processes the proposed framework also would help learners develop generic skills which are very important in the workplaces. As a result of this fast and independent learning technically depend on technology based pedagogy and in this case this proposed model has two dimensions which are very crucial to the enrichment of students learning activities.
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Learning Online: What Research Tells Us about Whether, When and How
Means, Barbara; Bakia, Marianne; Murphy, Robert
2014-01-01
At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, "Learning Online" provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in…
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Technology-Supported Learning Environments in Science Classrooms in India
Gupta, Adit; Fisher, Darrell
2012-01-01
The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region (Jammu & Kashmir State, India) in…
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Learning with Sound Recordings: A History of Suzuki's Mediated Pedagogy
Thibeault, Matthew D.
2018-01-01
This article presents a history of mediated pedagogy in the Suzuki Method, the first widespread approach to learning an instrument in which sound recordings were central. Media are conceptualized as socially constituted: philosophical ideas, pedagogic practices, and cultural values that together form a contingent and changing technological…
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Kennedy, Kristen M.; Rodrigue, Karen M.; Head, Denise; Gunning-Dixon, Faith; Raz, Naftali
2009-01-01
Our objectives were to assess age differences in perceptual repetition priming and perceptual skill learning, and to determine whether they are mediated by cognitive resources and regional cerebral volume differences. Fragmented picture identification paradigm allows the study of both priming and learning within the same task. We presented this task to 169 adults (ages 18–80), assessed working memory and fluid intelligence, and measured brain volumes of regions that were deemed relevant to th...
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Lee, Chwee Beng
2018-01-01
With the rapid developments in emerging technologies and the emphasis on technologies in learning environments, the connection between technologies and meaningful learning has strengthened. Developing an understanding of the components of meaningful learning with technology is pivotal, as this may enable educators to make more informed decisions…
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Applying Technology to Marine Corps Distance Learning
National Research Council Canada - National Science Library
Broihier, Michael
1997-01-01
The purpose of this thesis is to investigate the application of technology to distance learning with the intention of recommending to the Marine Corps a feasible migration path away from its current...
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Kuda Malwathumullage, Chamathca Priyanwada
Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors' perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students' academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors' pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors' instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the 'SCALE-UP model' participated in this study. Major data sources included classroom
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Improvement of Inquiry in a Complex Technology-Enhanced Learning Environment
Pedaste, Margus; Kori, Külli; Maeots, Mario; de Jong, Anthonius J.M.; Riopel, Martin; Smyrnaiou, Zacharoula
2016-01-01
Inquiry learning is an effective approach in science education. Complex technology-enhanced learning environments are needed to apply inquiry worldwide to support knowledge gain and improvement of inquiry skills. In our study, we applied an ecology mission in the SCY-Lab learning environment and
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Professional Learning Design Framework: Supporting Technology Integration in Alberta
van Thiel, Lydia
2018-01-01
Researchers around the world are interested in knowing how to support teachers in developing both their technology skills and their understanding of how educational technologies can provide opportunity to engage all learners at their skill and interest level in learning activities that were not possible without technology. The solution involves…
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Technology-Mediation and Tutoring: How Do They Shape Progressive Inquiry Discourse?
Muukkonen, Hanni; Lakkala, Minna; Hakkarainen, Kai
2005-01-01
In higher education, there is a challenge to gain the full benefit of the potentials of learning technology for collaborative knowledge advancement and for scaffolding practices of academic literacy and scientific argumentation. The technology, ideally, would be used to provide support that enables students to deal with more demanding tasks than…
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Children Learning to Use Technologies through Play: A Digital Play Framework
Bird, Jo; Edwards, Susan
2015-01-01
Digital technologies are increasingly acknowledged as an important aspect of early childhood education. A significant problem for early childhood education has been how to understand the pedagogical use of technologies in a sector that values play-based learning. This paper presents a new framework to understand how children learn to use…
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A CONCEPT OF SOFTWARE SUPPORT OF LEARNING PROGRAMMING LANGUAGE AND TECHNOLOGIES
Directory of Open Access Journals (Sweden)
V. Kruglyk
2013-03-01
Full Text Available A concept of software support of learning programming language and technologies is regarded in the article. Present systems of independent study of subjects, related to programming, are examined. Necessary components of a system of support learning programming languages and technologies, which is oriented on independent study, are considered.
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Shaqrah, Amin A.
2015-01-01
The purpose of this study is to explain the behavior intention to use e-learning technologies. In order to achieve a better view and validate the study, researcher attempts to give details of how technology acceptance models help Jordanian trainees firms in accepting e-learning technology, and how if applied will result more attention to usage…
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Technology in Intersecting Figured Worlds.
Esbensen, Gertrud Lynge; Hasse, Cathrine
2015-01-01
In this chapter we analyze aspects of how Danish student nurses acquire technological literacy during their clinical internship at a Danish hospital. The argument is supported by several cases from Esbensen's empirical work. We focus on a Techno-Anthropological study of how student nurses learn to engage in technological mediated relations, and discuss how we think the ideas of intersecting worlds help to analyze some of the difficulties, student's experience.
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Patterns of Scaffolding in Computer-Mediated Collaborative Inquiry
Lakkala, Minna; Muukkonen, Hanni; Hakkarainen, Kai
2005-01-01
There is wide agreement on the importance of scaffolding for student learning. Yet, models of individual and face-to-face scaffolding are not necessarily applicable to educational settings in which a group of learners is pursuing a process of inquiry mediated by technology. The scaffolding needed for such a process may be examined from three…
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A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes
Casanova, Diogo; Moreira, António
2017-01-01
This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the…
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Typology and Hierarchy of Students’ Motivations to Use Technology in Learning
Directory of Open Access Journals (Sweden)
Kenneth J Stevens
2018-03-01
Full Text Available Considerable discussion has taken place in practice and academe regarding the need for changes to the educational system to better suit current student’s approaches and preferences for technology use in learning. Much of this discussion involves assumptions about the current students (referred to by some as ‘digital natives’ preference for independent learning and that students are motivated in similar ways to use technology to achieve and support their preferred learning style. This study sought to better understand student’s motivations for technology use in learning and whether assumptions about the homogeneity of motivations are warranted. We sought to identify students’ motivation typology and any groupings within these typologies, and understand the inter-relationship between motivations. Using data collected from 16 Information Systems (IS students via the Repertory Grid Interview technique (RGT, a cluster analysis segmented respondents into two distinct groups: ‘Independent Learners’ and ‘Traditional Learners’. A hierarchical framework of technology use motivations was developed for each group using Interpretive Structural Modelling (ISM and Cross-impact Matrix Multiplication Applied to Classification (MICMAC was used to categorise each group’s motivation factors. Results show that the two groups were driven to achieve the same learning goals by different paths and hence questioning the assumption of homogeneity in technology use motivations among the current student cohort.
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Podagogy: The iPod as a Learning Technology
Dale, Crispin; Pymm, John M.
2009-01-01
With the growing influence of social media on contemporary society, educators have to adapt to new ways of engaging students in the learning process. The use of iPod technologies, as part of this new breed of social media and associated gadgetry, offers fresh opportunities to enhance the student learning experience. As part of a research project…
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XML technology planning database : lessons learned
Some, Raphael R.; Neff, Jon M.
2005-01-01
A hierarchical Extensible Markup Language(XML) database called XCALIBR (XML Analysis LIBRary) has been developed by Millennium Program to assist in technology investment (ROI) analysis and technology Language Capability the New return on portfolio optimization. The database contains mission requirements and technology capabilities, which are related by use of an XML dictionary. The XML dictionary codifies a standardized taxonomy for space missions, systems, subsystems and technologies. In addition to being used for ROI analysis, the database is being examined for use in project planning, tracking and documentation. During the past year, the database has moved from development into alpha testing. This paper describes the lessons learned during construction and testing of the prototype database and the motivation for moving from an XML taxonomy to a standard XML-based ontology.
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Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety
Bas, Gökhan
2016-01-01
The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high…
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Recommender Systems for Technology Enhanced Learning: Research Trends & Applications
Manouselis, Nikos; Verbert, Katrien; Drachsler, Hendrik; Santos, Olga
2014-01-01
As an area, Technology Enhanced Learning (TEL) aims to design, develop and test socio-technical innovations that will support and enhance learning practices of individuals and organizations. Information retrieval is a pivotal activity in TEL and the deployment of recommender systems has attracted
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International Workshop on Evidence-Based Technology Enhanced Learning
Gennari, Rosella; Marenzi, Ivana; Prieta, Fernando; Rodríguez, Juan
2012-01-01
Research on Technology Enhanced Learning (TEL) investigates how information and communication technologies can be designed in order to support pedagogical activities. The workshop proceedings collects contributions concerning evidence based TEL systems, like their design following EBD principles as well as studies or best practices that educators, education stakeholders or psychologists used to diagnose or improve their students' learning skills, including students with specific difficulties. The international ebTEL’12 workshop wants to be a forum in which TEL researchers and practitioners alike can discuss ideas, projects, and lessons related to ebTEL. The workshop takes place in Salamanca, Spain, on March 28th-30th 2012.
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The search for active learning: Lessons from a happy accident
Bashforth, Hedley; Parmar, Nitin R
2010-01-01
This article suggests that the concept of ‘active learning’ has different meanings. These meanings are created in the dynamic and variable relationships between the uses of learning technologies and approaches to pedagogy. Institutions play a key role in mediating these relationships, privileging some meanings of ‘active learning’ over others. More dialogical forms of active learning call for changes in the mediating role of the institution. This article draws on a case study of the use of El...
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Lee, Ahlam
2011-12-01
Using the Educational Longitudinal Study of 2002/06, this study examined the effects of the selected mathematical learning and teacher motivation factors on graduates' science, technology, engineering, and math (STEM) related major choices in 4-year colleges and universities, as mediated by math performance and math self-efficacy. Using multilevel structural equation modeling, I analyzed: (1) the association between mathematical learning instruction factors (i.e., computer, individual, and lecture-based learning activities in mathematics) and students' STEM major choices in 4-year colleges and universities as mediated by math performance and math self-efficacy and (2) the association between school factor, teacher motivation and students' STEM major choices in 4-year colleges and universities via mediators of math performance and math self-efficacy. The results revealed that among the selected learning experience factors, computer-based learning activities in math classrooms yielded the most positive effects on math self-efficacy, which significantly predicted the increase in the proportion of students' STEM major choice as mediated by math self-efficacy. Further, when controlling for base-year math Item Response Theory (IRT) scores, a positive relationship between individual-based learning activities in math classrooms and the first follow-up math IRT scores emerged, which related to the high proportion of students' STEM major choices. The results also indicated that individual and lecture-based learning activities in math yielded positive effects on math self-efficacy, which related to STEM major choice. Concerning between-school levels, teacher motivation yielded positive effects on the first follow up math IRT score, when controlling for base year IRT score. The results from this study inform educators, parents, and policy makers on how mathematics instruction can improve student math performance and encourage more students to prepare for STEM careers. Students
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Technology in Language Use, Language Teaching, and Language Learning
Chun, Dorothy; Smith, Bryan; Kern, Richard
2016-01-01
This article offers a capacious view of technology to suggest broad principles relating technology and language use, language teaching, and language learning. The first part of the article considers some of the ways that technological media influence contexts and forms of expression and communication. In the second part, a set of heuristic…
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Climate policies and learning by doing: Impacts and timing of technology subsidies
International Nuclear Information System (INIS)
Kverndokk, Snorre; Rosendahl, Knut Einar
2007-01-01
We study the role of technology subsidies in climate policies, using a simple dynamic equilibrium model with learning by doing. The optimal subsidy rate of a carbon-free technology is high when the technology is first adopted, but falls significantly over the next decades. However, the efficiency costs of uniform instead of optimal subsidies, may be low if there are adjustment costs for a new technology. Finally, supporting existing energy technologies only, may lead to technology lock-in, and the impacts of lock-in increase with the learning potential of new technologies as well as the possibilities for early entry. (author)
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Exploring Mobile Technologies for Learning Chinese
Directory of Open Access Journals (Sweden)
Jing Wang
2012-08-01
Full Text Available The present study aimed to reveal how learners of Chinese as a foreign language use mobile technology to study Chinese outside the classroom. Researchers used sociocultural perspectives to frame the study and grounded theory to analyze data. Eleven English-speaking students who had learned Chinese for different years at a midwestern university participated in the study. They answered 23 major questions by submitting journal entries and participating in an interview. Compared with computer assisted language learning, mobile devices bring changes to tutorial functions, social computing, and gaming. Participants heavily explored tutorial functions, used mobile devices differently from computers for social computing, and showed interest in gaming. Although participants were enthusiastic about using mobile devices to learn Chinese, the number of applications they used and the variety of activities they engaged in were limited. Findings suggest that the effective incorporation of mobile devices to learn Chinese depends on collaboration and scaffolding
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Khan, Maria R; Epperson, Matthew W; Gilbert, Louisa; Goddard, Dawn; Hunt, Timothy; Sarfo, Bright; El-Bassel, Nabila
2012-10-01
There is increasing excitement about multimedia sexually transmitted infection (STI) and HIV prevention interventions, yet there has been limited discussion of how use of multimedia technology may improve STI/HIV prevention efforts. The purpose of this paper is to describe the mechanisms through which multimedia technology may work to improve the delivery and uptake of intervention material. We present conceptual frameworks describing how multimedia technology may improve intervention delivery by increasing standardization and fidelity to the intervention material and the participant's ability to learn by improving attention, cognition, emotional engagement, skills-building, and uptake of sensitive material about sexual and drug risks. In addition, we describe how the non-multimedia behavioral STI/HIV prevention intervention, Project WORTH, was adapted into a multimedia format for women involved in the criminal justice system and provide examples of how multimedia activities can more effectively target key mediators of behavioral change in this intervention.
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Directory of Open Access Journals (Sweden)
Fanny Klett (IEEE Fellow
2010-09-01
Full Text Available This special issue deals with several cutting edge research outcomes from recent advancement of learning technologies. Advanced learning technologies are the composition of various related technologies and concepts such as i internet technologies and mobile technologies, ii human and organizational performance/knowledge management, and iii underlying trends toward open technology, open content and open education. This editorial note describes the overview of these topics related to the advanced learning technologies to provide the common framework for the accepted papers in this special issue.
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Wang, Chih-Hsuan; Shannon, David M.; Ross, Margaret E.
2013-01-01
The purpose of this study was to examine the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified…
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Critical Success in E-learning: An Examination of Technological and Institutional Support Factors
Directory of Open Access Journals (Sweden)
Maslin Masrom
2008-12-01
Full Text Available In recent years, information technology (IT becomes prominent to support teaching and learning activities. IT tools allow us to create, collect, store and use the information and knowledge. E-learning was one of IT tools introduced at College of Science and Technology (CST, University Technology Malaysia (UTM Kuala Lumpur since 2001. It has enabled a paradigm shift from institutio n-centered instruction to anywhere, anytime and anybody learning models. In CST the e-learning technology was used for accessing the syllabus and course content, submitting assignments, and taking class quizzes. This paper focuses on issues relating to the e-learning critical success factors (CSFs from university students’ perspective. In this study, two main factors related to the e-learning CSFs within a university environment included technological and institutional support factors were examined. Confirmatory factor modeling approach was used to assess the criticality of the measures included in each factor. The results indicated that the most critical measures for technological factor in terms of ease of access and infrastructure are the browser efficiency, course website ease of use and computer network reliability. Meanwhile, for institutional support factor, the most critical measure is the availability of technical support or help desk.
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Ho, Li-An
2009-01-01
The rapid advancement of Internet and computer technology has not only influenced the way we live, but also the way we learn. Due to the implementation of e-learning in urban junior high schools in Taiwan, it has become essential to find out how external and internal factors affect junior high school students' online learning behavior, which consequently affects their learning outcome. The present study aims to propose a conceptual structural equation model to investigate the relationships among e-Learning system quality (eLSQ), technology readiness (TR), learning behavior (LB), and learning outcome (LO), and to demonstrate the direct and indirect effect of eLSQ and TR on LO from the perspectives of LB. Data collected from 10 urban junior high schools in Taiwan (N = 376) were analyzed using structural equation modeling. Results reveal that both eLSQ and TR have a direct and significant impact on LB. However, eLSQ and TR influence LO indirectly through LB. In addition, LB has a direct and positive significant influence on LO. Managerial implications are proposed and research limitations are discussed.
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Addressing Learning Disabilities with UDL and Technology: Strategic Reader
Hall, Tracey E.; Cohen, Nicole; Vue, Ge; Ganley, Patricia
2015-01-01
CAST created "Strategic Reader," a technology-based system blending Universal Design for Learning (UDL) and Curriculum-Based Measurement (CBM) in a digital learning environment to improve reading comprehension instruction. This experimental study evaluates the effectiveness of Strategic Reader using two treatment conditions for measuring…
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Computer-Assisted Foreign Language Teaching and Learning: Technological Advances
Zou, Bin; Xing, Minjie; Wang, Yuping; Sun, Mingyu; Xiang, Catherine H.
2013-01-01
Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic…
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Trickle down Technology: Tech Lessons Learned from Higher Ed
O'Hanlon, Charlene
2010-01-01
Care has to be taken when relating technology's use in college and university lecture halls to the way it's applied in K-12 classrooms. Differences in pedagogy, learning styles, and even attendance can impact the way the respective students in the two environments consume technology, which in turn impacts the technology's effectiveness as a…
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ONLINE-SERVICES AND INFORMATION TECHNOLOGIES IN DISTANCE LEARNING
Directory of Open Access Journals (Sweden)
U. A. Vishniakou
2017-01-01
Full Text Available The article deals with the analysis of distance learning (DL methods, approaches, technologies, tools, the use as known online services so and developing the new ones. The terminology in area of DL is discussed and differences between correspondence course and DL are done. The development tendencies of distance learning are analyzed. Their technical and organization components are done. The course programs for DL are realizing by software which functions are shown. The typical lines of DL, their advances and lacks are conceded. As DL advances are self activity, individuality, independence and so on. As DL lacks are insufficiently individual, psychological, practical aspects, writing forms of DL and so on.Technologies and organization of DL including IT are discussed. The tutor activity is divided on two stages: decision of methodological, organizational problems and realization of distance courses. The various kind of online services in DL such as chats, web, TV, video conferences multimedia, robot learning, web-services are shown. Such IT for DL as CD, net, TV, satellite, cloud are discussed.The models of integration decisions for DL development such as Remote Procedure Calls (RPS, Enterprise Application Integration (EAL, Web-Services (WS, Enterprise Service Bus (ESB are proposed. The content of e-learning online services including intellectual technologies and cloud computing are done. As new one integration method for DL is Semantic Web and Web-service (SWWS with knowledge representation support on ontology base and knowledge processing on agents support are representation.
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Technology in the Pharmacy Learning Environment: Surveys of Use and Misuse
Directory of Open Access Journals (Sweden)
Kimberley J. Begley
2015-01-01
Full Text Available The use of technology in the classroom may have positive and negative effects on learning. The purpose of this investigation was twofold: to identify the effect technology is having on the pharmacy learning environment; and, to assess students' use of technology during class time for non-academic purposes. This study included a national cross-sectional survey as well as a single, college-specific survey. The national survey had a faculty response rate of 71.2%. Of the responders, approximately 61% identified significant problems related to students' use of technology in the pharmacy learning environment. Cell phones were a recognized concern and more than 90% of programs have chosen to restrict cell phone use in the classroom. The single college survey examining technology use during class for non-academic purposes had a student response rate of 87% and faculty response rate of 100%. Students and faculty members disagreed regarding the negative effects of technology use during class for non-academic purposes. Notably, 16% of students acknowledged their in-class use of technology for non-academic purposes had been disruptive to their learning, as compared to 95.7% of faculty. According to students, common reasons for off-task technology use included checking e-mail/text messages (75.1%, lack of engagement (58.1%, multitasking (56.2%, and accessing social media sites (33%. Faculty and students were asked about enforcement of technology policy. More faculty than students supported policy enforcement by faculty (65.2% versus 22.8%, respectively; p<0.001 as well as policy enforcement by students (78.3% versus 31.9%, respectively; p<0.001. Overall, technology use during class for non-academic purposes was common. Many schools and colleges of pharmacy are developing approaches to address these evolving issues by revising their technology use policies. Type: Original Research
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What Do Students Want? Making Sense of Student Preferences in Technology-Enhanced Learning
Pechenkina, Ekaterina; Aeschliman, Carol
2017-01-01
This article, with its focus on university students as intended recipients and users of technological innovations in education, explores student preferences across three dimensions of technology-enhanced learning: mode of instruction; communication; and educational technology tools embedded in learning and teaching activities. The article draws on…
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Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy
Anderson, Terry; Dron, Jon
2012-01-01
This paper updates earlier work in which we defined three generations of distance education pedagogy. We then describe emerging technologies that are most conducive to instructional designs that evolve with each generation. Finally we discuss matching the pedagogies with learning outcomes. (Contains 3 figures.)
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Linking Theory to Practice in Learning Technology Research
Gunn, Cathy; Steel, Caroline
2012-01-01
We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only…
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Dan, Yongjun; Todd, Reese
2014-01-01
Research into the effect of interest consistently indicated that interest positively related to students' achievement; however, the mechanism through which it affected the learning result remained an open question. This study intended to examine how learning strategies mediated the relationship between interest and achievement in the domain of…
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A technology training protocol for meeting QSEN goals: Focusing on meaningful learning.
Luo, Shuhong; Kalman, Melanie
2018-01-01
The purpose of this paper is to describe and discuss how we designed and developed a 12-step technology training protocol. The protocol is meant to improve meaningful learning in technology education so that nursing students are able to meet the informatics requirements of Quality and Safety Education in Nursing competencies. When designing and developing the training protocol, we used a simplified experiential learning model that addressed the core features of meaningful learning: to connect new knowledge with students' prior knowledge and real-world workflow. Before training, we identified students' prior knowledge and workflow tasks. During training, students learned by doing, reflected on their prior computer skills and workflow, designed individualized procedures for integration into their workflow, and practiced the self-designed procedures in real-world settings. The trainer was a facilitator who provided a meaningful learning environment, asked the right questions to guide reflective conversation, and offered scaffoldings at critical moments. This training protocol could significantly improve nurses' competencies in using technologies and increase their desire to adopt new technologies. © 2017 Wiley Periodicals, Inc.
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International Nuclear Information System (INIS)
Duffey, R.B.
2004-01-01
By analogy with the concepts of human learning, we show and introduce a new method to obtain least product cost and price that includes the effect of innovation and technological learning in manufacturing and production. This key result is a new paradigm instead of the usual economic 'power law' formulation. The new analysis is based on extensive analysis of many technological systems, and is directly related to the presence of learning as experience is accumulated. The results agree with the observed data. By using a consistent basis, the method replaces previous empirical 'power law' descriptions of the technological learning curve with a new 'marginal minimum cost equation' (MCE). (author)
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Impact of Media Richness and Flow on E-Learning Technology Acceptance
Liu, Su-Houn; Liao, Hsiu-Li; Pratt, Jean A.
2009-01-01
Advances in e-learning technologies parallels a general increase in sophistication by computer users. The use of just one theory or model, such as the technology acceptance model, is no longer sufficient to study the intended use of e-learning systems. Rather, a combination of theories must be integrated in order to fully capture the complexity of…
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Saljo, R.
2010-01-01
The purpose of this article is to offer some reflections on the relationships between digital technologies and learning. It is argued that activities of learning, as they have been practised within institutionalized schooling, are coming under increasing pressure from the developments of digital technologies and the capacities to store, access and…
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Best, Marnie; MacGregor, Denise; Price, Deborah
2017-01-01
Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with…
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Teaching strategies in web technologies for virtual learning environments
Directory of Open Access Journals (Sweden)
Ilber Dario Saza-Garzón
2016-12-01
Full Text Available The virtual learning environments (AVAs have been a subject of discussion and questions mainly on finding the best teaching practices, which tools you can use them and how to achieve optimum utilization have better results in virtual education, for Therefore in this paper some elements about the characteristics, history, teaching, studies have virtual environments and web applications as tools to support teaching and learning, are set for a virtual tutor note the when planning, designing, creating and implementing online courses. Thus the reader will find concepts, explanations and different evolutionary processes that wins ICT and how are you have been involved in the educational context, spotting potential applications from mediation of teaching, plus some suggestions of how to carry out exposed use thereof in virtual learning environments to strengthen the different processes of teaching and learning.
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Planning for Technology Integration in a Professional Learning Community
Thoma, Jennifer; Hutchison, Amy; Johnson, Debra; Johnson, Kurt; Stromer, Elizabeth
2017-01-01
Barriers to technology integration in instruction include a lack of time, resources, and professional development. One potential approach to overcoming these barriers is through collaborative work, or professional learning communities. This article focuses on one group of teachers who leveraged their professional learning community to focus on…
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Internet-Mediated Technologies and Mixed Methods Research: Problems and Prospects
Hesse-Biber, Sharlene; Griffin, Amy J.
2013-01-01
This article provides an examination of a range of mixed methods research projects that employ Internet-mediated technologies (IMT) for data collection. Using a case study approach, this article allows for the uncovering of a process by which IMT are used as a data collection medium in mixed methods praxis. Under the theoretical position of medium…
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Zeithamova, Dagmar; Dominick, April L; Preston, Alison R
2012-07-12
Memory enables flexible use of past experience to inform new behaviors. Although leading theories hypothesize that this fundamental flexibility results from the formation of integrated memory networks relating multiple experiences, the neural mechanisms that support memory integration are not well understood. Here, we demonstrate that retrieval-mediated learning, whereby prior event details are reinstated during encoding of related experiences, supports participants' ability to infer relationships between distinct events that share content. Furthermore, we show that activation changes in a functionally coupled hippocampal and ventral medial prefrontal cortical circuit track the formation of integrated memories and successful inferential memory performance. These findings characterize the respective roles of these regions in retrieval-mediated learning processes that support relational memory network formation and inferential memory in the human brain. More broadly, these data reveal fundamental mechanisms through which memory representations are constructed into prospectively useful formats. Copyright © 2012 Elsevier Inc. All rights reserved.
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DEFF Research Database (Denmark)
Chimirri, Niklas Alexander
Contradictory learning directionalities are immanent to digital learning technology: Any technology suggests a limited multiplicity of situated uses in a learning practice, of understandings of how to learn and of what learning should be about. Herewith any technology offers a scope of imaginable...... possibilities for acting through it. Sociomaterially maintained learning directionalities – among others through the intended uses of learning technology in educational arrangements – afford the enactment of a delimited ensemble of experiential modes, sensualities, epistemologies, knowledges, and future hopes....... Next to offering opportunities to expand the learners’ scope of possibilities for transforming these learning directionalities together, digital learning technology thus also promotes the taken for grantedness of particular understandings of (most often instrumental) learning. They may consequently...
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Design based action research in the world of robot technology and learning
DEFF Research Database (Denmark)
Majgaard, Gunver
2010-01-01
Why is design based action research method important in the world of robot technology and learning? The article explores how action research and interaction-driven design can be used in development of educational robot technological tools. The actual case is the development of “Fraction Battle......” which is about learning fractions in primary school. The technology is based on robot technology. An outdoor digital playground is taken into to the classroom and then redesigned. The article argues for interaction design takes precedence to technology or goal driven design for development...... of educational tools....
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CRITERIA AND QUALITY INDICATORS OF INFORMATION AND COMMUNICATION TECHNOLOGIES OF LEARNING
Directory of Open Access Journals (Sweden)
Oleg M. Spirin
2013-03-01
Full Text Available In the article the concept of information and communication technology and information and communication technology of learning is specified. It is grounded an external and internal criteria of information and communication technologies of learning quality assessment based on experience of information and communication technology quality assessment of the methodical system of informatics teachers vocational training. There are considered the external indexes – design, structural, organizational, communicative and gnostic criteria, and internal – differentiation, individualization, intensification of teaching process and effectiveness of educational activity. There are presented the approaches to assess the indicators for determination of criteria demonstration degree.
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Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning
McKnight, Katherine; O'Malley, Kimberly; Ruzic, Roxanne; Horsley, Maria Kelly; Franey, John J.; Bassett, Katherine
2016-01-01
A successful digital conversion for classrooms, districts, and states is not determined by the technology, but by how technology enables teaching and learning. The purpose of our multisite case study was to document digital instructional strategies teachers use to enhance and transform student learning, and align that use with learning research.…
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Learning Opportunities in Synchronous Computer-Mediated Communication and Face-to-Face Interaction
Kim, Hye Yeong
2014-01-01
This study investigated how synchronous computer-mediated communication (SCMC) and face-to-face (F2F) oral interaction influence the way in which learners collaborate in language learning and how they solve their communicative problems. The findings suggest that output modality may affect how learners produce language, attend to linguistic forms,…
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Live from Space Station Learning Technologies Project
2001-01-01
This is the Final Report for the Live From Space Station (LFSS) project under the Learning Technologies Project FY 2001 of the MSFC Education Programs Department. AZ Technology, Inc. (AZTek) has developed and implemented science education software tools to support tasks under the LTP program. Initial audience consisted of 26 TreK in the Classroom schools and thousands of museum visitors to the International Space Station: The Earth Tour exhibit sponsored by Discovery Place museum.
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COGNITIVE SKILLS: A Modest Way of Learning through Technology
Satya Sundar SETHY
2012-01-01
Learning is an ever-present phenomenon. It takes place irrespective of time and place. It engages learners in their interested topic/content. Learning absorbs many skills, such as; reading skills, writing skills, technological skills, emotional skills, behavioral skills, cognitive skills, and language skills. Out of all these, cognitive skills play significant role for apprehending a concept and comprehending a discussion. In the context of distance education (DE), learning never restrains to...
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Overcoming Learning Time And Space Constraints Through Technological Tool
Directory of Open Access Journals (Sweden)
Nafiseh Zarei
2015-08-01
Full Text Available Today the use of technological tools has become an evolution in language learning and language acquisition. Many instructors and lecturers believe that integrating Web-based learning tools into language courses allows pupils to become active learners during learning process. This study investigate how the Learning Management Blog (LMB overcomes the learning time and space constraints that contribute to students’ language learning and language acquisition processes. The participants were 30 ESL students at National University of Malaysia. A qualitative approach comprising an open-ended questionnaire and a semi-structured interview was used to collect data. The results of the study revealed that the students’ language learning and acquisition processes were enhanced. The students did not face any learning time and space limitations while being engaged in the learning process via the LMB. They learned and acquired knowledge using the language learning materials and forum at anytime and anywhere. Keywords: learning time, learning space, learning management blog
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Aldowah, Hanan; Ghazal, Samar; Naufal Umar, Irfan; Muniandy, Balakrishnan
2017-09-01
Information technology has achieved robust growth which has made it possible for learning to occur quickly. The rapid development of information, communication and technologies (ICT) has initiated an unparalleled transformation in universities all over the world. This development of technology and learning is offering new techniques to represent knowledge, new practices, and new global communities of learners. As a result, today’s economic and social changes force universities to try to find new learning approaches and systems. E-learning seems to be an appropriate approach in this aspect. However, the implementation of e-learning systems in universities is not an easy task because of some challenges related to context, technology, and other challenges. This paper studied the impacts of demographic data and reported the critical points for the decision makers to consider when planning and implementing e-learning in universities. A quantitative approach was used to study the effects of technological and contextual challenges on e-learning implementation in which a questionnaire was used for the data collection. According to the findings of the study, the most important challenges of the implementation of e-learning are related either to organizational (Contextual) and technological (technical) issues. The demographic variables have been found to play a direct and indirect role with the technological and contextual challenges of implementing e-learning. This paper showed that there are some significant differences in the two challenges faced by instructors in terms of the demographic variables. The result revealed that some significant differences exist between demographic variables and the two challenges of e-learning in terms of gender, age, teaching experience, ICT experience and e-learning experience. However, there is no significant difference in terms of e-learning experience. The obtained data, from such study, can provide information about what academic
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Azevedo, Roger; Mudrick, Nicholas; Taub, Michelle; Wortha, Franz
2017-01-01
Metacognition and emotions play a critical role in learners' ability to monitor and regulate their learning about 21st-century skills related to science, technology, engineering, and mathematics (STEM) content while using advanced learning technologies (ALTs; e.g., intelligent tutoring systems, serious games, hypermedia, augmented reality). In…
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Directory of Open Access Journals (Sweden)
Claudia Schrader
2014-02-01
Full Text Available Does the immersive design of a serious game affect learners’ virtual presence? Does virtual presence improve learning? By identifying virtual presence as a variable that may determine learning outcomes, it is argued that computer gaming environments present a new challenge for researchers to investigate. Particularly, the effect of games on virtual presence might help designers to predict which instructional configurations will maximize learning performance. Results indicate that the serious game used as an example in this study leads to a strong form of virtual presence. Virtual presence enhanced retention and comprehension but not transfer. It also significantly increased learners’ motivation. Mediation analyses report that the positive relation between virtual presence, retention and comprehension is mediated through increased motivation. These findings suggest that the relation between all variables should be considered an important factor in the design of virtual worlds for learning.
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Examination of studies on technology-assisted collaborative learning published between 2010-2014
Directory of Open Access Journals (Sweden)
Ahmet Arnavut
2016-09-01
Full Text Available Abstract This study is a content analysis of the articles about technology-assisted collaborative learning published in Science Direct database between the years of 2010 and 2014. Developing technology has become a topic that we encounter in every aspect of our lives. Educators deal with the contribution and integration of technology into education. Therefore, in this study it was aimed to examine how integration of collaborative learning into technology would contribute to education or it would contribute to education or not. According to the results of the studies obtained from Science Direct database, there are many research related with technology-assisted collaborative learning. However, since all of the studies did not fulfill our search criteria for content analysis, a total number of 58 articles published between the years of 2010 and 2014 were used in this study.
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Situated learning and interacting with/through technologies
DEFF Research Database (Denmark)
Raudaskoski, Pirkko Liisa
2006-01-01
There is a growing interest within social and humanistic sciences towards understanding practice theoretically and analytically. Lave and Wenger’s concept “situated learning” describes the process of newcomers moving toward full participation in a community. Wenger later refined his approach in h...... practices. The interdisciplinary interaction analysis (IA) is suggested as the best way to study the various aspects of situated learning in technology-intensive interactions.......There is a growing interest within social and humanistic sciences towards understanding practice theoretically and analytically. Lave and Wenger’s concept “situated learning” describes the process of newcomers moving toward full participation in a community. Wenger later refined his approach in his...... book ‘Communities of practice: Learning, meaning and identity’. Situated learning is equalled with social order: instead of understanding learning as a separate practice from everyday life, learning is seen as a more mundane phenomenon. It is sometimes difficult to operationalize Lave and Wenger...
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Embodied Experiences of Place: A Study of History Learning with Mobile Technologies
Price, S.; Jewitt, C.; Sakr, M.
2016-01-01
This paper reports an empirical study that takes a multimodal analytical approach to examine how mobile technologies shape students' exploration and experience of place during a history learning activity in situ. In history education, mobile technologies provide opportunities for authentic experiential learning activities that have the potential…
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Energy Technology Data Exchange (ETDEWEB)
Varela, M.
2001-07-01
The process of introduction of a new technology supposes that while its production and utilisation increases, also its operation improves and its investment costs and production decreases. The accumulation of experience and learning of a new technology increase in parallel with the increase of its market share. This process is represented by the technological learning curves and the energy sector is not detached from this process of substitution of old technologies by new ones. The present paper carries out a brief revision of the main energy models that include the technology dynamics (learning). The energy scenarios, developed by global energy models, assume that the characteristics of the technologies are variables with time. But this tend is incorporated in a exogenous way in these energy models, that is to say, it is only a time function. This practice is applied to the cost indicators of the technology such as the specific investment costs or to the efficiency of the energy technologies. In the last years, the new concept of endogenous technological learning has been integrated within these global energy models. This paper examines the concept of technological learning in global energy models. It also analyses the technological dynamics of the energy systems including the endogenous modelling of the process of technological progress. Finally, it makes a comparison of several of the most used global energy models (MARKAL, MESSAGE and ERIS) and, more concretely, about the use these models make of the concept of technological learning. (Author) 17 refs.
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The Mediating Role of Knowledge Sharing on Information Technology and Innovation
Directory of Open Access Journals (Sweden)
Onwika Kaewchur
2013-12-01
Full Text Available This study aims to investigate the relationship between information technology, knowledge sharing, and a firm’s innovation. Knowledge sharing as a mediating effect is also simultaneously investigated with regard to the relationship between information technology and a firm’s innovation. In this research, the quantitative method was mainly employed. The data was collected with a survey. A total of 224 respondents from herbal manufacturing companies were included in the research. The results presented in this paper demonstrate that knowledge sharing and information technology can critically influence the organization’s innovation and can play a vital role as a significant success factor in this process.
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Talking back to theory: the missed opportunities in learning technology research
Directory of Open Access Journals (Sweden)
Martin Oliver
2011-12-01
Full Text Available Research into learning technology has developed a reputation for being drivenby rhetoric about the revolutionary nature of new developments, for payingscant attention to theories that might be used to frame and inform research, andfor producing shallow analyses that do little to inform the practice of education.Although there is theoretically-informed research in learning technology, this isin the minority, and has been actively marginalised by calls for applied designwork. This limits opportunities to advance knowledge in the field. Using threeexamples, alternative ways to engage with theory are identified. The paper concludesby calling for greater engagement with theory, and the development of ascholarship of learning technology, in order to enrich practice within the fieldand demonstrate its relevance to other fields of work.
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Language and Text-to-Speech Technologies for Highly Accessible Language & Culture Learning
Directory of Open Access Journals (Sweden)
Anouk Gelan
2011-06-01
Full Text Available This contribution presents the results of the “Speech technology integrated learning modules for Intercultural Dialogue” project. The project objective was to increase the availability and quality of e-learning opportunities for less widely-used and less taught European languages using a user-friendly and highly accessible learning environment. The integration of new Text-to-Speech developments into web-based authoring software for tutorial CALL had a double goal: on the one hand increase the accessibility of e-learning packages, also for learners having difficulty reading (e.g. dyslexic learners or preferring auditory learning; on the other hand exploiting some didactic possibilities of this technology.
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Evaluating the effectiveness of personal response system technology on millennial student learning.
McCurry, Mary K; Hunter Revell, Susan M
2011-08-01
As nurse educators, we must explore new technologies that capitalize on the characteristics of millennial learners. One such technology, the personal response system (PRS), is an effective way to promote active learning and increase comprehension. Few nursing studies have examined the benefits of PRS technology on student outcomes. The purpose of this study was to evaluate the effectiveness of PRS technology on learning outcomes in two sections of an undergraduate nursing research course. A crossover design compared class quiz averages between and within groups. Findings related to between and within class quiz scores were mixed, whereas the effectiveness of in-class PRS questions on paper-and-pencil quiz scores and PRS-targeted quiz items was significant. Knowledge gained from this study can be used to enhance our ability to actively engage our technologically savvy undergraduate students. By threading technology into the undergraduate curriculum, learning outcomes may be improved. Copyright 2011, SLACK Incorporated.
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Directory of Open Access Journals (Sweden)
Ranice Hoehr Pedrazzi Pozzer
2017-10-01
Full Text Available The National Program for Access to Secondary Education and Employment (Pronatec, created by the federal government has offered, in recent years, training in technical courses at post-secondary level for young people and adults inserted in the educational system and who were attending or finishing high school, including the Youth and Adult Education system (EJA. Thus, some classes of technical courses presented a varied profile of students from teenagers who attend public schools and even older adults who are returning to school after years of absence from the education system. The present study analyzed four groups of students aged between 15 and 63 years. This age difference, how the oldest students use or not technology and the kind of relationship between the students in the classroom raised questions about their relationship on social networks. This network usage by the students significantly influenced the pedagogical practice during the course, considering that the students asked the teacher to use it as a teaching and learning resource. The students transit from reality to virtual world with the naturalness of people who were born inserted in this context of interactions mediated by technology.
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Hopper, Keith B; Johns, Carol L
2007-11-01
Educational technologies have had an important role in respiratory care. Distance learning via postal correspondence has been used extensively in respiratory care, and Internet-based distance learning is now used in the training of respiratory therapists (RTs), clinical continuing education, and in baccalaureate degree and higher programs for RTs and educators. To describe the current scope of respiratory care educational technology integration, including distance learning. To investigate online research potential in respiratory care. A probabilistic online survey of United States respiratory care program directors was conducted on educational technology practices and attitudes, including distance learning. A parallel exploratory study of United States respiratory care managers was conducted. One-hundred seventy-seven (53%) program directors participated. One-hundred twenty-eight respiratory care managers participated. For instructional purposes, the respiratory care programs heavily use office-productivity software, the Internet, e-mail, and commercial respiratory care content-based computer-based instruction. The programs use, or would use, online resources provided by text publishers, but there is a paucity. Many program directors reported that their faculty use personal digital assistants (PDAs), often in instructional roles. 74.6% of the programs offer no fully online courses, but 61.0% reported at least one course delivered partially online. The managers considered continuing education via online technologies appropriate, but one third reported that they have not/will not hire RTs trained via distance learning. Neither group considered fully online courses a good match for RT training, nor did they consider training via distance learning of comparable quality to on-campus programs. Both groups rated baccalaureate and higher degrees via distance learning higher if the program included face-to-face instruction. Online distance-learning participatory experience
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Keeping learning central: a model for implementing emerging technologies
Willcockson, Irmgard U.; Phelps, Cynthia L.
2010-01-01
Felt problem Technology integration continues to be a challenge for health science faculty. While students expect emerging technologies to be used in the classroom, faculty members desire a strategic process to incorporate technology for the students' benefit. Our solution We have developed a model that provides faculty a strategy for integrating emerging technologies into the classroom. The model is grounded in student learning and may be applied to any technology. We present the model alongside examples from faculty who have used it to incorporate technology into their health sciences classrooms. PMID:20165698
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Zhang, Jing; Song, Yanlin; Xia, Fan; Zhu, Chenjing; Zhang, Yingying; Song, Wenpeng; Xu, Jianguo; Ma, Xuelei
2017-09-01
Frozen section is widely used for intraoperative pathological diagnosis (IOPD), which is essential for intraoperative decision making. However, frozen section suffers from some drawbacks, such as time consuming and high misdiagnosis rate. Recently, artificial intelligence (AI) with deep learning technology has shown bright future in medicine. We hypothesize that AI with deep learning technology could help IOPD, with a computer trained by a dataset of intraoperative lesion images. Evidences supporting our hypothesis included the successful use of AI with deep learning technology in diagnosing skin cancer, and the developed method of deep-learning algorithm. Large size of the training dataset is critical to increase the diagnostic accuracy. The performance of the trained machine could be tested by new images before clinical use. Real-time diagnosis, easy to use and potential high accuracy were the advantages of AI for IOPD. In sum, AI with deep learning technology is a promising method to help rapid and accurate IOPD. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Dror, Itiel; Schmidt, Pascal; O'connor, Lanty
2011-01-01
As new technology becomes available and is used for educational purposes, educators often take existing training and simply transcribe it into the new technological medium. However, when technology drives e-learning rather than the learner and the learning, and when it uses designs and approaches that were not originally built for e-learning, then often technology does not enhance the learning (it may even be detrimental to it). The success of e-learning depends on it being 'brain friendly', on engaging the learners from an understanding of how the cognitive system works. This enables educators to optimize learning by achieving correct mental representations that will be remembered and applied in practice. Such technology enhanced learning (TEL) involves developing and using novel approaches grounded in cognitive neuroscience; for example, gaming and simulations that distort realism rather than emphasizing visual fidelity and realism, making videos interactive, training for 'error recovery' rather than for 'error reduction', and a whole range of practical ways that result in effective TEL. These are a result of e-learning that is built to fit and support the cognitive system, and therefore optimize the learning.
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Gürleyik, Sinan; Akdemir, Elif
2018-01-01
Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of…
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Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration
Christensen, Rhonda; Knezek, Gerald
2016-01-01
Mobile learning readiness as a new aspect of technology integration for classroom teachers is confirmed through the findings of this study to be significantly aligned with well-established measures based on older information technologies. The Mobile Learning Readiness Survey (MLRS) generally exhibits the desirable properties of step-wise increases…
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Gordon, Neil
2014-01-01
This publication is part of our five-strand research project "Flexible Pedagogies: preparing for the future". It focuses on a better understanding of technology-enhanced learning (TEL) and: (1) identifies key international drivers in the move towards technology-enhanced learning; (2) highlights some of the challenges and opportunities…
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Educational Process Reengineering and Diffusion of Innovation in Formal Learning Environment
DEFF Research Database (Denmark)
Khalid, Md. Saifuddin; Hossain, Mohammad Shahadat; Rongbutsri, Nikorn
2011-01-01
administration and evaluation and assessment. Educational environments are flexible and not governed by standard operating procedures, making technology use lithe. Theory of diffusion of innovations‟ is recommended to be integrated to reason and measure acceptance or rejection of EPR selected technology......In technology mediated learning while relative advantages of technologies is proven, lack of contextualization and process centric change, and lack of user driven change has kept intervention and adoption of educational technologies among individuals and organizations as challenges. Reviewing...... the formal, informal and non-formal learning environments, this study focuses on the formal part. This paper coins the term 'Educational Process Reengineering (EPR) based on the established concept of 'Business Process Reengineering (BPR) for process improvement of teaching learning activities, academic...
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Foreign Language Learning using E-Communication Technologies in the Educational Sector
Directory of Open Access Journals (Sweden)
Andreea-Maria Tirziu
2015-05-01
Full Text Available E-communication places new demands on language, leading to interesting variations in written language use. E-mail, chats, online discussions and SMS messages use a language marked by traits of both informal speech and formal writing, a host of text-based icons and acronyms for handling social interaction and modifications in spelling norms. Objectives: The purpose of this article is to provide a framework on individuals’ possibilities to learn a foreign language using e-communication technologies. Approach: It shows the specialty literature that focuses on e-learning, with priority to e-communication. Results: Proper use of new technologies allows a more systematic integration of language, content and culture, and gives individuals unprecedented opportunities for autonomous learning. E-communication not only helps teachers and students to exceed linguistic, geographical and time barriers, but also to build bridges between native and foreign language programs. Implications: This research work is important for academics and students who use online technologies to teach or learn another language. Value: In this paper, we have identified that the use of new technologies consents learners to engage in forms of online communication, thus research becoming vital for success in their academic and professional pursuits.
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The Socio-Materiality of Learning Practices and Implications for the Field of Learning Technology
Johri, Aditya
2011-01-01
Although the use of digital information technologies in education has become commonplace, there are few, if any, central guiding frameworks or theories that explicate the relationship between technology and learning practices. In this paper, I argue that such a theoretical framework can assist scholars and practitioners alike by working as a…
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Research for Practice: A Look at Issues in Technology for Second Language Learning
Chapelle, Carol A.
2010-01-01
Over the past fourteen years, the pages of "Language Learning & Technology" have been filled with examples of research that take up the challenge of investigating second language learning through technology. It has been a period of expansion and growth in many ways. The expansion of technologies as well as their acceptance and use in language…
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Evaluating interactive computer-based scenarios designed for learning medical technology.
Persson, Johanna; Dalholm, Elisabeth Hornyánszky; Wallergård, Mattias; Johansson, Gerd
2014-11-01
The use of medical equipment is growing in healthcare, resulting in an increased need for resources to educate users in how to manage the various devices. Learning the practical operation of a device is one thing, but learning how to work with the device in the actual clinical context is more challenging. This paper presents a computer-based simulation prototype for learning medical technology in the context of critical care. Properties from simulation and computer games have been adopted to create a visualization-based, interactive and contextually bound tool for learning. A participatory design process, including three researchers and three practitioners from a clinic for infectious diseases, was adopted to adjust the form and content of the prototype to the needs of the clinical practice and to create a situated learning experience. An evaluation with 18 practitioners showed that practitioners were positive to this type of tool for learning and that it served as a good platform for eliciting and sharing knowledge. Our conclusion is that this type of tools can be a complement to traditional learning resources to situate the learning in a context without requiring advanced technology or being resource-demanding. Copyright © 2014 Elsevier Ltd. All rights reserved.
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Preschool Interactive Peer Play Mediates Problem Behavior and Learning for Low-Income Children
Bulotsky-Shearer, Rebecca J.; Bell, Elizabeth R.; Romero, Sandy L.; Carter, Tracy M.
2012-01-01
The study employed a developmental, ecological, and resiliency framework to examine whether interactive peer play competencies mediated associations between teacher reported problem behavior and learning outcomes for a representative sample of urban low-income children (N = 507 across 46 Head Start classrooms). Structural equation models provided…
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Mediated learning in the workplace: student perspectives on knowledge resources.
Shanahan, Madeleine
2015-01-01
. Integrating practice-based learning with learning mediated by information sources provides a more complete paradigm of learning during clinical placement.
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Using Information Technology in the Navy Lessons Learned System to Improve Organizational Learning
National Research Council Canada - National Science Library
Garvey, Michael
2001-01-01
...). The purpose of this thesis is to examine the various factors that influence organizational learning such as structure, environment, and culture and to examine how Information Technology can be used...
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International Nuclear Information System (INIS)
Dori, Y.J.
2005-01-01
Full Text:The Technology-Enabled Active Learning Project at the Massachusetts Institute of Technology (MIT) involves media-rich software for simulation and visualization in freshman physics carried out in a specially redesigned classroom to facilitate group interaction. These technology-based learning materials are especially useful in electromagnetism to help students conceptualize phenomena and processes. This study analyzes the effects of the unique learning environment of the Technology-Enabled Active Learning Project project on students cognitive and affective outcomes. The assessment of the project included examining students conceptual understanding before and after studying electromagnetism in a media-rich environment. We also investigated the effect of this environment on students preferences regarding the various teaching methods. As part of the project, we developed pre- and post-tests consisting of conceptual questions from standardized tests, as well as questions designed to assess the effect of visualizations and experiments. The research population consisted of 811 undergraduate students. It consisted of a small- and a large-scale experimental groups and a control group. Technology-Enabled Active Learning Project students improved their conceptual understanding concepts of the subject matter to a significantly higher extent than their control group peers. A majority of the students in the small-scale experiment noted that they would recommend the Technology-Enabled Active Learning Project course to fellow students, indicating the benefits of inter activity, visualization, and hands-on experiments, which the technology helped enable. In the large-scale implementation students expressed both positive and negative attitudes in the course survey
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Benefits and Financial Impacts of Adopting Technology in Learning
Grenman, Katri; Isomursu, Minna; Federley, Maija; Seisto, Anu
2013-01-01
This paper summarizes the results of an analysis of the impacts of adopting information and communication technology (ICT) solutions in a learning context. The analysis is based on a literature survey of articles reporting research cases studying the impact of adopting ICT based solutions in various learning contexts. The subject has been reviewed…
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dataTEL - Datasets for Technology Enhanced Learning
Drachsler, Hendrik; Verbert, Katrien; Sicilia, Miguel-Angel; Wolpers, Martin; Manouselis, Nikos; Vuorikari, Riina; Lindstaedt, Stefanie; Fischer, Frank
2011-01-01
Drachsler, H., Verbert, K., Sicilia, M. A., Wolpers, M., Manouselis, N., Vuorikari, R., Lindstaedt, S., & Fischer, F. (2011). dataTEL - Datasets for Technology Enhanced Learning. STELLAR Alpine Rendez-Vous White Paper. Alpine Rendez-Vous 2011 White paper collection, Nr. 13., France (2011)
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Patchworking as a Metaphor for Learning
DEFF Research Database (Denmark)
Ryberg, Thomas
2007-01-01
In the thesis I propose and argue for the metaphor of ‘patchworking’ as a way of understanding, analysing and methodologically approaching technology mediated learning processes. The notion of patchworking has emerged through closely following and analysing the work of the Nordic team of power...
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JTEL Winter School for Advanced Technologically Enhanced Learning
Glahn, Christian; Gruber, Marion
2010-01-01
Glahn, C., & Gruber, M. (2010). JTEL Winter School for Advanced Technologically Enhanced Learning. In ~mail. Das Magazin des Tiroler Bildungsinstituts, 01/10, März (p. 3-4). Innsbruck: Grillhof, Medienzentrum.
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Digital technology use in ELT classrooms and self-directed learning
Nehir Sert; Ebru Boynueğri
2016-01-01
The digital era is a new challenge for teachers. While children get acquainted with digital technology before the age of six, teachers, who have encountered the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use of technology within and beyond classroom settings. The aim of this study was to examine the difference between the perceptions of students in low- and high-income groups about thei...
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Using findings in multimedia learning to inform technology-based behavioral health interventions.
Aronson, Ian David; Marsch, Lisa A; Acosta, Michelle C
2013-09-01
Clinicians and researchers are increasingly using technology-based behavioral health interventions to improve intervention effectiveness and to reach underserved populations. However, these interventions are rarely informed by evidence-based findings of how technology can be optimized to promote acquisition of key skills and information. At the same time, experts in multimedia learning generally do not apply their findings to health education or conduct research in clinical contexts. This paper presents an overview of some key aspects of multimedia learning research that may allow those developing health interventions to apply informational technology with the same rigor as behavioral science content. We synthesized empirical multimedia learning literature from 1992 to 2011. We identified key findings and suggested a framework for integrating technology with educational and behavioral science theory. A scientific, evidence-driven approach to developing technology-based interventions can yield greater effectiveness, improved fidelity, increased outcomes, and better client service.
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Making Sense of Technologically Enhanced Learning in Context: A Research Agenda
DEFF Research Database (Denmark)
Heilesen, Simon; Jensen, Sisse Siggaard
2006-01-01
This chapter proposes that technologically enhanced learning should be understood and evaluated by means of a combination of analytical strategies. These will allow us to analyze it both as seen from the macro analytical or ‘outside’ perspective of a rich social, cultural and technological context...... university education. Problematizing some common assumptions about technologically enhanced learning the authors define ten questions that may serve as the basis for a research agenda meant to help us understand why the many visions and ideals of the online or remediated classroom are not more widely...
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The Chicken or the Egg? Investigating the Transformational Impact of Learning Technology
Buchan, Janet F.
2011-01-01
This study aimed to investigate the transformational impact of introducing significant new learning technology in an Australian university over the time period 2007-2009. The exploration of this transformation is grounded in a social-ecological systems approach to the management of technology enhanced learning environments in the face of constant…
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Views of Students on Learning with Technologies in Dutch Education and Training
Jeroen Bottema; Pieter Swager
2012-01-01
The integrated use of technologies in learning in formal education and training in The Netherlands is far from realized, and there is still a long way to go to reach that goal. But what are the views of students and early career teachers about learning with technologies? This chapter focuses on
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Maguire, Mandy J; Schneider, Julie M; Middleton, Anna E; Ralph, Yvonne; Lopez, Michael; Ackerman, Robert A; Abel, Alyson D
2018-02-01
The relationship between children's slow vocabulary growth and the family's low socioeconomic status (SES) has been well documented. However, previous studies have often focused on infants or preschoolers and primarily used static measures of vocabulary at multiple time points. To date, there is no research investigating whether SES predicts a child's word learning abilities in grade school and, if so, what mediates this relationship. In this study, 68 children aged 8-15 years performed a written word learning from context task that required using the surrounding text to identify the meaning of an unknown word. Results revealed that vocabulary knowledge significantly mediated the relationship between SES (as measured by maternal education) and word learning. This was true despite the fact that the words in the linguistic context surrounding the target word are typically acquired well before 8 years of age. When controlling for vocabulary, word learning from written context was not predicted by differences in reading comprehension, decoding, or working memory. These findings reveal that differences in vocabulary growth between grade school children from low and higher SES homes are likely related to differences in the process of word learning more than knowledge of surrounding words or reading skills. Specifically, children from lower SES homes are not as effective at using known vocabulary to build a robust semantic representation of incoming text to identify the meaning of an unknown word. Copyright © 2017 Elsevier Inc. All rights reserved.
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Swift Guanxi in online marketplace : The role of computer-mediated-communication technologies
Ou, C.X.J.; Pavlou, P.A.; Davison, R.M.
2014-01-01
The concept of guanxi (i.e., a close and pervasive interpersonal relationship) has received little attention in the literature on online marketplaces, perhaps due to their impersonal nature. However, we propose that computer-mediated communication (CMC) technologies can mimic traditional interactive
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Choose to Use: Scaffolding for Technology Learning Needs in a Project-Based Learning Environment
Weimer, Peggy D.
2017-01-01
Project-based learning is one approach used by teachers to meet the challenge of developing more technologically proficient students. This approach, however, requires students to manage a large number of tasks including the mastery of technology. If a student's perception that their capability to perform a task falls below the task's difficulty,…
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Hjertø, Kjell B.
2010-01-01
A field sample of 1100 employees in the army was investigated to study the relationship between the individuals’ self reported emotional intelligence and learning outcomes in work groups, with two dimensions of emotional conflict as mediators, emotional person conflict and emotional task conflict. Most importantly, emotional intelligence predicted positively learning outcomes and emotional task conflict, and predicted negatively emotional person conflict. Further, emotional task ...
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Designing Teaching Materials for Learning Problem Solving in Technology Education
Doornekamp, B.G.
In the process of designing teaching materials for learning problem solving in technology education, domain-specific design specifications are considered important elements to raise learning outcomes with these materials. Two domain-specific design specifications were drawn up using a four-step
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Clinical case in digital technology for nursing students' learning: An integrative review.
Hara, Cristina Yuri Nakata; Aredes, Natália Del Angelo; Fonseca, Luciana Mara Monti; Silveira, Renata Cristina de Campos Pereira; Camargo, Rosangela Andrade Aukar; de Goes, Fernanda Santos Nogueira
2016-03-01
This review aimed to analyze the available evidences in literature about clinical case studies inserted in digital technologies for nursing education, characterizing the technology resources and cognitive, procedural and attitudinal learnings. Integrative review of literature with the following steps: development of the research problem, data collection, data extraction and critic evaluation, data analysis and interpretation and presentation of results. The research question was: how does the clinical case study inserted in educational digital technology collaborate for cognitive, attitudinal and procedural learning of nursing students? data bases LILACS, PUBMED, CINAHL and Scopus. the search resulted in 437 studies: 136 from LILACS, 122 from PUBMED, 104 from Scopus and 75 from CINAHL. Of these, 143 did not meet the including criteria, 93 were duplicated and four studies were unavailable. After analyzing all abstracts based on inclusion and exclusion criteria, there were selected 197 studies and after full text analysis the final sample resulted in 21 primary studies. Case study use in educational digital technologies allowed the students to build different types of learning: cognitive learning (n 16 studies), attitudinal learning (n=12 studies) and procedural learning (n=8 studies). It is possible to conclude that case studies can collaborate with the students to develop different learnings which can be built integrate, continuous, informative and formative, aiming integral formation and aligned to policies of formation in nursing, both national and international. Copyright © 2015 Elsevier Ltd. All rights reserved.
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DeLeo, Annemarie; Geraghty, Sadie
2017-12-18
The increasing use of smartphone technology in health care provides midwifery students with unprecedented access to online resources that facilitates the optimal care of women and supports ongoing learning. A small pilot study was conducted in Western Australia, with 29 undergraduate and postgraduate midwifery students to explore the use of smartphone technology whilst in clinical practice. This study aimed to define the impact of smartphones in clinical decision-making and learning whilst in clinical areas, by midwifery students at the point of care. An online survey was used to collect data. Five consistent themes were identified from the results. Smartphone technology encourages self-directed learning, consolidation of theory, engagement through blended learning, complements online education in clinical practice and is a trend in the future of midwifery curriculum. Smartphones enhance the learning and mobility of supportive resources that consolidate midwifery students' clinical experience in workplace environments.
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Case-Based Learning, Pedagogical Innovation, and Semantic Web Technologies
Martinez-Garcia, A.; Morris, S.; Tscholl, M.; Tracy, F.; Carmichael, P.
2012-01-01
This paper explores the potential of Semantic Web technologies to support teaching and learning in a variety of higher education settings in which some form of case-based learning is the pedagogy of choice. It draws on the empirical work of a major three year research and development project in the United Kingdom: "Ensemble: Semantic…
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Learning with and about Technology: A Middle School Nature Area.
Fetterman, David
1998-01-01
Discussion of learning with technology as well as about technology focuses on a case study of a middle school nature area that uses technology to extend accessibility of environmental data. Highlights include the design of Web pages to describe the nature area; file sharing software; and the use of videoconferencing. (LRW)
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Cloud Computing Technologies in Writing Class: Factors Influencing Students’ Learning Experience
Directory of Open Access Journals (Sweden)
Jenny WANG
2017-07-01
Full Text Available The proposed interactive online group within the cloud computing technologies as a main contribution of this paper provides easy and simple access to the cloud-based Software as a Service (SaaS system and delivers effective educational tools for students and teacher on after-class group writing assignment activities. Therefore, this study addresses the implementation of the most commonly used cloud applications, Google Docs, in a higher education course. The learning environment integrated Google Docs that students are using to develop and deploy writing assignments in between classes has been subjected to learning experience assessment. Using the questionnaire as an instrument to study participants (n=28, the system has provided an effective learning environment in between classes for the students and the instructor to stay connected. Factors influencing students’ learning experience based on cloud applications include frequency of interaction online and students’ technology experience. Suggestions to cope with challenges regarding the use of them in higher education including the technical issues are also presented. Educators are therefore encouraged to embrace cloud computing technologies as they design the course curriculum in hoping to effectively enrich students’ learning.
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Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review
Jin, Jun
2014-01-01
Background As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. Objective The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. Methods A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Results Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for
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Jin, Jun; Bridges, Susan M
2014-12-10
As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education