Vol. 13, No. 1, March 1997

Constructing collaborative learning activities for distance CAL systems

C-K. Chang & G-D. Chen

National Central University, Taiwan R.O.C.

Email: chen@db.csie.ncu.edu.tw

Many existing Computer Assisted Learning (CAL) systems use computer programs to simulate a teacher for individual learning. However, regardless of how good the CAL system is, a student should also interact with learning companions and human teachers. Due to the popularity and ease of access to computer networks and communication tools, network facilities can be incorporated into a CAL system to make it a distance CAL system. To attain an effective learning outcome, a distance CAL system must be able to: define a group learning model; constrain and advise the students to learn according to the model, and have query facilities which provide the teacher with information about what a student has done and learned, and what a student should do next. A rule-based system that is conventionally used cannot sufficiently provide those required functions. This paper suggests why this is the case and how an active database system can achieve those goals.

Keywords: Active database; Distance CAL; Learning activity; Production rules; Rule-based system

Accepted: 20 July 1996

An analysis of pupils' reflective writing within a hypermedia framework

G. Deadman

Lewisham Professional Development Centre & Crofton Secondary School, London

Email: gilldeadman@solotec.edex.co.uk

This paper is based on an action research project which was undertaken in order to explore further the ways in which reflective writing supports pupils' learning. The emphasis here is on one part of the research which involved an analysis of pupils' writing. Twenty four pupils, in one GCSE group, were given two writing activities. The first activity required pupils to write up their work with support from the teacher. The second activity involved pupils writing up their work with support both from the teacher and from a hypermedia reflective writing framework. The writing was then analysed sentence by sentence and the results compared. This comparison suggests that there were improvements in pupils' ability to reason when they were further supported by a hypermedia reflective writing framework.

Keywords: Hypermedia; Reasoning; Reflective writing

Accepted: 17 November 1996

A hypermedia system to aid teacher understanding of pupil preconceptions

N. Wiles & D. Wright

Interaction Design Research, Brunel University

Email: nicholas.wiles@brunel.ac.uk

The paper reports on the initial development of a hypermedia environment aimed at teachers. The system uses constructivist learning principles to discover the preconceptions held by teachers about fundamental electrical principles. The interface is designed to be as transparent and non-threatening as possible, thus allowing the users to concentrate on content. The system which was prototyped in SuperCard has generated positive feedback from the eventual end users.

Keywords: Constructivism; Electricity; Hypermedia; Primary

Accepted: 15 August 1996

Students modelling environmental issues

A.C. Kurtz dos Santos with M.R. Thielo & A.A. Kleer, Fundaç§o

Universidade do Rio Grande, Brazil

Email: arion@calvin.ocfis.furg.br

This work is based on a Brazilian project that aims to promote the use of a semi-quantitative tool with students (11 - 18 years old) in topics about local environmental problems. The paper presents the VISQ program, a network to analyse models, a set of tasks and three examples of models made by students. Results suggest that the VISQ program is suitable for use in Environmental Education as while working with the proposed tasks students thought at a system level becoming aware of some local environmental issues.

Keywords: Environmental education; Modelling; Semi-quantitative models

Accepted: 10 November 1996

A model for understanding learning from management simulations

D. Tonks and S. Armitage

The Management School, University of Lancaster

Email: d.tonks@lancaster.ac.uk

This paper proposes a framework for understanding certain aspects of learning from computer-based management simulations. The framework is developed as a result of small-scale, exploratory research amongst postgraduate students at three European Business Schools. An overview from the general literature on management learning is provided. Claims made in the specific literature regarding student learning from management simulations are considered. There is reference to the methodological problems associated with establishing learning outcomes. The need to conduct research into the learning experience from the student perspective is argued. A framework for mapping student perceptions of management simulation learning is developed using the established notions of learning style and depth of learning. Data from the exploratory research are used as illustration for the framework.

Keywords: Management learning; Management simulations; Students' perceptions

Accepted: 10 September 1996

An interactive system for learning rotational dynamics

A.S. Dhillon, Science Education

Education Department, The University of Auckland

New Email: harmesh@singnet.com.sg

The paper outlines an interactive problem-solving system based, to an extent, on constructivism. It takes the prior knowledge of students into account and allows them to initiate and control the interaction. The rationale for the program and the methods used to obtain the data informing the program development are detailed. Insight into the program is provided through a discussion of its features and internal structure. The program evaluation which was done through students using it for the solution of two problems and through student feedback using questionnaires and interviews, shows the potential and the need for an expansion of the system.

Keywords: Computer-assisted learning; Interactive computer learning; Learning environments; Mechanics; Problem solving; Rotational dynamics

Accepted 23 August 1996