Pending for Volume 20

Could a laptop computer plus the LCD projector amount to improved multimedia geoscience instruction?

C.Y. Chang, Department of Earth Sciences, National Taiwan Normal University

Email: changcy@cc.ntnu.edu.tw

In this study, a multimedia computer-aided tutorial (MCAT) on the topic of debris-flow hazards was developed for senior high school students in Taiwan. The format of the new course is a blend of whole class presentations, interactive discussions among the teacher and students, and classroom activities using the MCAT software. The whole class presentation was presented through combining the usage of a laptop computer and a high-resolution LCD projector to display the MCAT contents on a large white screen in front of a whole class. Besides, class discussions between the teacher and the students and among students were also embedded in the teaching format. Students’ earth science learning outcomes was evaluated through administering an achievement test and a survey of attitudes toward earth science subject before and after the course. The results indicated that the MCAT accompanied by the current ‘interactive whole class teaching’ form could significantly help students’ grasp of earth science concepts and greatly improve their attitudes toward earth science.

Keywords: Achievement; Attitudes; Computer; Geoscience; Multimedia; Secondary school

Journal of Computer Assisted Learning, 20, xxxxxxxxx

Accepted: 15 May 2003

Tools for the job: a report of two surveys of ICT use for literacy in primary schools in the West of England

S. Waite, University of Plymouth,

Email: sjwaite@plymouth.ac.uk

Substantial investment has been made in improving computer hardware and raising the profile of ICT in English primary schools in recent years, in line with the belief that skills in ICT are essential for our future workforce. This study compares practising teachers' responses in 1998 and 2001 to a questionnaire about the aims and uses of ICT in primary schools for literacy activities. It discusses the changes in what teachers want and their understanding of the task government has given them to do. A commonly cited problem is finding time to absorb the new technology to maximise its pedagogic potential.

Keywords: Computers, Literacy, Survey, Teachers, Primary Education

Journal of Computer Assisted Learning, 20, xxxxxxxxx

Accepted: 10 July 2003

A structured dialogue tool for argumentative learning

L. Hirsch, M. Saeedi, J. Cornillon & L. Litosseliti, Royal Holloway College, University of London

Email: Laurence.Hirsch@rhul.ac.uk

This paper presents a structured environment for Computer Supported Collaborative Argumentation (CSCA), which we call the Argumentative Learning Experience (ALEX).  The system aims to improve understanding of argumentation and to widen and deepen the space of debate among 16-18 year old students.  To use ALEX users make arguments by selecting and completing partial sentences.  An automatically created visual representation of the argument is displayed and personalised advice on the argumentation is provided to each user.

Keywords: Communication, Dialogue, Secondary, Interview, IT-use, CSCA, argument strategies.

Journal of Computer Assisted Learning, 20, xxxxxxxxx

Accepted: 27 July 2003

Internet project-based learning environment: the effects of thinking styles on learning transfer

C.I. Lee & F.Y. Tsai, National Tainan Teachers College, Taiwan

Email:   leeci@ipx.ntntc.edu.tw

The purpose of this study, in an environment of Internet Project-Based Learning (NetPBL), is to undertake research on the effects of thinking styles on learning transfer. In this study, we established an environment which incorporates Project-Based Learning (PBL) and Internet. Within this environment, we divided our sample of elementary school students into four groups: Executive Group, Legislative Group, Judicial Group, and Mixed Group. Taking the learning of “Natural Science” as an example, we investigated the effects of different thinking styles on learning transfer. The results of this study found:

 

*        that there are significant differences between the near transfer of the Executive Group and the
          Legislative Group,

*        that no significant differences in far transfer are found among groups of different thinking styles.

*        the near transfer of the Mixed Group is superior to that of the Legislative Group and the Judicial
          Group and

*        the far transfer of the Mixed Group is superior to that of the Legislative Group.

Keywords: Internet Project-Based Learning; Thinking styles; Transfer of learning; Cooperative learning; Performance assessment; Elementary school student

Journal of Computer Assisted Learning, 20, xxxxxxxxx

Accepted: 2 August 2003

In search of online pedagogical models through investigating a changing teaching paradigm in the School for all community

S.S.C. Young, National Tsing Hua University, Taiwan

Email: scy@mx.nthu.edu.tw

Following a preliminary evaluation of the Web-mediated School for All in 2002, this study further examines the online teacher role and explores possible pedagogical models in this Web-based informal lifelong learning context through the long-term innovative e-learning project in a two-year period. The author documents the educational rationale, reviews related literature on web-based instructional design, and presents longitudinal in-depth study results based on empirical data collected from the four Web-course contests in two years from the perspective of outstanding on-line teachers. Significantly, three categories of six Web-based pedagogical models induced from this research project are presented and how and why teachers would like to use certain teaching models are discussed. In addition, characteristics of the outstanding online teachers and issues inherent in this alternative mode of a web-based informal educational setting are discussed. Finally, more research issues, questions or future research work are raised or identified for further study.

Keywords: School for All, Web-based learning community, information technology, lifelong learning

Journal of Computer Assisted Learning, 20, xxxxxxxxx

Accepted: 7 August 2003

The use of innovative ICT in the active pursuit of literacy

M. Watts & C. Lloyd, University of Surrey Roehampton, UK

E-mail: M.Watts@roehampton.ac.uk

This paper investigates classroom interventions using a particular form of multimedia ICT, and looks to study gains in pupil learning that accrue from its use. The research takes place in eight UK schools with 219, 11 year-old, children (eight Year 6 classes). Work within the Literacy Hour is detailed in order to evaluate the effectiveness of a multi-media broadband educational communications system and the research data includes pre- and post-test assessments, along with 48 interviews with classroom teachers and pupils. The children are presented with a series of journalistic tasks and classroom activities that they resolve through the use of a compact and coordinated information system. The outcomes demonstrate that children can become self-directive and very active - exploratory - learners in a very short period of time. They quickly enjoy the freedom and control that the system permits and through which they can be shown to enhance particular literacy skills. The lessons to be learned relate to the management and organisation of classroom teaching in the face of systems that promote rapid devolution of learning to the learner.

Key words: Software evaluation; active learning; primary school literacy

Journal of Computer Assisted Learning, 20, xxxxxxxxx

Accepted: 20 August 2003

Realism in the design process and credibility of a simulation-based virtual laboratory

M. Couture, Télé-université du Québec

Email: mcouture@teluq.uquebec.ca

The credibility of an instructional simulation is a most important issue in distance education, where it may replace hands-on activities. This credibility is based in large part upon verisimilitude, a perception strongly influenced by the simulation’s realism. This paper presents a case study encompassing the design process of a simulation-based virtual laboratory, which was guided by a realism principle, and an investigation of its credibility among potential users. We found that many characteristics of the environment associated with the design principle did favour its credibility, but that others had widely varying, even opposite effects among users. User’s prior experience was shown to play a crucial but intricate role in verisimilitude and credibility judgements.

Keywords: Simulation, Experiment, Virtual Laboratory, Credibility, Post-secondary, Case Study

Journal of Computer Assisted Learning, 20, xxxxxxxxx

Accepted: 22 August 2003