Vol. 19, No. 1, March 2003

Correcting computer-based assessments for guessing

R. Harper, Department of Sport, Exercise and Biomedical Sciences, University of Luton

Email: ray.harper@luton.ac.uk

A statistical approach to calculating the proportion of the mark that is due to guessing is presented. The use of this statistical approach using formulae in a spreadsheet to calculate the contribution to the assessment mark from guessing is demonstrated. The relationship between the learning objectives and multiple-choice assessments is considered. It is identified that in some cases maximum performance should not be set at a mark of 100% but that an allowance should be made for the maximum expected performance based on the learning objectives. The use of formulae in a spreadsheet to convert the raw assessment marks into marks or grades corrected for guessing or additionally allowing for the maximum expected mark is demonstrated.

Keywords: Assessment; Grading; Guessing: Multiple-choice questions; Undergraduate

Journal of Computer Assisted Learning, 19, 1, 2-8

Accepted: 22 June 2002

An experiment on scientific discovery learning in computer simulations

D.J. Reid*, J. Zhang** & Q. Chen§
*School of Education, The University of Manchester, **Tsinghua University, Beiijng, & §Beijing Normal University,

Email: zhangjw@tsinghua.edu.cn

Until recent times, most studies on supporting simulation-based scientific discovery learning adopted the ad hoc strategies-oriented approach. This article was dedicated to make a systematic analysis of the internal conditions of scientific discovery learning to propose a triple scheme for learning support design that includes interpretative support (IS), experimental support (ES), and reflective support (RS). The experiment reported in this article was conducted among 78 eighth graders to examine the effects of the IS and ES using a 2 5 2 between-subjects design. In the result, (1) significant main effects were observed for IS on the post-test of intuitive understanding, flexible application and knowledge integration, (2) no main effect was demonstrated for ES, and (3) there was a marginally significant interactive effect for ES and IS on the intuitive understanding test. A process analysis manifested that the successful learners had designed more well-controlled experiments than those failure ones. Learning supports in simulation environment should be directed toward the three perspectives to invite meaningful, systematic, and reflective discovery learning.

Keywords: discovery learning, computer simulation, learning support, learning environment design

Journal of Computer Assisted Learning, 19,1, 9-20

Accepted: 25 June 2992

The effect of metacognitive training on the mathematical word problem solving of low achievers

S.K. Teong, National Institute of Education, Singapore

Email: skteong@nie.edu.sg

This study demonstrates how explicit metacognitive training influences the mathematical word problem solving of forty 11 to 12-year-old low achievers in a cognitive-apprenticeship-computer-based environment. Results from the experimental and case study designs revealed that experimental students outperformed control students on ability to solve word problems on their individual written measures; experimental students developed the ability to ascertain when to make metacognitive decisions, and elicit better regulated metacognitive decisions than control students; knowing when and how to use metacognitive strategies is an important determinant to successful word problem solving; and the cognitive-apprenticeship-computer-based environment appears to amplify low achievers’ metacognitive and cognitive behaviours during word problem solving.

Keywords: Metacognitive training, metacognitive behaviour, cognitive behaviour, low achievers, word problem solving

Journal of Computer Assisted Learning, 19, 1, 46-55

Accepted: 28 June 2002

School experience course with multimedia in teacher education: an example from Turkey

A. Asan, Karadeniz Technical University, Trabzon, Turkey

Email: asan@ktu.edu.tr

This paper describes an interactive and self-paced multimedia tutorial program that provides preservice teachers with a complete range of school system and teaching strategies. The theoretical framework of situated learning has been used to produce the multimedia tutorial. The program allows pre-service teachers to implement approaches appropriate for teaching a K-12 curriculum. The study evaluates the impact of a Multimedia Tutorial Program on preservice teachers’ School Experience course. Two methods of information delivery were investigated: traditional lecturing and multimedia. The results show that using the multimedia tutorial leads to a positive difference in the School Experience course over participants in traditional lecturing. Pre-service teachers who participated in the multimedia group responded positively to a multimedia approach. This study concludes that using multimedia in teacher education enriches pre-service teachers’ learning and provides them an opportunity to collectively view and critique various teaching methods and classroom activities.

Keywords: Multimedia; School Experience; Teacher Education; Turkish Education System; Situated learning

Journal of Computer Assisted Learning, 19, 1, 21-34

Accepted: 26 June 2002

Using computer algebra systems in mathematical classrooms

B. Kramarski & C. Hirsch, School of Education, Bar- Ilan University, Israel

Email: Kramab@mail.biu.ac.il

This paper describes a research whose main focus is the use of Computer Algebra Systems (CAS) in mathematical classrooms and the didactical possibilities linked with its use. The possibilities of integrating Self-Regulated Learning (SRL) within the CAS environment is brought into focus. Forty-three Israeli students (mean age 13.3) were assigned to two learning algebraic groups. The first group received explicit meta-cognitive SRL with CAS (CAS+SRL); the second group was exposed to CAS without SRL (CAS). Empirical results from the experimental and case study designs revealed that (CAS+SRL) students outperformed (CAS) students on algebraic thinking and that (CAS+ SRL) students regulated their learning more effectively.

Keywords: Computer Algebra Systems; Self-Regulated Learning; Algebraic Thinking; Comparative Study

Journal of Computer Assisted Learning, 19, 1, 35-45

Accepted: 24 June 2002

Web-based collaborative inquiry learning

K-E. Chang, Y-T. Sung, & C-L. Lee, National Taiwan Normal University

Email: kchang@ice.ntnu.edu.tw

This study proposes a Web-based collaborative inquiry learning system. This system uses the World Wide Web (WWW) as a source of knowledge exploration, and provides exploratory problems to guide students to think and explore. A concept map is used as a tool of anchoring and representing knowledge during inquiry process. In the process of learning, learners are allowed to exchange the evidence they have collected, their personal opinions, and the concept maps that they have built. In order to effectively integrate the inquiry learning, collaborative learning, and concept map in the system, this study proposes a collaborative inquiry learning model and related learning activities. Two studies were constructed based on the collaborative inquiry learning model to investigate students’ learning processes in the collaborative inquiry learning on the Web.

Keywords: Web-based learning, collaborative learning, inquiry learning, concept map.

Journal of Computer Assisted Learning, 19, 1, 56-69

Accepted: 28 June 2002

Net-based collaborative learning: factors beyond technology

A. Hron & H.F. Friedrich, Knowledge Media Research Center (KMRC), Tübingen, Germany

Email: a.hron@iwm-kmrc.de

Net-based collaborative learning has a large potential for knowledge acquisition. However, it has different characteristics compared with conventional learning scenarios; especially with respect to the social communication situation, message exchange, cognitive load and participation of the learners. To cope with possible problems resulting from these characteristics suitable instructional means have to be considered, like collaborative learning methods, on-line moderation, appropriate learning tasks or computer-based visualisation tools.

Keywords: Collaborative learning, Net-based learning environments, Collaborative learning methods, Online-moderation, Learning tasks, Visualisation tools.

Journal of Computer Assisted Learning, 19, 1, 70-70

Accepted: 17 September 2002

Year 4 Pupils' Recall of an 'Interactive Storybook' on CD ROM

J. Trushell, A. Maitland & C. Burrell, University of East London & Essex County Youth Service

Email: J.M.Trushell@uel.ac.uk

This small-scale study compares two groups of Year 4 — eight/nine year-old — pupils either reading or playing an 'interactive storybook'. The study considered pupils' recall of propositions, which formed the story setting and episodes, and of micro-propositions and characters' names, and pupils' responses to inferential items derived from the 'interactive storybook'. The study indicates that, whether reading or playing, pupils' recall of the story setting was sound, but pupils who had read the 'interactive storybook' demonstrated greater recall of the story event structure than those who had engaged in interactive picture-play. Pupils who had played the 'interactive storybook' demonstrated significantly greater recall of micro-propositions and names.

Keywords: CD-ROM; Collaboration; Empirical; Primary; Literacy

Journal of Computer Assisted Learning, 19, 1, 80-89

Accepted: 20 September 2002

Bootstrapping in a language learning environment

D.Wible, C-H. Kuo, N-L. Tsao, A. Liu & H-L. Lin, Tamkang University, Taipei, Taiwan

Email: dwible@mail.tku.edu.tw

This paper addresses a fundamental dilemma in the design of intelligent language learning environments: the more freedom a system offers to learners in the use of the target language, the more unwieldy the data is which the learners produce and the less able the system is to support inferences about learners from that data. It is shown how in a platform where learners and teachers interact, the teachers’ feedback which is archived in the system and indexed to the learners’ target language production can constitute affordances that support a process of bootstrapping from raw language output to potential insights into the learners’ interlanguage and gaps in their grasp of the target language. We illustrate our approach with three types of learner errors uncovered in the corpus of learner English through this bootstrapping.

Keywords: Affordance; Bootstrapping; CALL; Corpus; Interlanguage; Knowledge-based; Secondary; Undergraduate; World-wide web

Journal of Computer Assisted Learning, 19, 1, 90-102

Accepted: 26 August 2002

The effects of case libraries on problem solving

J. Hernandez-Serrano & D.H. Jonassen, University of Puerto Rico & University of Missouri

Email: Jonassen@missouri.edu

The purpose of the study was to investigate the effects of providing access to a case library of related stories while undergraduates solved ill-structured problems. While solving complex food product development problems, the experimental group accessed experts’ stories of similar, previously solved problems; the comparable group accessed fact sheets (expository representation of stories’ content); and the control group accessed text selected at random from a textbook dealing with issues unrelated to the stories. On multiple-choice questions assessing processes related to problem solving (prediction, inferences, explanations, etc.), experimental students out-performed the comparable and control groups. Performance on short-answer questions also assessing problem-related skills was not significantly different, in part because of test fatigue. Analysis of interviews identified a number of factors that students used in deciding how to apply their study strategies, including causal factors, grounding phenomenon, grounding in context, and outcomes.

Keywords: Case-based reasoning; Case libraries; Modelling; Problem solving; Post-secondary

Journal of Computer Assisted Learning, 19, 1, 103-114

Accepted: 31 August 2002

Exploring the mechanisms through which computers contribute to learning

I. Karasavvidis, J.M. Pieters & T. Plomp, University of Crete & University of Twente

Email: ikaras@edc.uoc.gr

Even though it has been established that the incorporation of computers into the teaching and learning process enhances student performance, the underlying mechanisms through which this is accomplished have been largely unexplored. The aim of the present study is to shed light on this issue. Two groups of ten secondary school students were tutored by their geography teacher in how to solve correlational problems. Students in the one group used paper and pencil while students in the other group used a computer spreadsheet. All tutorials were videotaped, transcribed verbatim, and subsequently all transcripts were segmented and coded. The mean frequencies for teacher and student behaviours between the two conditions were then compared. Results indicated that teacher behaviour in the two conditions differed in terms of error feedback, factual and conceptual questions asked, regulation of students, and task management. Regarding student behaviours, the findings showed that the two conditions differed in terms of task engagement, goal setting, and explanations given. On the basis of these findings the issue of mechanisms is discussed and three main implications for the teaching and learning practice are drawn.

Keywords: Correlational reasoning; Discourse analysis; Problem solving; Secondary; Spreadsheet; Tutorial; Quantitative

Journal of Computer Assisted Learning, 19, 1, 115-128

Accepted: 13 September 2002

ICT skills learning strategies and histories of trainee teachers

L. Taylor, Faculty of Education, University of Cambridge, UK.

Email: ejt38@cam.ac.uk

As yet, there is only a small volume of research on how trainee teachers develop their personal ICT skills. This paper reports the findings of a one-year action research study which explored in detail the processes by which a cohort of postgraduate teacher trainees learned these skills. Learning histories before the course were found to be complex and varied. Trainees reported that they consciously drew on a repertoire of learning strategies whilst developing their skills, and a set of factors including previous experience, match of learning opportunities with preferences and software attributes affected a successful learning outcome. An initial model of the learning process was completely revised to reflect the findings. Implications of this research for those working with trainees or other adults who are developing their ICT skills are suggested

Keywords: Case study; Individual; Interview; IT-use; Postgraduate; Software; Teachers

Journal of Computer Assisted Learning, 19, 1, 129-140

Accepted: 19 October 2002