The acquisition of integrated science process skills in a web‐based learning environment

Web‐based learning is becoming prevalent in science learning. Some use specially designed programs, while others use materials available on the Internet. This qualitative case study examined the process of acquisition of integrated science process skills, particularly the skill of controlling variables, in a web‐based learning environment among grade 5 children. Data were gathered primarily from children’s conversations and teacher–student conversations. Analysis of the data revealed that the children acquired the skill in three phases: from the phase of recognition to the phase of familiarization and finally to the phase of automation. Nevertheless, the acquisition of the skill only involved the acquisition of certain subskills of the skill of controlling variables. This progression could be influenced by the web‐based instructional material that provided declarative knowledge, concrete visualization and opportunities for practise.     

The study of literature and culture in a web‐based environment

The rationale behind the project is based on the belief that the study of a work of literature can effectively open a window of opportunity for pupils to study other countries’ cultures and identities as well as contribute to pupils’ own identity construction and to the understanding of the identity of others. Information and communication technologies serve as an educational catalyst for collaborative learning which transcends national boundaries and presents pupils with the opportunity to study cultural and identity similarities and differences, to strengthen their national identities and, at the same time, to appreciate the characteristics of other identities and cultures.

L’étude de la Littérature et de la Culture dans un environnement fondé sur la Toile

L’idée qui sous‐tend ce projet repose sur le fait que l’on croit que l’étude d’une ?uvre littéraire peut effectivement constituer une fenêtre pour les élèves, l’occasion d’étudier les cultures et les identités d’autres pays tout en contribuant à la construction de la propre identité de ces élèves et à la compréhension de l’identité des autres. Les TIC servent de catalyseur éducatif pour faciliter l’apprentissage collaboratif qui transcende les frontières nationales et offre aux élèves l’occasion d’étudier les ressemblances et les différences de cultures et d’identités, de renforcer leurs identités nationales et en même temps d’apprécier les caractéristiques d’autres identités et cultures.

Das Studium von Literatur und Kultur in einer Web‐basierten Umgebung

Die logische Grundlage dieses Projekts ist die Überzeugung, dass ein Studium im Bereich von Literatur wirksam sowohl ein Fenster zum Einblick in andere Kulturen und Identitäten öffnen kann, als auch zum eigenen Identitätsaufbau der Schüler und zum Verständnis der Identität anderer beitragen kann. ICT dient damit als Bildungskatalysator für kooperatives Lernen, damit die nationalen Grenzen überwunden werden können und bietet den Schülern die Gelegenheit, kulturelle‐ und Identitätsähnlichkeiten und Unterschiede zu erkennen, um ihre nationalen Identitäten zu stärken und gleichzeitig die Merkmale anderer Identitäten und Kulturen kennen und schätzen zu lernen.     

The value simulation‐based learning added to machining technology in Singapore

This study seeks to understand the value simulation‐based learning (SBL) added to the learning of Machining Technology in a 15‐week core subject course offered to university students. The research questions were: (1) How did SBL enhance classroom learning? (2) How did SBL help participants in their test? (3) How did SBL prepare participants for workshop practice? The findings suggest that SBL enlivened the learning of Machining Technology, and promoted autonomous and mastery learning. SBL made a deep impression on the participants’ visual experience, helping them remember the machine processes. SBL also helped learners to conceptualize their answers and provided them with opportunities to become familiar with the conventional machines before workshop practice. An infusion of SBL has the potential to add value to the learning of Machining Technology.     

Premature closure and guided reinvention: a case study in a web‐based learning environment

Just as linguistic errors have provided insights into the nature of linguistic competence(s), detailed analyses of blind spots or marked trajectories in the reflection cycles of novice teachers may provide a window on their underlying beliefs, and thus on relevant zones of proximal development. In this paper we analyse a case study in an experimental web‐based learning environment in which a novice teacher demonstrably just reproduces the assumptions she started out with rather than re‐inspecting them. Having located a problem of motivation uniquely inside the learners’ heads, she pointedly ignores hints in the feedback that her own verbal and nonverbal behaviour in the classroom might be a relevant domain of enquiry. Our findings show the need for structural interventions within a priori hypothesized, linearly ordered, stages in reflection models. We report on two small‐scale experiments that implement suggested changes in the architecture of the web site which yield more context‐sensitive ways of scaffolding reflection. In conclusion we argue that detailed discursive accounts of successful and less successful reflection trajectories are needed to refine and further develop models in teacher thinking.     

The evaluation of a school‐based chemistry method course

The My Class Inventory and two creativity measures ‐ one figural and one verbal ‐ were administered to a sample of 350 students selected from the Grade 6 population of elementary schools in the three Caribbean territories, namely Barbados, Grenada and St Vincent. Analyses pointed to Barbadian schools as having a more favourable classroom learning environment for creative production than the other two territories. The level of creativity demonstrated by Barbadian students was also significantly higher than that of their counterparts in Grenada and St Vincent.     

The effects of a competency‐oriented learning environment and tutor feedback on students’ reflection skills

This study investigates the effects of a competency‐oriented course and the effects of feedback training on students’ reflection skills. Thirty‐one nursing students enrolled in a conventional course with lectures and assignments following a traditional test. Subsequently, they enrolled in a competency‐oriented course, which included more performance‐oriented tasks based on competencies and a performance‐based assessment. In both courses, half of the students received feedback on their assignments from tutors who were trained in feedback skills (experimental group), while the other half of the students received feedback from non‐trained tutors (control group). After each course, all students wrote a reflection report. Results show that students’ reflection reports after the competency‐oriented course were of a higher quality than the reports after the conventional course. Contrary to our expectations, the quality of the reflection reports of the control group (students supervised by non‐trained tutors) was significantly higher than the quality of reflection reports of the experimental group (students supervised by trained tutors). This study shows that a competency‐oriented design of courses enhances students’ reflection skills, but that the training in feedback skills needs to be reconsidered.     

A computer‐based learning environment in the field of Newtonian mechanics

This paper describes a Computer‐based Learning Environment (CBLE) whose objective is to stimulate and support learning in the field of Newtonian mechanics through exploratory activities in various microworlds. The structure of the microworld TABLE is described in detail. A pilot study is presented: it concerns the modelling process of the learner knowledge in the topic involved and the evaluation of the impact of the exploratory activity on student learning. Some suggestions drawn from the results are discussed.     

The role of visualization in learning from computer‐based images

Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web‐based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and experimental sections were administered measures of spatial orientation and visualization, as well as a content‐based geospatial examination. All subjects improved significantly in their scores on spatial visualization and the geospatial examination. There was no change in their scores on spatial orientation. A three‐way analysis of variance, with the geospatial examination as the dependent variable, revealed significant main effects favoring the experimental group and a significant interaction between treatment and gender. These results demonstrate that spatial ability can be improved through instruction, that learning of geological content will improve as a result, and that differences in performance between the genders can be eliminated.     

Web‐based learning environments: developing a framework for evaluation

With the widespread use of web‐based learning environments in the tertiary sector it is important to establish the usability of such environments for the target audience and their effectiveness in terms of meeting the educational objectives. However, a search of the literature has shown a scarcity of systematic evaluative studies of web‐based learning environments. Furthermore, the literature did not reveal a consistent starting position on appropriate methodologies with which to carry out such evaluations. This paper presents a general methodology for evaluating complex systems that is particularly appropriate for web‐based learning systems. Using what is called a trailing methodology (Finne et al., 1995 Finne, H, Levin, M and Nilssen, T. (1995). Trailing research: a model for useful program evaluation. Evaluation, 1(1): 11–31. [Crossref] [Google Scholar]), an evaluation was carried out of a web site that was used with student industrial experience projects. A key element in this evaluation was that the process was adaptive and collaborative; another was that it involved a team with expertise in evaluation, knowledge of the functional aspects of the web site and the educational purpose of the site. The evaluation process pointed to the importance of a flexible approach that utilizes the skills of the key stakeholders.     

Using web design with pre‐service teachers as a means of creating a collaborative learning environment

This study involves a group of over 300 third‐year Bachelor of Education students attending St Patrick’s College of Education, Dublin, Ireland. Working in groups of not more than three, the students completed an assignment to create a WebQuest. On construction of the WebQuest the students were asked to reflect on the experience, considering issues such as collaboration, cooperation, planning, decision‐making, time management, project direction and design. They were also asked to reflect on the impact of the exercise on their own learning styles and its influence on their concepts of teaching and learning. Finally, they were asked if the exercise had affected their ideas of how to use the Internet in school and if they envisage using WebQuests as part of their teaching in the future. Their reflections were facilitated by a questionnaire. Results of the project have implications for future course design.

Die Erstellung eines Webdesigns durch Lehramtsstudenten als Mittel, eine kollaborative Lernumgebung zu erzeugen

Diese Studie umfasst eine Gruppe von mehr als 300 Lehrerstudenten des St. Patrick’s College of Education in Dublin, Irland. In Gruppen von nicht mehr als drei Personen füllten die Studenten einen Zusatz zur Erzeugung eines Webfragebogens aus. Im Verlauf der Arbeit an der Konstruktion des WebQuest wurden sie aufgefordert, über die Erfahrung mit Dingen wie Zusammenarbeit, Kooperation, Planung, Entscheidungsfindung, Zeitmanagement, Projektziel und Konzeption nachzudenken. Zusätzlich wurden sie angehalten, über den Einfluss dieser Übung auf ihren eigenen Lehrstil und auf ihre Konzepte von Lehren und Lernen zu reflektieren. Schließlich wurden sie befragt, ob diese Übung ihre Einschätzung, wie das Internet im Schulunterricht genutzt werden könne und ob sie sich vorstellen könnten, WebQuests im Rahmen ihres zukünftigen Unterrichts einzusetzen. Ihre Reflexionen wurden durch einen Fragebogen unterstützt. Die Ergebnisse des Projekts haben Auswirkungen auf zukünftige Lehrgangsentwürfe.

Comment utiliser la conception de sites Web avec des enseignants en formation initiale pour créer un environnement d’apprentissage collaboratif

Cette étude porte sur un groupe de plus de 300 étudiants de Licence en Education inscrits à l’Institut St Patrick de formation des Maîtres de Dublin. Travaillant en groupes de trois au maximum, ces étudiants ont mené à bien un projet de création d’un WebQuest.Au moment de la construction de ce WebQuest, on a demandé aux étudiants de réfléchir sur l’expérience en cours et sur les problèmes de collaboration, de coopération, de planification, de prise de décision,de gestion du temps,d’ orientation et de conception du projet. On leur a aussi demandé de réfléchir à l’impact de cet exercice sur leurs propres styles d’apprentissage et à son influence sur la façon dont ils envisageaient l’enseignement et l’apprentissage.On les a finalement interrogés pour savoir si cet exercice avait affecté leur façon de penser aux usages de l’Internet à l’école et si ils (elles) envisageaient d’utiliser WebQuest dans leur enseignement à l’avenir. Un questionnaire a facilité la réponse à ces questions. Les résultats de ce projet auront des conséquences pour la conception des cours à venir.     

Online collaborative learning in a project‐based learning environment in Taiwan: a case study on undergraduate students’ perspectives

This case study investigated undergraduate students’ first experience in online collaborative learning in a project‐based learning (PBL) environment in Taiwan. Data were collected through interviews of 48 students, instructor’s field notes, researchers’ online observations, students’ online discourse, and group artifacts. The findings revealed interesting phenomena as results of cultural influences as well as educational system impacts. Students experienced learning benefits from PBL in the intensive six‐week period, yet voiced serious concerns about the changed role of the instructor, as well as strong reservations on peer collaboration as a result of the competitive tradition in education. Online collaborative learning and PBL critically challenged some culturally‐rooted traditions in Taiwan. The study generates practical insights into the applications of online collaborative learning and PBL in Taiwan’s higher education as well as implications for cross‐cultural implementation of online learning.

Online‐kooperatives Lernen in einer projektbasierten Lernumgebung in Taiwan: Eine Fallstudie aus Sicht der Studenten

Diese Fallstudie untersuchte die erste Erfahrung von Studenten in Online‐kooperativem Lernen in einer projektbasierten Lern‐ (PBL) Umgebung in Taiwan. Die Daten wurden durch Interviews von 48 Studenten, den Feldnotizen, den Online‐Beobachtungen, den Online‐Diskurs‐ und Gruppenartefakten der Studenten der Forscher gesammelt. Die Ergebnisse zeigten interessante Phänomene als Ergebnisse von sowohl kulturellen Einflüssen als auch Bildungssystemwirkungen auf. Die Studenten erfuhren in den intensiven sechs Wochen den Nutzen von PBL zu kennen, trotzdem äußerten sie sowohl ernste Sorgen über die geänderte Rolle des Ausbilders als auch starke Bedenken in Bezug auf gleichrangige Kollaboration als Folge der wettbewerbsgeprägten Tradition in der Bildung aus. Online‐kooperatives Lernen und PBL forderten kritisch einige kulturell verwurzelte Traditionen in Taiwan heraus. Die Studie ermöglicht praktische Einblicke in die Bewertungen von Online‐kooperativem Lernen und PBL in Taiwans höherer Bildung wie auch Auswirkungen auf interkulturelle Durchführung des Online‐Lernens.

L’apprentissage collaboratif en ligne dans un environnement d’apprentissage fondé sur les projets à Taiwan: étude de cas sur les perspectives des étudiants de premier cycle

La présente étude de cas porte sur la première expérience d’apprentissage collaboratif en ligne qu’ont eue des étudiants de premier cycle dans le cadre d’un environnement d’apprentissage (AFP) fondé sur les projets. On a rassemblé des données grâce à des entretiens avec 48 étudiants, grâce aux notes de terrain des professeurs, grâce aux observations en ligne des chercheurs, grâce au discours en ligne des étudiants et aux productions de groupe. Les résultats obtenus ont fait apparaître des phénomènes intéressants, résultant des influences culturelles et du poids d’un système éducatif. Les étudiants ont vécu une progression de leur apprentissage grâce à l’AFP au cours de la période intensive de 6 semaines mais ils ont toutefois fait part de l’inquiétude sérieuse que suscitait le changement de rôle du professeur et de leurs fortes réticences sur la collaboration entre étudiants du fait de la tradition de concurrence en éducation. L’apprentissage collaboratif en ligne et l’AFP représentaient un défi critique pour certaines traditions enracinées dans la culture de Taiwan. La présente étude ouvre des perspectives pratiques sur les applications de l’apprentissage collaboratif en ligne et l’AFP dans l’enseignement supérieur à Taiwan avec des conséquences pour la mise en place de l’apprentissage en ligne dans un cadre transculturel.

El aprendizaje colaborativo en línea dentro de un entorno de aprendizaje basado en proyectos, en Taiwan: un estudio de caso sobre las perspectivas para los estudiantes de primer ciclo

El presente estudio de caso trata de la primera experiencia de estudiantes de primero ciclo con el aprendizaje colaborativo en línea dentro de un entorno de aprendizaje basado en proyectos (ABP) en Taiwan. Los datos han sido recaudados a través de entrevistas con 48 estudiantes, a través de los apuntes de terreno de los profesores, de las observaciones en línea de los investigadores, del discurso en línea de los estudiantes y de las producciones de grupo. Los resultados han arrojado fenómenos interesantes que son el resultado tanto de las influencias culturales como del impacto del sistema educativo. Los estudiantes han experimentado los beneficios del aprendizaje ABP durante la sesión intensiva de 6 semanas pero han expresado inquietudes serias sobre el cambio de papel del profesor y fuertes reservas acerca de la colaboración entre alumnos como consecuencia de la tradición competitiva en educación. El aprendizaje colaborativo en línea y ABP representan desafíos críticos para algunas tradiciones con fuertes raices en Taiwan. Este estudio abre perspectivas prácticas sobre las aplicaciones del aprendizaje colaborativo en línea y el ABP en la enseñanza superior de Taiwan además de implicaciones para la puesta en práctica transcultural del aprendizaje en línea.     

Deterrents to participation in web‐based continuing professional education

Abstract

This study examined the perceptions of certified public accountants concerning deterrents to participation in Web‐based continuing professional education. A survey instrument was mailed to a random sample of the Georgia Society of Certified Public Accountants’ membership, and 444 usable surveys were returned. Four broad dimensions of deterrence to participation in Web‐based education were identified through factor analysis. The two most influential deterrents were Concerns about Electronically Mediated Communication and Concerns about the Quality of Course Offerings. The other two were Concerns about Access to Technology‐Associated Resources and Concerns about the Availability of Necessary Personal Resources. The vast majority of respondents reported that they had access to the technology and that they perceived themselves as having the personal characteristics necessary for participation in Web‐based education activities. However, the proportion of respondents using Web‐based education for continuing professional learning in 1998 was minimal.     

Student‐teachers' evaluation on the use of different modes of problem‐based learning in teacher education

Problem‐based learning (PBL) has been widely adopted in many university programmes. Evaluations of PBL in medicine, dentistry, nursing and social work reveal positive outcomes from both tutors and learners. However, few evaluations have been published about using PBL in teacher education programmes. This paper reports how the 13 student‐teachers in the Integrated Humanities Major Method course evaluated the use of three different modes of PBL delivery, namely: the classical PBL; an alternate pattern of PBL and teacher‐led deductive workshops; and a modified PBL using problem‐based scenario inductive inquiry workshops. The learning experiences of the student‐teachers were captured via an open‐ended questionnaire to discuss the feasibility and receptivity of endorsing full or partial use of PBL in the teacher education programme. The outcome shows strong preference for the use of the modified PBL approach while the majority agreed the classical PBL style is the most challenging among the three modes.     

The influence of web‐based chemistry learning on students' perceptions,attitudes, and achievements

The goal of this study was to investigate whether integrating a website into chemistry teaching influences 10th‐grade students' perceptions of the classroom learning environment, their attitudes regarding the relevance of chemistry, and their understanding of the concept of chemical bonding. Two groups participated in this study: an experimental group and a comparison group. The main study was conducted during the academic year 2005. The teachers in the experimental group were asked to implement four relevant activities from the website that was developed, all dealing with the concept of chemical bonding. Quantitative tools of the study included: A Chemistry Classroom Web‐Based Learning Environment Inventory to assess students' perceptions regarding the relevance of chemistry to their life and attitude towards chemistry studies, a feedback questionnaire that examined the students' response after performing the website activities, and an achievement test that assessed their knowledge and understanding of the concept of chemical bonding. We found that the experimental group outperformed the comparison group significantly in most of the research categories. This led us to conclude that the web‐based learning environment has potential to enhance the comprehension of chemistry concepts, students' attitudes and interests and to increase students' awareness regarding the relevant aspects of chemistry to daily life.     

The design and development of a multimedia case‐based environment on parental engagement

The purpose of this paper is to present the rationale and principles that guided the design and development of PARENTS, a multimedia case‐based environment. Following a development research approach, the tenets of constructivist learning, and the advantages of case‐based instruction, we developed a multimedia program in which we utilized and incorporated the findings of the longitudinal study Ecologies of Parental Engagement (EPE). EPE focused on parents in high‐poverty urban communities and the roles they play in elementary schools that are active in implementing reform‐based science education. The main purpose of the multimedia program PARENTS was to help preservice science teachers to explore and reflect on themes of parental engagement in high‐poverty urban school settings. In this paper, we present the design and conceptual framework behind the first prototype of PARENTS.

Conception et développement d'un environnement multimedia sur l'implication des parents fondé sur des études de cas

Le but de cet article est de présenter le raisonnement et les principes qui ont orienté la conception et le développement de PARENTS, qui est un environnement multimedia fondé sur des études de cas. En suivant une approche “recherche et développement”, les principes de l'apprentissage constructiviste et les points forts de l'enseignement basé sur les études de cas, nous avons mis au point un programme multimedia dans lequel nous avons utilisé et intégré les résultats d'une enquête longitudinale – Ecologies de l'Engagement Parental (EPE). EPE a porté sur les parents se trouvant dans des communautés urbaines très pauvres et sur le rôle qu'ils jouent dans des écoles élémentaires engagées dans la mise en ?uvre des réformes de l'enseignement des sciences. Le but principal du programme multimedia PARENTS était d'aider les enseignants de sciences en formation initiale à explorer et à réfléchir sur la thématique de l'engagement parental dans les écoles se trouvant dans des zones urbaines de grande pauvreté.

Entwurf und Entwicklung eines multimedia Fall‐ basierten Umfelds auf das elterliche Engagement

Dieser Beitrag soll die Gründe und Prinzipien aufzeigen, die zu Entwurf und Entwicklung von PARENTS, einer Multimedia‐Fall‐basierten Umgebung, geführt haben. Nach der Entwicklung eines Forschungs‐Ansatzes auf den Grundsätzen des konstruktivistischen Lernens, und dem Berücksichtigen der Vorteile fall‐basierter Anweisungen entwickelten wir ein Multimediaprogramm, in dem wir die Ergebnisse einer Langzeitstudie – Ecologies of Parental Engagement (EPE) – nutzten und einfügten. EPE ist auf Eltern in städtischen Gemeinden mit großer Armut ausgerichtet und auf ihre Rolle, die sie in Grundschulen mit reformbasiertem naturwissenschaftlichem Unterricht spielen können. Der Hauptzweck des Multimediaprogramms PARENTS war, in Ausbildung befindlichen Lehrern für Naturwissenschaften zu helfen, auf dem Gebiet des elterlichen Engagements in sehr armen städtischen Schulbereichen zu forschen und zu reflektieren.

Diseño y Desarrollo de un entorno multimedia basado en estudios de casos sobre el compromiso de los padres

El propósito del presente artículo es de presentar los fundamentos y principios que han orientado el diseño y desarrollo de PADRES, un entorno multimedia basado en estudios de casos. Siguiendo una metodología de investigación y desarrollo y también los principios del aprendizaje constructivista así como las ventajas de la instrucción basada en estudios de casos, hemos desarrollado un programa multimedia en el cual hemos utilizado y integrado los resultados de una encuesta longitudinal – Ecologías del Compromiso de los Padres (EPE). EPE trata de esos padres que viven en comunidades urbanas muy pobres y del papel que desempeñan en las escuelas primarias que se han comprometido a poner en práctica las reformas de la enseñanza de las ciencias. El objetivo principal del programa multimedia PADRES (PARENTS) era de ayudar a los futuros profesores de ciencias para explorar y reflexionar sobre la temática del compromiso paterno en las escuelas ubicadas en zonas urbanas extremamente pobres.     

Using web‐based activities to enhance writing in science: The dynamic earth project

Abstract

Content, literacy development, and technology use are being integrated as tools for learning. As part of this process, K‐12 educators and teacher preparation faculty have been trying to come to grips with what preservice teachers should know and be able to do regarding this integration. The university/school partnership in this case study sheds light on how content area standards, literacy, and technology standards can be addressed and taught in a project carried out in cyberspace. This case study investigated how literacy strategies embedded in a Web‐based project enhanced the writing performance of students in a middle school science classroom. After choosing a topic and researching, analyzing, and synthesizing the information, the students wrote essays on the earth's surface. Results of this case study suggest that Web‐based activities did have an effect on students’ performance as they became engaged in a cyber‐context to construct meaning.     

Design and evaluation of a development portfolio: how to improve students’ self-directed learning skills

In on-demand education, students often experience problems with directing their own learning processes. A Structured Task Evaluation and Planning Portfolio (STEPP) was designed to help students develop 3 basic self-directed learning skills: Assessing the quality of own performance, formulating learning needs, and selecting future learning tasks. A case study with 10 first-year students in the domain of hairdressing was conducted to evaluate STEPP’s use, usability, and perceived effectiveness. Results from student interviews show that usability and use are influenced by several factors. Students with low prior hairdressing skills, a weakly developed personal approach to direct their own learning, and an inclination to update STEPP as part of their weekly routine, use STEPP more frequently than students without these characteristics. Both the supervisor and students who frequently used STEPP perceived its use as a positive contribution to the development of self-directed learning skills. Furthermore, this study provides guidelines for the design of development portfolios in on-demand education.     

Educating for a high skills society? The landscape of federal employment,training and lifelong learning policy in Canada

Government reports and documents claim that building a knowledge economy and innovative society are key goals in Canada. In this paper, we draw on critical policy analysis to examine 10 Canadian federal government training and employment policies in relation to the government's espoused priorities of innovation and developing a high skills society and economy. Our findings highlight three areas of contradiction: a tension between high skills and low skills policy, a contradictory focus on the socially and economically excluded and included, and the paradox of both an active and passive federal government. Drawing on state theories such as inclusive liberalism and the social investment state, we argue that while a ‘highly skilled knowledge economy’ may form part of the overall skills discourse, these contradictions raise doubts that it is to become a reality in Canada in the near future.