University students' behavioral intention to use mobile learning: Evaluating the technology acceptance model

As many Korean universities have recommended the implementation of mobile learning (m‐learning) for various reasons, the number of such tertiary learning opportunities has steadily grown. However, little research has investigated the factors affecting university students' adoption and use of m‐learning. A sample of 288 Konkuk university students participated in the research. The process by which students adopt m‐learning was explained using structural equation modeling technique and the Linear Structural Relationship (LISREL) program. The general structural model based on the technology acceptance model included m‐learning self‐efficacy, relevance for students' major (MR), system accessibility, subjective norm (SN), perceived usefulness, perceived ease of use, attitude (AT), and behavioral intention to use m‐learning. The study results confirmed the acceptability of the model to explain students' acceptance of m‐learning. M‐learning AT was the most important construct in explaining the causal process in the model, followed by students' MR and SN.     

Correlates of orthographic learning in third‐grade children's silent reading

This study examined word identification, phonological recoding efficiency, familiar word reading efficiency, orthographic choice for familiar words and serial naming speed as potential correlates of orthographic learning following silent reading in third‐grade children. Children silently read a series of short stories, each containing six repetitions of a different target non‐word. They subsequently read target non‐words faster than homophones and preferred target non‐words to homophones in an orthographic choice task, indicating that they had formed functional orthographic representations of the target non‐words through phonologically recoding them during silent story reading. Target non‐word orthographic choice was correlated with all measures bar non‐symbol naming speed. The association between phonological recoding efficiency and orthographic learning lends support to the hypothesis that self‐teaching occurs through phonological recoding even in silent reading. Our findings were not generally consistent with the view that serial naming speed assesses orthographic learning aptitude.     

Incremental impact of time on students' use of E‐learning via Facebook

The majority of studies utilised the cross‐sectional method to measure students' intention to learn and investigate their corresponding learning behaviours. Only a few studies have measured the process of change in students' learning behaviour in the context of time. The main purpose of this study is to determine the effects of using a Facebook group as an e‐Learning tool based on students' longitudinal perceptions to address the aforementioned literature gap. We surveyed 170 students in a business statistics course. We also measured changes that occurred in the students' intention to use and use of e‐Learning at three different stages. The model was tested at the beginning, middle and end of the semester using structural equation modelling. The results show that students' perceptions when using e‐Learning via Facebook changed when they interacted and explored the system. Students were more familiar with the usability of the Facebook group after learning for a few weeks, and their intention to use and use of e‐Learning via Facebook subsequently increased. The results indicated that social network sites such as Facebook can be used as complementary tools to expose students to course‐related links and documents, which will create extra time for learning, when they plan to spend time on Social network sites (Facebook) and interact and communicate with friends.     

如何运用互联网激发大学生学习动力

高等教育要求学生具有相应的学习动力,从而为学业乃至将来的职业打好基础。本文讨论如何运用互联网激发学习动力,并给出了实例研究。     

The development and use of an instrument to assess students' attitude to the study of chemistry

This paper reports on aspects of a three-phase study whose aim was to gather information on undergraduates' responses to the study of science. The emphasis of this paper is on methodological issues arising from considerations of how to measure and analyse data on attitudes. The study draws on the methodology employed in an earlier study undertaken in Canada, the Views on Science-Technology-Society (VOSTS) study, applying the methodology in a new context. The first two phases involved the development and validation of an appropriate research instrument. The third phase involved using the instrument with students in the first year of study at a South African University. In additional to the quantitative data gathered, the students' responses on the instrument were used to develop in-depth 'profiles' of particular groups of students. This technique proved particularly effective in identifying areas for possible remedial action.     

Retracted: The application of a multi‐attribute decision‐making algorithm to learning management systems evaluation

Recently, because of the rapid increase in the popularity of the Internet, the delivery of learning programmes has gradually shifted from local desktop to online‐based applications. As more and more technological tools become available for online education, there is an increasing interest among educators and other professionals in the application of these tools with regard to online courses. In large‐scale operations, online learning management systems (LMSs) can save cost and time. LMSs are software applications that comprise a suite of tools for learning and teaching online. In conventional educational settings, online LMSs can help to improve the speed and effectiveness of the educational process, communication among learners, and also between staff and students. There are a large number of open‐source and commercially available LMSs on the marketplace, and one of the problems facing an administrator or instructor is how to choose the LMS that can meet his/her needs. This paper describes a software system developed by the author to aid in the selection of a suitable LMS. The software is a web‐based decision support system, titled Easy Way to Evaluate LMSs, and is based on using a multi‐attribute decision‐making algorithm for the effective selection of an LMS.     

Contradictions between the virtual and physical high school classroom: A third‐generation Activity Theory perspective

This paper uses a third‐generation Activity Theory perspective to gain insight into the contradictions between the activity systems of the physical and virtual high school classroom from the perspective of teachers who had transitioned from one system to the other. Data collection relied on semi‐structured interviews conducted with e‐teachers as well as management/support personnel of an organisation charged with delivering web‐based high school courses in the Canadian province of Newfoundland and Labrador. Contradictions related to time and workload, physical presence, interaction and rapport building, and use of direct messaging and email. The contradictions can be explained by a difference between the mediating tools in each activity system. The absence in the virtual classroom of body language and visual presence as mediators requires e‐teachers to find new ways of interacting and building rapport and necessitates a shift from a practice of controlling to engaging students’ attention.     

Understanding students' use and value of technology for learning

Despite significant research in the field of educational technology, there is still much we do not fully understand about students' experiences with technology. This article proposes that research in the field of educational technology would benefit from a sociological framing that pays attention to the understandings and lives of learners. Within a broader study that aimed to investigate students' use and value of technologies guided by Bourdieu's sociological theory, this article reports on qualitative embedded case study data of 12 students in years 9 and 10 from two Australian secondary schools. The article provides detailed accounts of students' experiences with technologies in various contexts with consideration of the milieu in which technology use occurred, illustrating the heterogeneous and complex network of influencing factors on students' technology practices. The findings and discussion augment the application of Bourdieu's concepts of field, habitus and capital as a tool to view and understand students' varied and complex experiences and relationships with technology.     

Correction to: Cultural divides in acceptance and continuance of learning management system use: a longitudinal study of teenagers

Educational technology research and development - In the abstract, the second “FG” in the sentence below should be “SG”: The sample was classified into three cultural...     

College students' intentions to use e‐portfolios: From the perspectives of career‐commitment status and weblog‐publication behaviours

The growing popularity of a school‐wide e‐portfolio system in colleges and universities has raised concerns regarding whether students will use it or consider it important to have an e‐portfolio system, especially when its use is not required by their curriculum. This study investigated college students' intentions to use and the students' attitudes towards using an e‐portfolio system, and did so from the perspectives of career‐commitment status and weblog‐publication behaviours. The results indicate that career‐commitment status substantially influences college students' intentions and attitudes relative to using an e‐portfolio system. Also, overlap in the functions of weblogs and e‐portfolios (which allow people to use them interchangeably) does not directly result in higher or lower levels of intention to use an e‐portfolio system. A composite system providing career services, goal‐oriented self‐presentation and personality‐driven self‐expression is recommended.     

On the dynamics of students' approaches to learning: The effects of the teaching/learning environment

This study investigates the effects of the learning/teaching environment on students' approaches to learning (i.e. combination of intention and learning strategies) and compares a lecture based to a student-activating setting within the first year of elementary teacher education. Data collection (N = 790) was carried out using a pre-test/post-test method by means of the Approaches to Learning and Studying Inventory (ALSI). Though students' approaches were similar at the start of the course, a clear distinction was found after experiencing the lecture based and student-activating teaching/learning environments. However, the direction of change was opposite to the premise that student-activating instruction deepens student learning. Instead, the latter pushed students towards a Surface Approach to learning and students' Strategic Approaches suffered significant lowering.     

An empirical investigation of students' behavioural intentions to use the online learning course websites

With the development of the Internet in the era of knowledge‐driven economy, e‐learning is experiencing rapid growth. The online learning course websites are drawing more attention as well. This research combines the innovation diffusion theory and the technology acceptance model, and adds two research variables, perceived system quality and computer self‐efficacy to propose a new hybrid technology acceptance model to study students' behavioural intentions to use the online learning course websites. This research finds that compatibility, perceived usefulness, perceived ease of use, perceived system quality and computer self‐efficacy were critical factors for students' behavioural intentions to use the online learning course websites. By explaining students' behavioural intentions from a user's perspective, the findings of this research help to develop more user‐friendly websites and also provide insight into the best way to promote new e‐learning tools for students.     

教师在学生团队学习中的职责分析

阐述了高职院校学生进行团队学习的必要性和可能性,给出了学生团队学习的流程;通过教学案例对教师在学生团队学习过程中的职责进行了分析：在学生学习团队组建阶段的职责是,帮助指导学生组建团队并进行一定的监督与评价;在学生团队学习的个体学习阶段的职责是,积极引导学生发现并正确地提出问题且给予适当的控制与监督;在团队研讨阶段的职责是,对各团队完成任务的情况进行评价和考核．     

加强货物验收管理刍议

以西南大学近年来货物验收管理为例,从建立管理体制、制定实施细则、安排专项经费、工作开展、工作成效等方面,对加强高校货物验收管理工作进行了探讨。     

Case study: use of problem-based learning to develop students' technical and professional skills

Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, ‘Does PBL enable students to develop desirable professional engineering skills?’ The desirable skills identified were communication, teamwork, problem solving and self-directed learning. Forty-seven students enrolled in a biomedical materials course participated in the case study. Students worked in teams to complete a series of problems throughout the semester. The results showed that students made significant improvements in their problem-solving skills, written communication and self-directed learning. Students also demonstrated an ability to work in teams and communicate orally. In conclusion, this case study provides empirical evidence of the efficacy of PBL on student learning. We discuss findings from our study and provide observations of student performance and perceptions that could be useful for faculty and researchers interested in PBL for biomedical engineering education.     

On problems and countermeasures of college students' learning stagnation

学习,是人类基本而复杂,但又非常重要的一种适应性活动.在学习的过程中,大学阶段最容易出现学习停滞不前的情况,并伴随产生厌倦、疲劳、空虚甚至逃避学习的行为,本文在分析大学生学习停滞现象的基础上,努力探索解决这个现象的途径.     

浅谈如何利用思想政治教育来提升学生管理质量

在当今社会,思想政治教育是我国精神文明建设的首要内容,也是解决社会性矛盾和问题的主要途径之一。学生作为校园培养人才的重要阵地,是思想政治教育工作进行的主要对象。学生管理工作是校园内工作的主要任务,利用思想政治教育来提升学生的管理质量无疑是一条不错的途径。本文主要分析了思想政治教育对学生管理的重要性,以及如何更好的利用思想政治教育提升学生的管理质量,对校园内学生的管理工作有一定的指导和借鉴意义。