Collaborative Learning in Virtual English Class

This chapter demonstrates how Second Life (SL) is used to enhance collaborative language learning on a virtual campus of a Hong Kong university. The case study reports on the learning experience of a number of undergraduate students as they navigated through a virtual task in an existing course: English for Technical and Web-Based Writing. Student avatars assessed each other’s work and shared learning experiences and comments via SL-enabled tools such as voting bars and note cards. To determine if this practice was more effective as a learning tool than a traditional classroom or two-dimensional discussion on the Internet, the students’ feedback on SL was collected through the university’s online survey system (i-Feedback), camera recorded focus group discussion and audio recorded tutor feedback. The findings suggest that different tasks in a virtual learning environment may stimulate students’ interest in their learning process, even though the technical complexities might frustrate them. The possibilities, shortcomings, and technical challenges of cultivating a community of collaborative language learning are also discussed.

Factors in the Usage of Mobile Phones in Japanese University EFL Classrooms

This chapter considers factors that can play roles in the use of mobile phones in university English as a Foreign Language (EFL) classrooms in Japan. While recent developments have made such devices an increasingly attractive alternative to computers in education, issues such as cost and privacy have been noted by other research to be of some concern. This study investigated the use and perceptions of mobile phones by 249 university students studying EFL in Japan. Results indicated that although students declared varying levels of proficiency with their mobile phones, most were able to complete the tasks queried. Among factors that might inhibit successful implementation of the use of mobile phones for education, cost and security concerns were minimal, but student reservations about using mobile phones for educational tasks appeared to be a mediating factor.

Internet Technological, Pedagogical, and Content Knowledge (iTPACK)

This case study focuses on using the Internet Technological, Pedagogical, and Content Knowledge (iTPACK) as a theoretical framework for mobile learning. First, the study examined iTPACK from two perspectives, synchronous and asynchronous, and discussed how both perspectives could be used individually or integrated to support a blended learning approach for mobile learning in formal and non-formal learning. Second, the case examined how iTPACK was used as the theoretical framework in a mobile learning case study on using text messaging as a teaching tool in a pre-algebra course at a community college with non-traditional students. Finally, the author offers thoughts on why iTPACK is an appropriate theoretical framework for mobile learning, and the implications of using iTPACK in non-formal and formal settings to supplement classroom instruction.

Designing for Reflection

In this case study, the authors revisit the benefits of reflection for learning and classify three different types of reflection support as evident in the pedagogy literature: post-activity, inter-activity and part-of-activity. They present their design of a collaborative learning application (Digital Mysteries) as implemented on the emerging digital tabletop technology. The design of Digital Mysteries aims at demonstrating the potential of technology for providing support for all the identified types of reflection. The application was evaluated through 12 trials with 6 groups of students 11-14 years old in a school environment. Two of the six groups carried out repeated trials with the goal of evaluating benefits from repeated use and to overcome effects resulting from the novelty of the technology. The trials showed clear evidence of reflective interactions, caused by the application’s design, which positively affected subsequent trials. The authors conclude with a number of generalized recommendations for designers of collaborative learning environments.

Video Gaming for STEM Education

Therefore, this chapter will explore the vast world of video games and the opportunities for instructors to incorporate them into lesson planning. The basis of this empirical work is to align the guiding principles of STEM with the identification of accessible games, based upon learning principles and assessment strategies. The challenge for 21st century educators will be how to bridge the gap between the traditional development of skill sets to meet workforce demands in a dynamically changing global economy that simultaneously creates employees who are capable of innovation, collaboration, and deep critical thinking.

Upload, Download, Overload!

Students often complain of overload in online learning environments. Discussions here consider online design and organization factors that might contribute to students’ reports of overload. This study explored predictions that 1) students’ past online experience, 2) the organization of online environments and relevance of online material with which students work, and 3) the level of task difficulty impact (a) student learning outcomes, (b) students’ reports of overload, and (c) students’ perceptions of having enough time to complete assigned course work. A total of 346 participants were tested in two experiments that manipulated the organization of the online environment and the material that students had to learn. Experiment 1 tested how the organization of the online environment impacted learning outcomes. Findings suggested that online environments that are overly busy and that contain irrelevant information (i.e., stimulus-rich or “stimulus-noisy” online environments) had a negative impact on experienced, savvy online learners, but no impact on students less experienced with online learning environments. Surprisingly, results here suggest that overload affected only experienced students. Experiment 2 tested how the organization of the online material (that students had to learn) impacted learning outcomes. Findings suggested that online learning environments that used hypertext to organize material had a negative impact on student learning outcomes, misconceptions of information, and perceived overload. This chapter examines literature that considers design and organization factors that can impact online learning, and considers design strategies for online teaching environments and strategies for avoiding factors that can leave students feeling overloaded.

The Learning Effect of Using a Blended Learning Design in K12 Science Teaching

In seven experiments, two learning conditions were assessed: a blended learning design against traditional instruction. 135 K12 science students were assigned to either a blended learning approach or to traditional learning instructions in authentic classroom settings. The students participated in one of two topics in the subject field of chemistry. All participants were randomly assigned within each classroom to one of two conditions: 1) an experimental blended learning group having teacher lecture plus Web-based multimedia; 2) a control group with traditional instructions having teacher lecture plus text and diagram. On subsequent retention and transfer tests, the blended learning group performed significantly better on retention in two of seven comparisons, and there was no significant difference in the rest. The challenge that lies ahead is to identify the characteristics of effective blended learning approaches for this type of learning programme. Recommendations for further research are made.

eTTCampus

This chapter critically examines innovative approaches to the evaluation of a European funded project involving nine countries in the development of a virtual campus to provide training opportunities in ICT for teachers and trainers across Europe. It explores project management processes and decision-making and the impact on outcomes as well as relationships between project team members. It concludes with recommendations for the more effective use of a range of these approaches, asserting that a critical analysis of the processes of engagement is as important as the outcomes.

Using Mobile Technology in Schools to Develop Social Skills in Children with Autism

There has been developing interest in the potential for the use of mobile technology to achieve educational objectives, in particular for children with Autistic Spectrum Disorder (ASD). The HANDS (Helping Autism-diagnosed teenagers Navigate and Develop Socially) project has developed a software application for mobile phones, which helps children with ASD to develop social and self management skills. Two successive prototypes of this application have been implemented and tested with 15 teachers and 27 children with ASD at four special schools in the UK, Demark, Hungary, and Sweden. This chapter reports on issues involved with introducing this technology innovation at one of the schools. Interviews were undertaken with teachers on the project during the introduction of the technology. The extent to which teachers identify themselves as teachers of social skills development, which is often considered an expression of informal learning (Jordan, 2005), is identified as a key factor in determining the extent to which the successful engagement with the technology solution occurred.

Problem Solving Processes and Strategies in the Virtual Interactive Student-Oriented Learning Environment

With the integrated use of quantitative and qualitative research methods, this chapter describes the learners’ problem-solving processes and the strategies they used under a pedagogy called Virtual Interactive Student-Oriented Learning Environment (abbreviated as VISOLE). By recording learners’ operations in the game, and collecting their game logs (BLOG), summary reports, and interview records, also based on the observations done by the researchers, it is found that the problem solving strategies that learners used in VISOLE primarily included: (1) trial and error, (2) random, (3) purpose-oriented, (4) starting from simple, (5) adventure, (6) comprehensive, (7) focused, (8) index, (9) BUG, (10) entertainment strategies, etc.