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Serdar Çiftci and Mehmet Akif Ocak Revision: In revision stage, opportunities for changes are given to the students to plan the whole process again and allow them to see what they did before. Students finding themselves insufficient and are not confident with the current situation might return to previous topics and change their plans in revision. 2.2 Development and application of the MMT In application, MySQL Database Management Course was administered to the students through the web based learning environment. Students, with a period of 6 weeks of training, received instruction via the web and used metacognitive mapping tool as a means of support. Learning environment and metacognitive mapping tool were constructed via PHP programming language and MySQL database management system. Throughout the development of the MMT, expert opinions on content, learning environment and the MMT were obtained. Some revisions have been made based on the feedback obtained from the experts. Figure 3, 4 and 5 show screenshots of the MMT tool. Figure 3 shows the main screen of the web based environment and the MMT. Figure 3: MMT in the web based learning environment Figure 4 shows the first face of the planning section of the tool.In this section, students are allowed to choose the topics they will study from the existing course content by using drag and drop method. Figure 4: First phase of the planning section of the MMT 126
Serdar Çiftci and Mehmet Akif Ocak Figure 5 shows the second phase of the planning section of the tool. Students decide on study time of chosen topics. For example, in Figure 5, there are 3 topics chosen by the student and 50 minutes were given to each topic. Totally, the student plans to work 150 minutes to study on chosen topics. Figure 5: Second phase of the planning section of the MMT tool 3. Purpose of the study This research aims to give insight about development and implementation of MMT, planning to help college students' metacognitive activities to organize a web based course content, course work and activities. In web based learning environments, a learning tool is needed to improve students' metacognitive awareness and help them in planning, monitoring and self-evaluation procedures. Considering this requirement, the purpose of the study is to develop and implement a supporting tool to help students to arrange metacognitive activities. 4. Method 4.1 Participants The participants of the study were of 25 third grade college students studying in the Department of Computer and Instructional Technologies Teaching, Gazi Faculty of Education, Gazi University. The research was conducted in spring semester of 2010-2011 academic year. Of the students in the study, 16 (65.38%) were male and 9 (34.61%) were female. 4.2 Learning environment Before the study begins, the researchers conducted one week orientation session for all students in the computer laboratory. In this orientation, students were explained to use the tool and web based learning environment. Additionally, there were no pre-information or sample planning provided to the students. Using the tool takes approximately 6 to 10 minutes to complete. Any additional information was not needed for utilization of the tool. Students were given learning tasks for each week. Total, 6 tasks were administered to students. Tasks were related to topics that students studied in accordance with learning goals. Students were asked to complete one task for each week. Aim of the tasks was to engage students to use the MMT and study the chosen topics in web based learning environment. The tool was used in the MySQL Database Management Course. Third grade college students planned their study in terms of content, time and sequence. In other words, “A plan” means that students choose which headings to cover, which sequence to use and how much time they will spend on each topic. This progress lasted 6 weeks. Students were able to monitor their study activities and check their plan if they follow the plan efficiently. 127
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Samuel Adu Gyamfi et al. the develo
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Samuel Adu Gyamfi et al. completion
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Samuel Adu Gyamfi et al. interactio
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Survey of Teachers’ use of Comput
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Babatunde Alabi Alege and Stephen O
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Issues and Challenges in Implementi
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Hussein Al-Yaseen et al. 2000/2001
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Hussein Al-Yaseen et al. phase invo
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Hussein Al-Yaseen et al. Berthold,
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Antonios Andreatos Figure 1: Estima
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Antonios Andreatos exchange applied
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Antonios Andreatos knowledge space,
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Figure 5: Video metadata from YouTu
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Antonios Andreatos The organisatio
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Constructing a Survey Instrument fo
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Jonathan Barkand The teacher demon
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Jonathan Barkand Indicator 2.3: Has
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References Jonathan Barkand Allen,
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2. Pedagogical agents Orlando Belo
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Orlando Belo Type (Tp), the refere
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3.3 The agent’s architecture Orla
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Some Reflections on the Evaluation
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Nabil Ben Abdallah and Françoise P
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Designing A New Curriculum: Finding
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Andrea Benn For this new course, it
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Andrea Benn Technology is already i
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Andrea Benn To bring about the co-o
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Latefa Bin Fryan and Lampros Stergi
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Faculty development Online course
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Alice Bird being reviewed under the
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Page 104 and 105: Alice Bird Reflecting on the feasib
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Page 118 and 119: Tim Cappelli demand from students t
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Page 124 and 125: Objectives More efficient and faste
Page 126 and 127: Digital Educational Resources Repos
Page 128 and 129: Cornélia Castro et al. Economic:
Page 130 and 131: Cornélia Castro et al. Dimension E
Page 132 and 133: Cornélia Castro et al. feedback on
Page 134 and 135: Cornélia Castro et al. EdReNe (200
Page 136 and 137: Ivana Cechova et al. The influence
Page 138 and 139: 4. Methodology Ivana Cechova et al.
Page 140 and 141: Ivana Cechova et al. Although this
Page 142 and 143: 8. Conclusion Ivana Cechova et al.
Page 144 and 145: Yin Ha Vivian Chan et al. What is s
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Page 148 and 149: Yin Ha Vivian Chan et al. the ILC h
Page 150 and 151: The Development and Application of
Page 154 and 155: 4.3 Data collection Serdar Çiftci
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Page 160 and 161: An Exploratory Comparative Study of
Page 162 and 163: Marija Cubric et al. Web 2.0 tools
Page 164 and 165: Marija Cubric et al. Despite all th
Page 166 and 167: Marija Cubric et al. Staff profile
Page 168 and 169: Marija Cubric et al. In case 3.2, a
Page 170 and 171: Marija Cubric et al. Sorcinelli, M.
Page 172 and 173: Figure 1: Adaptive eLearning system
Page 174 and 175: Blanka Czeczotková et al. knowledg
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Page 178 and 179: Changing Academics, Changing Curric
Page 180 and 181: Christine Davies 2.2.4 Seminars CEL
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Page 184 and 185: Mark de Groot, paper (Elluminate 20
Page 186 and 187: Mark de Groot, requested. The targe
Page 188 and 189: Mark de Groot, members of the group
Page 190 and 191: 6.1 The quick wins Mark de Groot, S
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Jana Dlouhá et al. Sadler, R.D. (2
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Jon Dron et al. Social networking i
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Jon Dron et al. However, it is also
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Jon Dron et al. further in enabling
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4.3 Differentiated friends Jon Dron
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Experimental Assessment of Virtual
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Michaela Drozdová et al. to the or
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Michaela Drozdová et al. Figure 1:
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Figure 4: Decision tree for visual
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Michaela Drozdová et al. very few
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Glenn Duckworth Other studies have
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Glenn Duckworth merely skim read th
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8. Finance resources Glenn Duckwort
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Glenn Duckworth was seen as being v
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Francisco Perlas Dumanig et al. Stu
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Francisco Perlas Dumanig et al. in
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Francisco Perlas Dumanig et al. 3.6
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Do you see What I see? - Understand
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2.2 Deuteranopia Colin Egan et al.
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Colin Egan et al. Figure 5: HCBE's
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Figure 8a: Normal vision LogicWorks
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Researching in the Open: How a Netw
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Antonella Esposito previous edition
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Antonella Esposito However, beyond
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Antonella Esposito Moreno, M. A., F
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Gert Faustmann with an evaluation o
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Gert Faustmann come from the same s
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Gert Faustmann Figure 5: UML class
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Gert Faustmann The learner her/him
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Gert Faustmann (i.e. who has to pro
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Ana Mª Fernández-Pampillón et al
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Cognitive Communication 2.0 in the
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Sérgio André Ferreira et al. and
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Sérgio André Ferreira et al. is p
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Sérgio André Ferreira et al. Look
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Sérgio André Ferreira et al. In F
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To What Extent Does a Digital Audio
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Rachel Fitzgerald consideration of
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Rachel Fitzgerald understand, altho
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Rachel Fitzgerald Although this is
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Rachel Fitzgerald “The survey was
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Messages of Support: Using Mobile T
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Julia Fotheringham and Emily Alder
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Julia Fotheringham and Emily Alder
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Table 6: Results for reflective cyc
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Blended Learning at the Alpen-Adria
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Gabriele Frankl and Sofie Bitter to
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Figure 4 Moodle usage among the AAU
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Gabriele Frankl and Sofie Bitter No
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Gabriele Frankl and Sofie Bitter wh
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Evaluating the use of Social Networ
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Elaine Garcia et al. The process by
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4.3 Data analysis Elaine Garcia et
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Elaine Garcia et al. issues of priv
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8. Conclusions and recommendations
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Elaine Garcia et al. Nabi, A. (2011
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Danny Glick and Roni Aviram univers
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Danny Glick and Roni Aviram most im
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Danny Glick and Roni Aviram opinion
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Danny Glick and Roni Aviram Bernard
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Andrea Gorra and Ollie Jones to hel
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Andrea Gorra and Ollie Jones Howeve
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Andrea Gorra and Ollie Jones Figure
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Andrea Gorra and Ollie Jones Studen
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Rose Heaney and Megan Anne Arroll A
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Rose Heaney and Megan Anne Arroll l
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Rose Heaney and Megan Anne Arroll
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Rose Heaney and Megan Anne Arroll J
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Amanda Jefferies learning was furth
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Amanda Jefferies way in which the o
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Amanda Jefferies their teaching mat
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A Methodology for Incorporating Usa
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Anne Jelfs and Chetz Colwell To try
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Anne Jelfs and Chetz Colwell We wor
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The Virtual Learning Environment -
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John Jessel 2.1 An outline framewor
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John Jessel teachers who agreed to
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John Jessel ‘“reduce the clicks
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Mutlimodal Teaching Through ICT Edu
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Paraskevi Kanari and Georgios Potam
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Paraskevi Kanari and Georgios Potam
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Rosario Kane-Iturrioz Regarding lan
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Rosario Kane-Iturrioz Figure 2: Exa
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Rosario Kane-Iturrioz Tests very us
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Rosario Kane-Iturrioz When compared
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Rosario Kane-Iturrioz Although the
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Jana Kapounova et al. eLearning is
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Jana Kapounova et al. Each dimensio
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Jana Kapounova et al. project, conn
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Acknowledgments Jana Kapounova et a
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Andrea Kelz skills and competences
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Andrea Kelz web-based activities in
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Andrea Kelz system. Most other univ
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Open Courses: The Next big Thing in
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Kaido Kikkas et al. However, in the
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Kaido Kikkas et al. generation of w
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Kaido Kikkas et al. Occasional gue
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John Knight and Rebecca Rochon guid
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Evaluation of Quality of Learning S
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Eugenijus Kurilovas et al. Essalmi
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Eugenijus Kurilovas et al. (LOs), l
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Eugenijus Kurilovas et al. Then hie
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Eugenijus Kurilovas et al. If we lo
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Models of eLearning: The Developmen
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Stella Lee et al. Converging (AC a
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Stella Lee et al. knowledge. Meta k
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Stella Lee et al. Figure 3: Home pa
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Stella Lee et al. Azevedo, R., Crom
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Jake Leith et al. opportunities ble
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Jake Leith et al. Data was collecte
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Jake Leith et al. their informal sk
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Jake Leith et al. For the summative
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Sophisticated Usability Evaluation
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Stephanie Linek and Klaus Tochterma
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Social Networks, eLearning and Inte
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Birgy Lorenz et al. 135 students p
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Birgy Lorenz et al. The experts' st
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Birgy Lorenz et al. Akdeniz, Y. (19
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Arno Louw programmes, and within th
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Arno Louw It should be clearly stat
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Arno Louw somewhat an unwritten con
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Arno Louw Lecturers assume that le
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A treasure hunt has to be done to f
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How to Represent a Frog That can be
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Robert Lucas Occasionally we will a
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Robert Lucas Note the need to creat
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Robert Lucas Figure 5: A model of a
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Learning by Wandering: Towards a Fr
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Marie Martin and Michaela Noakes wa
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Marie Martin and Michaela Noakes Th
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Marie Martin and Michaela Noakes is
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Linda Martin et al. across the sect
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Linda Martin et al. confidence. Alt
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8. Conclusion Linda Martin et al. T
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Personalized e-Feedback and ICT Mar
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Maria-Jesus Martinez-Argüelles et
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Source: Own elaboration from survey
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1.1 Semantic dimension Maria-Jesús
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2. Methodology Maria-Jesús Martín
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Maria-Jesús Martínez-Argüelles e
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Maria-Jesús Martínez-Argüelles e
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David Mathew members of staff frigh
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David Mathew disclose this informat
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David Mathew baboon smells the wate
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Peter Mikulecky framing learning, p
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Peter Mikulecky inhabitants or work
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Acknowledgements Peter Mikulecky Th
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Karen Hughes Miller and Linda Leake
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An Analysis of Collaborative Learni
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2.3 Flexible and accessible learnin
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3.1 Definition of case study Peter
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Peter Mkhize et al. Basically, soci
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Peter Mkhize et al. you’ve got yo
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Ideas for Using Critical Incidents
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Jonathan Moizer and Jonathan Lean I
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Jonathan Moizer and Jonathan Lean o
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Jonathan Moizer and Jonathan Lean M
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