ED-MEDIA 1999 Proceedings Book - Association for the ...

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Learning Environment This research proposes a hypermedia intelligent-assisted learning system (HIALS) which provides hypermedia learning courseware and intelligent knowledge. The learning environment was produced using Authorware (4.0), Director (6.0) and XClips. The content of the instruction is learning physics knowledge for middle school students. Three real world scenarios are used as the body of the instruction, each scenario contains stories related to the daily life experiences. Students have the full control over the sequence of the instruction. After viewing the scenarios, students have to answer questions. The questions are video clips from the scenarios that require students to identify physics theories to explain the phenomena occurred in the video. Students need to check the answers from a list of physics theories. When students produce incorrect responses, the intelligent tutor will provide guiding. The intelligent tutor either refers students to the related video clips, or provides hints or explanations. Students are encouraged to navigate the hypermedia database and search for solutions under the guidance of our intelligent tutoring system. The system records students' navigation processes; therefore, researchers will be able to trace learners' learning paths, and analyze their learning patterns. Pilot Study Two instruments were used in this study. The physics knowledge test has 30 items and the 5 Likert scale science attitude test consists of 35 items. Both instruments were created from the researchers and two content experts. The reliability for the attitude test is 0.9. 16 third-year senior high school students from a suburban area of Taipei City participated in this pilot study. One week before the experiment, subjects took both the knowledge and attitude tests as the pretest score. Subjects took both tests again one week after the experiment as the posttest score. Two t-test were performed using Statistic program to examine the differences between the two sets of scores. The t-test for knowledge did not reveal any significant result. There was a significant difference (P
The EFFECTS of TRAINGING METHOD on LANGUAGE LEARNING PERFORMANCE Huey-Wen Chou Associate Professor, Department of Information Management National Central University #38 Wu-Chuan Li, Chungli city, Taiwan, ROC E-mail: hwchou@im.mgt.ncu.edu.tw Abstract: The purpose of the present study was to compare the effects of two cooperative computer-assisted language learning (CALL) environments on learners' spelling performance and learning attitude. The two cooperative CALL environments are face-to-face and distance cooperative CALL environments. Traditional classroom lecture learning environment and self-directed CALL environment are employed as control groups. Learning performance and learning attitude, including interpersonal relationships, learning interests, and selfesteem, were the dependent variables. 64 seventh graders from a local public junior high school were randomly assigned to four treatments. An experiment was conducted for data collection. The experiment lasted for ten days with a thirty-minute learning session on each day. It was found that there were significant performance differences among learning environments. No significant group differences were found in any dimension of attitudinal measures. Plausible explanations about the findings are provided and future implications follow. 1. INTRODUCTION The use of computer-assisted learning (CAL) in various pedagogical settings is rapidly increasing. Researchers have reported CAL to be effective in many training situations. Its applications on language learning, for example, has been verified that it can enhance learners' language learning. Many of the CALs are based on a system-driven design and are used as an aid for self-directed study. Recently, one of the research lines in CAL is the remote (distance) learning through educational network (Hoppe et al. 1994), that may be attributed to the relative novelty of the rapidly evolving network technology. Multi-user telecommunicationenabled cooperative learning environment on CAL becomes feasible in many pedagogical applications (Alavi 1994; Lin 1992). In addition, with the rapid growth of related technology and dropping of hardware prices, multimedia applications are receiving considerable worldwide attention within the field of instructional technology. By accessing and integrating versatile information, such as video, sound, image, and text, multimedia applications in education afford a great potential in improving teaching quality. 2. LITERATURE REVIEW This section reviews literature on (1) cooperative learning environment, (2) self-directed learning environment, (3) CALL, (4) cooperative CALL environment and distance cooperative CAL environment. 2.1 COOPERATIVE LEARNING ENVIRONMENT It was argued that learning environment with various degrees of social context would affect learners' learning motives, which, in turn, will have differential effects on learners' performance (Berlyne 1978). The origin of cooperative learning can be traced far back to the ancient Rome Times (Hooper, 1992). Slavin (1983) employed behavior, task structure, motivation, and incentive structure to define cooperative learning. Researchers proclaimed that under cooperative learning context, a learner can make a contribution to another learner's both cognitive and emotional consequences by providing hints, advice, feedback, correction, evaluation, and encouragement. Table 1 showed a summary on it. Researcher(s) Year Type Performance Attitudinal Measures Sharan 1980 I Better learning performance Johnson et al 1981 M Better learning performance Bryant 1982 I Conceptual change Slavin 1983 M Favored low-achievers Improved relationships among different racial students Scott 1974 I No significant differences Better attitude to schooling Johnson et al 1985 I 1.Better than other types of learning 2.Improved problem solving Enhanced interaction among various abilities students Yager Yager, et al 1985 1986 I 1.Better learning transfer 2.Better long-term retention 3.Better learning performance 1.Higher learners interaction 2.Better attitude towards others 3.Improved self-esteem
Page 1 and 2: Designing an Interactive Learning E
Page 3 and 4: develop an educationally meaningful
Page 5 and 6: 2. Functionality of the BSCW System
Page 7 and 8: 3. First empirical findings During
Page 9 and 10: of the users as participating actor
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Page 15 and 16: y using a drop-down menu: Informati
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Page 57 and 58: From table 2 it can be seen that te
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Cognitive tools can act as structur
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In this study, we propose the follo
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more information about it, for exam
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Charlottesville, VA., 691-696. Muly
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ownership is retained by the instit
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priority, it is in the interests of
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limitations of the prevailing compl
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exchange information with other cla
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whether compiled or interpreted. So
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A web site system for instructors t
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is to monitor the status of learner
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the capability grant G13 as Not Set
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Slavin R.(1994), Small group method
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tutor. Support offered in the form
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Apart from utilising the functional
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Rogoff, B., & Lave, J. (Ed.). (1984
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Java can significantly increase the
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The modules are designed for a vari
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adapted tests to assess the student
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Architecture of HEZINET The system
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Berners-Lee, T. & R. Cailliau, (198
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The ParlEuNet system will provide a
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3. Students use a dedicated HTML co
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The prototype under development is
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make an hypermedia educational envi
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accreditation or standing in countr
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A government designates a certain a
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will be involved - either in partne
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Streaming 7000 films... Uwe Sander
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and how to innovate will be paramou
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Toward a framework for instruction
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A knowledge integration approach to
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In 1978, the University formalized
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comparisons to conventional instruc
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Multimedia Cases in Teacher Educati
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Merseth, K.K. (1996). Cases and cas
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Using Multimedia to support mentors
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Conclusion The project is still und
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An Investigation into Faculty Attit
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Web-Based Testing in Distance Educa
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Selecting Internet Technologies to
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Designing and Implementing Web-Base
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