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Computer-based testing (CBT), which refers to delivering assessments with computers, has been widely used in large English proficiency tests worldwide. Despite an increasing CBT in China, limited research is available concerning whether CBT can be used for the Test for English Majors-Band 4 (TEM 4). The current study investigated whether testing mode impacted TEM 4 score and factors (i.e., computer familiarity level and attitude towards CBT) that might correlate with performance on CBT of TEM 4. Overall 92 Chinese undergraduate students were randomly assigned to one of the groups, i.e., CBT or paper-based testing (PBT), and took the test. A mixed method was employed, including (1) quantitative and qualitative analysis of test performance in two modes, as well as CBT group participants' computer familiarity and attitudes towards the mode; and (2) thematic analysis of semi-structured interviews. The results revealed that (1) test scores in CBT and PBT were comparable; (2) two items in the computer familiarity questionnaire, i.e., comfort level of reading articles on the computer and forgetting time when using computers, positively correlated with CBT scores; and (3) participants' attitude towards CBT did not impact test performance. [ABSTRACT FROM AUTHOR]

Developing higher-order critical thinking skills as one of the central objectives of education has been recently facilitated via software packages. Whereas one such technology as computer-aided argument mapping is reported to enhance levels of critical thinking (van Gelder ), its application as a pedagogical tool in English as a Foreign Language (EFL) settings has been rarely explored. In addition, the literature fails to acknowledge whether having the basic skill of representing an argument diagrammatically even with paper and pencil can lead to similar results. That being the case, this study was conducted with the aim of comparing the impact of teaching argument mapping via Rationale software versus paper and pencil on Iranian EFL majors' critical thinking skills development. To this end, 180 EFL participants were screened into low and high levels of reading proficiency based on their scores on a sample reading proficiency test. Next, they were randomly assigned to two experimental and one comparison groups. During 12 sessions, the experimental groups were provided with argument mapping instructions while the comparison group received a conventional reading instruction. All participants were pre- and post-tested with the California critical thinking skills test (CCTST). Results suggested that students in the software group significantly outperformed those in the paper and pencil group on overall CCTST and the sub-skills of inference and inductive reasoning. They also scored significantly higher on all tests compared to the comparison group. However, participants' level of proficiency as well as sex did not show any significant effect on their performance on overall CCTST and its sub-skills. [ABSTRACT FROM AUTHOR]

This article explores the effect on assessment of ‘translating’ paper and pencil test items into their computer equivalents. Computer versions of a set of mathematics questions derived from the paper-based end of key stage 2 and 3 assessments in England were administered to age appropriate pupil samples, and the outcomes compared. Although in most cases the change to the different medium seems to make little difference, for some items the affordances of the computer profoundly affect how the question is attempted, and therefore what is being assessed when the item is used in a test. These differences are considered in terms of validity and legitimacy, that is whether the means used to answer a question in a particular medium are appropriate to the assessment intention. The conclusion is not only that translating paper and pencil items into the computer format sometimes undermines their validity as assessments, it is also that some paper and pencil items are less valid as assessments than their computer equivalents would be. [ABSTRACT FROM AUTHOR]

Few empirical research has attempted to determine the impact of Intelligent Computer-Assisted Language Assessment (ICALA) in philosophy-based language instruction (PBLI) on critical thinking, self-evaluation, and academic resilience, despite the significant role that higher-order thinking skills play in influencing English as a Foreign Language (EFL) learners' cognition, including their learning processes. This research addresses this knowledge vacuum by examining how ICALA in PBLI influences the development of the four primary abilities associated with critical thinking, self-evaluation, and academic resilience. A quasi-experimental strategy was used in this study among 81 EFL learners. The participants were split into two groups: one to participate in the experiment and another to serve as a control. The books for both groups were revised or supplemented according to the underlying PBLI principles. The control group (CG) students were exposed to paper format assessment. In comparison, the experimental group (EG) attended ICALA. The statistical significance of the differences between the two groups was determined using multivariate analysis of variance (MANOVA). The results demonstrated that the learners in EG outperformed their peers in CG foreign language-speaking development. Moreover, they received better critical thinking, self-evaluation, and academic resilience results. [ABSTRACT FROM AUTHOR]

In order to improve the quality of distance education and solve the problem of slow data processing of the teaching system, an intelligent distance education assistance system based on WEB is developed in this paper. After verification, students, teachers and administrators log into the distance intelligent teaching assistance system and transmit various information to the interface of the teaching and administration subsystems. The submitted information is merged using the Bayesian model for integrating educational resources in the digital cloud to create a distance education database that supports the system with data. At the same time, the evaluation of the business logic of the data is performed. After the data is converted to other formats in the subsequent convertible database, it returns to the user interface to provide browsing and consulting functions for users. The experimental results show that the designed system can realize the remote auxiliary function of intelligent education and effectively improve the quality of teaching. The real-time data acquisition rate of the system in this paper is always equal to the set value. The average acceleration of the system in this paper is 5.5 and the data processing efficiency is higher. The minimum safety factor of the system is between 7.8 and 8.5, and the system has high stability. The user satisfaction of the system is over 93%, and the accuracy of the collected data is relatively high. The auxiliary system designed in this paper can provide a stable and efficient application environment for distance education. [ABSTRACT FROM AUTHOR]

This paper is in response to the article entitled A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share (Lee and Hannafin in Educat Technol Res Develop 64(4):707–734, 2016). In this article, the authors proposed a theoretical framework to provide guidelines for promoting engagement in student-centered learning (SCL) based on relevant principles from different learning theories and empirical research findings. This framework connects learning theories with instructional design practices, providing theory-based instructional strategies and methods for improving student engagement in SCL. Challenges of applying this framework include customization issues, time, and resource constraints. More case examples of solving different instructional problems with this theoretical framework would help stakeholders understand how to use this framework in different contexts. [ABSTRACT FROM AUTHOR]

This emerging technology report delves into the role of ChatGPT, an OpenAI conversational AI, in language learning. The initial section introduces ChatGPT's nature and highlights its features, including accessibility, personalization, immersive learning, and instant feedback, which render it a valuable asset for language learners and educators alike. Subsequently, the paper discusses recent empirical studies investigating its impact, revealing that it is best suited to complement traditional instruction, forging a symbiotic relationship that empowers language learners. The report concludes with some limitations and associated challenges in utilizing ChatGPT within language learning contexts. [ABSTRACT FROM AUTHOR]

In our post-pandemic world, where the majority of higher education institutions have transitioned back to in-person classes, this paper argues that we must not return to pre-COVID teaching practices. Instead, we have the obligation and opportunity to create an educational experience and environment that better facilitates learning and instruction. This paper presents post-COVID best practices for employing technology in higher education based on an original survey and follow-up interviews of seventeen computing instructors at our institution. After a literature review, we describe four general categories of practices that enhance the post-COVID classroom: online student activities, digital instructor notes, remote classroom participation and collaboration, and a paperless classroom. For each of these categories, we provide vignettes to illustrate scope and intent. We also offer recommendations for addressing digital dishonesty, required infrastructure, institutional support, and being prepared to seamlessly return to a blended or fully remote environment in the event of another crisis. Finally, we identify additional emerging technological challenges and opportunities that require further effort. Overall, this paper emphasizes the need for a shift towards improved practices in the classroom rather than just a return to pre-pandemic norms. We believe implementing these recommendations will result in a more flexible, accessible, and robust post-COVID educational experience. [ABSTRACT FROM AUTHOR]

The ability to read is fundamental in determining an individual's academic success and social integration, and it is also known to have an impact on other cognitive abilities. A lack of foundational pre-reading skills can accumulate later, causing reading and learning problems. Early diagnosis and development of these skills are therefore essential. Although the importance of early reading development has always been stressed, recent years have drawn increasing attention to the need for targeted improvement. We have addressed this need by developing a computer-based training program in pre-reading skills for first graders; the present paper presents the results of an intervention using this program. Participants in the quasi-experimental study were 336 first graders. To increase the validity of the results, propensity score matching was utilized to analyze the impact of the pre-reading skills program. As a result of the program, students' development in the intervention group significantly accelerated (Cohen's d =.59). An immense effect of the intervention was indicated among students in the lower third skill group (Cohen's d = 2.83).Latent-change analyses supported the relevance and importance of the development of phonological awareness at the ages of 6–8 and the generalizability of the results (χ2 = 14.9; df = 10; p <.05; CFI =.991; TLI =.989; RMSEA =.58 (CI:.000,.114). This research demonstrates that an effective computer-based program can effectively bridge the learning gap in pre-reading skills during early stages of education, even in challenging times without the direct involvement of a teacher. [ABSTRACT FROM AUTHOR]

Introduction: This paper describes the exploratory case and initial evaluation of the computer-based testing (CBT) prototype. The advantage of CBT over paper-based testing (PBT) is that it allows us to control the order of questions and provides test takers with continuous tasks capturing their thought processes. Additionally, their response process data such as response time (RT) can be obtained. Taking advantage of these, we created a CBT prototype in the classroom for Japanese junior high school students. Case description: A CBT model was created to assess integrated reading and writing ability and was administered to 32 junior high school students. Their process achievement and the relation between the process response and writing quality were analyzed. Students' RT for each screen was analyzed using hierarchical cluster analysis. Discussion and evaluation: We identified not only students facing difficulties at each stage of a series of thought processes but also five clusters that include students spending too much time reading source texts or organizing their ideas. We suggest how CBT can be developed to identify students with difficulties and applied to teaching. Conclusions: CBT has the possibility of detecting students who are able to complete the language performance task by controlling the order of answers, asking questions sequentially, and obtaining RT effectively. [ABSTRACT FROM AUTHOR]

The article discusses papers published within this issue including the "Student Attitude and Learning Outcomes of Multimedia Computer-Assisted Versus Traditional Instruction in Basketball," by Nicholas Vernadakis, Eleni Zetou, Efi Tsitskari, Maria Giannousi and Efthimis Kioumourtzoglou, "Evaluating a Web Based Intelligent Tutoring System for Mathematics at German Lower Secondary Schools," by Martin Graff, Peter Mayer and Morena Lebens, and "The Role of Constructivist Educational Software on Students' Learning Regarding Mechanical Interaction," by Christina Solomonidou and Dimitrios Kolokotronis.

The article discusses various reports published within the issue, including one by J. Mark Pullen and Charles Snow on integrating synchronous and asynchronous internet distributed education for maximum effectiveness, and another by Paul Yeung and Ernest Jordan on continued usage of business e-learning courses in Hong Kong corporations.

Recently, many studies have been published on the use of eye-tracking to analyse complex problem-solving processes within authentic computer-based learning and training environments. This scoping review aims to provide a systematic report of the current state-of-the-art for related papers. Specifically, this work offers a scoping review of studies that analyse problem-solving processes by using eye-tracking (alongside additional process data such as log files, think aloud, facial expression recognition algorithms, or psychophysiological measures) within authentic technology-based learning and training environments for professional and vocational education and training (VET). A total of 12 studies were identified. The most commonly calculated measures in eye-tracking research are position measures, and these are almost exclusively position duration measures such as the proportion of fixation times or total dwell times. Count measures are also mostly related to the number or proportion of fixations and dwells. Movement measures are rarely computed and usually refer to saccade directions or a scan path. Also, latency and distance measures are almost never calculated. Eye-tracking data is most often analysed for group comparisons between experts vs. novices or high vs. low-performing groups by using common statistical methods such as t-test, (M)ANOVA, or non-parametric Mann–Whitney-U. Visual attention patterns in problem-solving are examined with heat map analyses, lag sequential analyses, and clustering. Recently, linear mixed-effects models have been applied to account for between and within-subjects differences. Also, post-hoc performance predictions are being developed for future integration into multimodal learning analytics. In most cases, self-reporting is used as an additional measurement for data triangulation. In addition to eye-tracking, log files and facial expression recognition algorithms are also used. Few studies use shimmer devices to detect electrodermal activity or practice concurrent thinking aloud. Overall, Haider and Frensch's (1996, 1999) "information reduction hypothesis" is supported by many studies in the sample. High performers showed a higher visual accuracy, and visual attention was more focused on relevant areas, as seen by fewer fixation counts and higher fixation duration. Low performers showed significantly fewer fixation durations or substantially longer fixation durations and less selective visual attention. Performance is related to prior knowledge and differences in cognitive load. Eye-tracking, (in combination with other data sources) may be a valid method for further research on problem-solving processes in computer-based simulations, may help identify different patterns of problem-solving processes between performance groups, and may hold additional potential for individual learning support. [ABSTRACT FROM AUTHOR]

The education pathways and opportunities of schoolgirls in Asia are facing different challenges. The empirical studies have implemented Information and Communication Technology-enabled learning to expand such pathways and opportunities and promote education inclusiveness and equity. Through the Gender Analysis Framework, this review paper focuses on exploring and discussing how ICT-enabled learning may expand schoolgirls' education pathways and opportunities in Asia for inclusive and equitable education. This review covers 30 studies that adopted ICT-enabled learning, synthesizes, and presents four key ICT-enabled learning approaches: Emerging technologies-enabled learning, Digital game-based learning, Mobile-enabled learning, and Computer-assisted learning. Our result discusses about how different approaches in this review (in)directly impact on schoolgirls' access to assets, their practice and participation in learning activities, belief and perception of their own and other stakeholders', and how policies accommodate these approaches. The review further suggests several guidelines to develop an inclusive learning environment enabled by ICT to education pathways and opportunities of schoolgirls, thereby enhancing education inclusiveness and equity. [ABSTRACT FROM AUTHOR]

Colleges and Universities have a more diverse student body than ever before—this includes a growing number of students with disabilities. Many of these students are attracted to the flexibility and anonymity of learning online. However, research suggests that students with disabilities often face barriers learning online. Given this, we set out to investigate how faculty and educational technologists are prepared to design accessible online courses and instructional materials. We surveyed 95 educational technologists, directors, and disability access personnel in this exploratory study. In the following paper, we report the results of our inquiry into these professionals' perspectives on faculty and educational technologists' knowledge and skills in creating accessible courses and instructional materials. We conclude by discussing the implications for research and practice. [ABSTRACT FROM AUTHOR]

Today, emerging technologies such as 5G Internet of things (IoT), virtual reality and cloud-edge computing have enhanced and upgraded higher education environments in universities, colleagues and research centers. Computer-assisted learning systems with aggregating IoT applications and smart devices have improved the e-learning systems by enabling remote monitoring and screening of the behavioral aspects of teaching and education scores of students. On the other side, educational data mining has improved the higher education systems by predicting and analyzing the behavioral aspects of teaching and education scores of students. Due to an unexpected and huge increase in the number of patients during coronavirus (COVID-19) pandemic, all universities, campuses, schools, research centers, many scientific collaborations and meetings have closed and forced to initiate online teaching, e-learning and virtual meeting. Due to importance of behavioral aspects of teaching and education between lecturers and students, prediction of quality of experience (QoE) in virtual education systems is a critical issue. This paper presents a new prediction model to detect technical aspects of teaching and e-learning in virtual education systems using data mining. Association rules mining and supervised techniques are applied to detect efficient QoE factors on virtual education systems. The experimental results described that the suggested prediction model meets the proper accuracy, precision and recall factors for predicting the behavioral aspects of teaching and e-learning for students in virtual education systems. [ABSTRACT FROM AUTHOR]

In this paper we study the accessibility by visually impaired people of the learning management system (LMS) Moodle 2. The study is conducted by testing four different visually impaired subjects, with different degrees of disability and performing different tasks connected to different roles in the LMS. A peculiar focus is given to the accessibility of content involving mathematics. At the end of the paper, some recommendations to improve the accessibility of Moodle 2 are given. [ABSTRACT FROM AUTHOR]

In the present study, the equivalence of paper and pencil assessment versus computer assessment of two self-administered questionnaires was investigated by means of a randomized cross-over design. Therefore, 105 out-patients with diabetes were invited to participate; 76 patients completed both the computer and the paper and pencil version of the Well-being Questionnaire (WBQ) and the Diabetes Treatment Satisfaction Questionnaire (DTSQ) in a randomized order, with a mean interval of 7 days. The scales showed high test-retest correlations and the means, dispersions, kurtosis and skewness were found to be approximately the same in both versions. In both modes of assessment, the depression and the energy scale proved to be sensitive for carry-over effects, resulting in better well-being scores at the second measurement. Almost all subjects reported that using the personal computer in the realization of a questionnaire was easy. It is concluded that the paper and pencil and the computerized versions of the WBQ and DTSQ can be considered equivalent. Therefore, the norms and cut-off scores obtained from paper and pencil assessments can be used in computerized versions of the WBQ and DTSQ and vice versa. [ABSTRACT FROM AUTHOR]

Previous studies with the eye-tracking technology have predominantly tracked eye parameters in response to a single simple stimulus, and have generated interesting - sometimes inconsistent - results in research on deceptive behavior. The present study analyzed visual patterns in response to a complex image, to investigate potential differences in eye fixation between guilty versus innocent, and honest versus dishonest participants. One hundred and sixty participants were assigned to one of four experimental groups, defined by the parameters of honesty (dishonesty) and guilt (innocence), and asked to complete a computer-based task, looking at neutral and target images (i.e., images of the mock crime scene). RealEye software was used to capture participants' eye movements when viewing the images. The findings revealed significant differences in eye movements between the four experimental groups in the pictures in which the area where the crime took place was clearly visible. Dishonest and guilty participants recorded fewer and shorter fixations in the area of the image where the crime took place than those who entered the crime scene but did not commit the crime. No differences between groups emerged in the visual patterns in response to neutral images, confirming that the number and duration of fixations in response to the target images may be attributed to the experimental condition. [ABSTRACT FROM AUTHOR]

Technological innovations and changing learning environments are influencing student engagement more than ever before. These changing learning environments are affecting the constructs of student behavioural engagement in the online environment and require scrutiny to determine how to facilitate better student learning outcomes. Specifically, recent literature is lacking in providing insights into how students engage and interact with online content in the self-regulated environment, considering the absence of direct teacher support. This paper investigates how instructional design, informed by the factors relating to behavioural engagement, can influence the student-content interaction process within the fabric of inquiry-based learning activities. Two online learning modules on introductory science topics were developed to facilitate students' independent study in an asynchronous online environment. The study revealed that students showed a high commitment to engaging and completing the tasks that required less manipulative and pro-active effort during the learning process. The findings also revealed that instructional guidance significantly improved the behavioural engagement for student groups with prior learning experience in science simulations and technology skills. This study highlights several issues concerning student engagement in a self-regulated online learning environment and offers possible suggestions for improvement. The findings might contribute to informing the practice of teachers and educators in developing online science modules applicable to inquiry-based learning. [ABSTRACT FROM AUTHOR]

This article reports findings on a study of educational computer games used within various classroom situations. Employing an across-stage, mixed method model, the study examined whether educational computer games, in comparison to traditional paper-and-pencil drills, would be more effective in facilitating comprehensive math learning outcomes, and whether alternative classroom goal structures would enhance or reduce the effects of computer games. The findings indicated that computer games, compared with paper-and-pencil drills, were significantly more effective in promoting learning motivation but not significantly different in facilitating cognitive math test performance and metacognitive awareness. Additionally, this study established that alternative classroom goal structures mediated the effects of computer games on mathematical learning outcomes. Cooperative goal structure, as opposed to competitive and individualistic structures, significantly enhanced the effects of computer games on attitudes toward math learning. [ABSTRACT FROM AUTHOR]

In an open e-learning content management environment, relation metadata is of benefit to improve semantic organization and reusability of learning content. Although the suggested relations defined in the SCORM and the extended relations proposed in the past studies can describe semantic relationships, there are some new requirements of semantic organization and utilization of open learning content. Based on existing models, this paper presents an extended relation metadata model for open knowledge communities. In order to help users to author and utilize the semantic relation, the visual authoring system named web-based visual authoring system for relation metadata (WVAS-RM) in the Learning Cell Knowledge Community is designed and implemented to assist the construction and utilization of semantic relations of Learning Cells. The paper presents an empirical evaluation of the teachers’ and learners’ acceptance and satisfaction of the proposed system using the adapted Technology Acceptance Model and System Usability Scale. The semi-structured interviews are also carried out with participants including teachers and students. It is concluded that students and teachers feel confident and satisfied with the system. [ABSTRACT FROM AUTHOR]

This article describes the Research Symposium, a bi-annual event designed to draw the best minds within the Association for Communications and Technology (AECT), and elsewhere, together for an intensive intellectual exchange of ideas on a focused topic that would culminate in the publication of a Symposium Proceedings and AECT white paper. The symposium format requires all papers to be submitted and shared with all the participants two months prior to the actual meeting date for the symposium. Each paper author would facilitate a session that would last approximately 90 minutes.

Over the past decade, geospatial technologies have emerged as a tool for developing spatial reasoning and cognitive processes. While the foundational Learning to Think Spatially report from the National Research Center (2006) launched research into the use of geospatial technologies in isolation, more recently, cloud-based simulation software have begun to partner with geographic information system (GIS) databases to aid instructional designers in creating simulations in fields such as geology and geography. Both of these use cases - traditional geography instruction and immersive simulations - undervalue the potential of GIS to address larger issues within the Instructional Design and Technology (IDT) field. This conceptual paper seeks to present the potential of GIS systems as a designerly tool which can be used to reduce the cognitive load of communicating with very complex data sets and effectively show how information dynamically changes over time. Provisioning contextual analysis as a central skill of the designer may lead to more inclusive designs than a focus on adding steps to process-based models or focusing only on tools. [ABSTRACT FROM AUTHOR]

Serious games, board games, and well-designed commercial video games represent emerging technologies that have been utilized by instructors to help students develop systems thinking skills. In this paper, the author proposes an innovative pedagogical framework that can support educators using digital game-based learning in higher education. By following a series of steps and activities, university instructors can successfully integrate digital gameplay in their classrooms and align course content with gameplay objectives. Game-based environments for learning offer a glass box approach that can explain how and why these technologies can be suitable for teaching complex competencies like systems thinking skills in a variety of academic contexts. The glass box instructional approach can provide researchers with student data that can be used during gameplay to help students develop competencies and adapt instructional strategies that can tailor the game environment to improve student performance. Successfully implementing digital game-based learning in university classrooms requires a methodical instructional approach that can support both novice and expert technology using educators. [ABSTRACT FROM AUTHOR]

Learning through modules on a tablet helps students participate effectively in learning activities in classrooms and provides flexibility in the learning process. This study presents the design and evaluation of an application that is based on handwriting recognition technologies and e-content for the developed learning modules. The application aims to support the handwriting learning process in first grade and provides an efficient interface to the learning modules through the natural form of handwriting input. The learning modules consist of handwriting and arithmetic modules, which were deemed to benefit most from the use of handwriting recognition technologies. The developed e-content was designed to be used in the evaluations of the developed application, rather than being a complete set of exercises. Among the main findings were that the majority of the children in the two evaluations were visibly motivated to use the application for doing exercises and preferred using the tablet over pen-paper, while teachers were concerned about the extra work associated with preparing questions in the new medium. Reflections from the design of the application and students' and teachers' perceptions and teachers' observations in two separate evaluations are presented with related recommendations. [ABSTRACT FROM AUTHOR]

Making and makerspaces are currently an exciting topic in education. The constructionist nature of learning through making, however, creates an inherent tension for teachers – one where the need to meet specific standards must be balanced with the open-ended, creative problem-solving that making supports. Unlike the traditional teacher-centered approach to English Language Arts instruction, the Writer's Workshop is a process-oriented approach to writing nationally recognized as a student-centered environment that balances that tension. This paper draws on the research around the existing framework of Writer's Workshop to create a new framework for supporting the learning that takes place in a makerspace environment. The framework, called Maker's Workshop, offers a process for upholding constructionist approaches to learning while meeting Science, Technology, Engineering, and Math (STEM) standards. To demonstrate the framework in action, we present the case of STEM Read at Northern Illinois University (NIU). The paper provides scholars and practitioners a guide for teaching and learning while also suggesting opportunities for research. [ABSTRACT FROM AUTHOR]

Embedding online learning within higher education can provide engaging, cost-effective, interactive and flexible education. By evaluating the impact, outcomes and pedagogical influence of online cancer and education, future curricula can be shaped and delivered by higher education providers to better meet learner, health care provider and educational commissioners' requirements for enhanced patient care and service delivery needs. Using the Kirkpatrick's four-level model of educational evaluation, a systematic review of the effectiveness of online cancer education for nurses and allied health professionals was conducted. From 101 articles, 30 papers were included in the review. Educational theory is not always employed. There is an absence of longitudinal studies to examine impact; an absence of reliability and/or validity testing of measures, limited experimental designs taking account of power and few attempts to mitigate bias. There is, however, an emerging innovative use of mobile/spaced learning techniques. Evidence for clinical and educational effectiveness is weak offering insights into experiences and participant perceptions rather than concrete quantitative data and patient-reported outcomes. More pedagogical research is merited to inform effective evaluation of online cancer education, which incorporates and demonstrates a longer-term impact. [ABSTRACT FROM AUTHOR]

There has been numerous developments in education disciplines, which set fundamental approaches to support experiential learning indexes. On the other hand, learning technology research efforts have been largely focusing on containing education into reusable templates. This paper elevates this reusability quest to map advocated patterns of learning which have proven their pedagogical effectiveness, to guide domain learning-providers meeting dynamic learning profiles. In doing so, we identify sound techniques for learner-profiling based on recommended standards and propose an integration of learner attributes into a learning design model which encapsulates best practice instructional patterns. Taking their roots from behavioral learning discipline, these learning patterns mold contents as a separate process in learning production workflows. The goal of this paper is to form pedagogical pattern specification and design courseware by composing patterns. We suggest a semantic Web implementation of the proposed learning design approach and evaluate its usability and learning performance based on a prototyped framework. [ABSTRACT FROM AUTHOR]

In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: 'concept mapping', 'mind mapping' and 'argument mapping'. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions. [ABSTRACT FROM AUTHOR]

The article provides information on the history of the adoption of computer-based instruction (CBI) methodologies by the Department of Audiovisual Instruction (DAVI)/Association for Educational Communications & Technology (AECT). They cited an outline for the CBI methodologies such as tutorials, simulations, games and hypermedia, and studied the convention presentations of DAVI/AECT from 1957-2006. Furthermore, they suggested the promotion of innovative instructional technologies by the organization. Other information related to the methodologies are also mentioned.

This paper is based on a systematic literature review relevant to classroom integration of computer technologies in schools. The purpose of this review is to gain an accumulated view of uses, impacts and implementations of 1:1 computing initiatives for school children. Unlike previous reviews this study is not limited to certain countries or certain technologies. It includes any devices used in 1:1 computing (not just the PC), and schools worldwide. The paper investigates the themes being researched regarding 1:1 use in schools as well as exhibits some which are not yet being researched but should be important to investigate. The study finds mixed results including positive, negative and no-effects. The findings of this review are expected to be useful both for academics as well as policy makers for gaining insights for further research and successful educational policy reforms. [ABSTRACT FROM AUTHOR]

This paper presents an empirical study of a formative neural network-based assessment approach by using mobile technology to provide pharmacy students with intelligent diagnostic feedback. An unsupervised learning algorithm was integrated with an audience response system called SIDRA in order to generate states that collect some commonality in responses to questions and add diagnostic feedback for guided learning. A total of 89 pharmacy students enrolled on a Human Anatomy course were taught using two different teaching methods. Forty-four students employed intelligent SIDRA (i-SIDRA), whereas 45 students received the same training but without using i-SIDRA. A statistically significant difference was found between the experimental group (i-SIDRA) and the control group (traditional learning methodology), with T (87) = 6.598, p < 0.001. In four MCQs tests, the difference between the number of correct answers in the first attempt and in the last attempt was also studied. A global effect size of 0.644 was achieved in the meta-analysis carried out. The students expressed satisfaction with the content provided by i-SIDRA and the methodology used during the process of learning anatomy (M = 4.59). The new empirical contribution presented in this paper allows instructors to perform post hoc analyses of each particular student's progress to ensure appropriate training. [ABSTRACT FROM AUTHOR]

This is a brief response to the commentaries provided by Young, DePalma and Garrett and by Azevedo on our original paper (Akhras & Self, this issue). In this response we elaborate on the aims of our conceptualization, focussing on the nature of affordances and situations. [ABSTRACT FROM AUTHOR]

In this paper, we study rings with the property that every cyclic module is almost-injective (CAI). It is shown that R is an Artinian serial ring with J (R) 2 = 0 if and only if R is a right CAI-ring with the finitely generated right socle (or I-finite) if and only if every semisimple right R-module is almost injective, R R is almost injective and has finitely generated right socle. Especially, R is a two-sided CAI-ring if and only if every (right and left) R-module is almost injective. From this, we have the decomposition of a CAI-ring via an SV-ring for which Loewy (R) ≤ 2 and an Artinian serial ring whose squared Jacobson radical vanishes. We also characterize a Noetherian right almost V-ring via the ring for which every semisimple right R-module is almost injective. [ABSTRACT FROM AUTHOR]

The current study compared the effects of two types of flipped instruction (FI) (low- and mid-tech) with two other class conditions, a blended course and a conventional teaching, on learning outcome of language learners with different levels of impulsivity in an on-campus General English (GE) course. To attain such a goal, four GE classes consisting of 100 freshmen (25 students in each class) were selected and organized into 3 experimental (mid-tech FI, low-tech FI, blended instruction) and 1 control group (conventional teaching). In low-tech flipped class, the students were provided with the vodcasts and podcasts of the instructor's teaching. For the mid-tech flipped class, the podcasts and vodcasts were integrated into an educational website where all instructional and supplementary materials were available. The blended group accessed the educational website after the instructor's teaching as the extension of the class activities. The control group received the GE conventional instruction (chalk and talk approach). The participants' learning outcome was assessed by reading paper of Preliminary English Test and their level of impulsivity was measured by BIS-11. The quantitative data were analysed by a two-way analysis of variance (ANOVA) and the results revealed a statistically significant difference in reading proficiency of the four groups after the study, in favour of the mid-tech FI. Moreover, while the type of instruction had no effect on reading proficiency of students with different levels of impulsivity across groups, within group comparisons revealed that only mid-tech group members with different levels of impulsivity benefited equally from the instruction. The results of the qualitative data analysis revealed that the majority of students in both groups had positive attitudes towards the experience, although they expressed their needs for some modifications in teacher role, their own role, and the way the instructional materials are prepared and presented. [ABSTRACT FROM AUTHOR]

In this paper I address two important objections to the theory called '(Strong) Composition as Identity' ('CAI'): the 'wall-bricks-and-atoms problem' ('WaBrA problem'), and the claim that CAI entails mereological nihilism. I aim to argue that the best version of CAI capable of addressing both problems is the theory I will call 'Atomic Composition as Identity' ('ACAI') which consists in taking the plural quantifier to range only over proper pluralities of mereological atoms and every non-atomic entity to be identical to the (proper) plurality of atoms it fuses. I will proceed in three main steps. First, I will defend Sider's (in: Baxter D, Cotnoir A (eds) Composition as identity. Oxford University Press, Oxford, pp 211–221, 2014) idea of weakening the comprehension principle for pluralities and I will show that (pace Calosi in Philos Q 66(263):219–235, 2016a) it can ward off both the WaBrA problem and the threat of mereological nihilism. Second, I will argue that CAI-theorists should uphold an 'atomic comprehension principle' which, jointly with CAI, entails that there are only proper pluralities of mereological atoms. Finally, I will present a novel reading of the 'one of' relation that not only avoids the problems presented by Yi (J Philos 95:163–190, 1999a, in: Baxter D, Cotnoir A (eds) Composition as identity. Oxford University Press, Oxford, pp 169–191, 2014) and Calosi (Log Log Philos 25(3):429–443, 2016b, Am Philos Q 55(3):281–292, 2018) but can also help ACAI-theorists to make sense of the idea that a composite entity is both one and many. [ABSTRACT FROM AUTHOR]

When the necessity of identity (NI) is combined with composition as identity (CAI), the contingency of composition (CC) is at risk. In the extant literature, either NI is seen as the basis for a refutation of CAI or CAI is associated with a theory of modality, such that: either NI is renounced (if counterpart theory is adopted); or CC is renounced (if the theory of modal parts is adopted). In this paper, we investigate the prospects of a new variety of CAI, which aims to preserve both NI and CC. This new variety of CAI (CCAI, contingent composition as identity) is the quite natural product of the attempt to make sense of CAI on the background of a broadly Kripkean view of modality, such that one and the same entity is allowed to exist at more than one possible world. CCAI introduces a world-relative kind of identity, which is different from standard identity, and claims that composition is this kind of world-relative identity. CCAI manages to preserve NI and CC. We compare CCAI with Gibbard's and Gallois' doctrines of contingent identity and we show that CCAI can be sensibly interpreted as a form of Weak CAI, that is of the thesis that composition is not standard identity, yet is significantly similar to it. [ABSTRACT FROM AUTHOR]

Computerized as well as paper-and-pencil tasks are applied in mapping visuospatial neglect in experimental research and clinical practice. This article presents a new kind of computer-based assessment method, using an electronic pen display and user-friendly software. The approach is tailored to specific spatial processes and highlights the usefulness of a pen display in neglect patients. The advantages of the introduced method are illustrated by a recently designed battery of classic, as well as new, types of tests. The development of the appropriate stimuli and the assorted scoring systems is addressed, as well as the resulting types of task implementation and data generation. The diagnostic value of the different visuospatial neglect tests is demonstrated by comparative analyses between a neglect group and a control group. Among the benefits of the proposed assessment method are (1) the opportunity to perform standardized repeated measurements to quantify recovery, (2) online performance monitoring, (3) flexible employment, (4) the collection of exact data over a short period, and (5) the easy availability of more refined quantitative as well as interesting qualitative information, especially as compared to classic or paper-and-pencil tasks. To indicate that this method also lends itself well to measures for treatment procedures, an illustration is given with respect to specific measurements during prism adaptation. The tasks of the Visuospatial Neglect Test Battery and the prism adaptation measures are illustrated by a case study. The outlined applications are discussed with respect to experimental as well as clinical purposes. [ABSTRACT FROM AUTHOR]

The University of Wisconsin-Madison Pediatric Pulmonary Center (UW PPC) provides interdisciplinary leadership training for graduate students and postgraduate professionals. The training includes a three-credit on-line course entitled Interdisciplinary Care of Children with Special Health Care Needs. This paper describes the course, the content and organization of which was guided by the life course perspective (LCP). The UW PPC team used the LCP to guide course organization, content development, and evaluation approaches. UW PPC trainees took responsibility for content areas, performed literature reviews and reviews of resources, and suggested student activities. Course content was focused on the child with special health care needs (CSHCN) embedded in contextual environments of family, community, culture, and larger social and public policy arenas. The content included three case-study videos that followed a child with cystic fibrosis from birth to age 18. Key concepts of the LCP were woven in throughout the videos and other course materials. Emphasis was on representing development of the individual during critical/sensitive periods and on social determinants of health. At semester's end, qualitative and quantitative student evaluation results were very positive for all areas of the course. The final course paper, organized similarly to course modules, synthesized all aspects of the course. A successful paper included LCP concepts woven throughout to show integration of course content. The LCP provided a useful framework for course organization and content, and served as a lens through which students came to understand the care needs of CSHCN and their families. A course such as this can serve the important goal of educating future maternal child health professionals in using the LCP to understand how multiple determinants of health interact across the life span to produce health outcomes in this population. [ABSTRACT FROM AUTHOR]

This paper was developed in response to the article titled, "A design framework for enhancing engagement in student-centered learning: Own it, learn it, share it," by Eunbae Lee and Michael J. Hannafin (2016). Their work is examined through a research perspective. The authors' discovery of the lack of a comprehensive framework to guide the design, development, and implementation of student-centered learning prompted them to develop the model. The result advances a three-stage model known as, Own It, Learn It, and Share It. The impact of the model can be understood through the simplicity of the OLSit model by how it affords educators a clear pathway for transforming instructional planning. Given the many uncertainties associated with the "shift to digital" as a result of COVID-19, the OLSit model is very applicable for action research by teachers, student teachers, and teacher educators. A critique of the model is provided along with suggested applications to extend the OLSit research base. [ABSTRACT FROM AUTHOR]

We attempt to develop a possible theory of chemical fractionations in chondrites, that is consistent with various features of chondritic components and current observation of protoplanetary disks (PPD). Combining the 3+2 component fitting calculation that simulates chondrule formation process proposed in paper (I) with additional mixing procedures, we investigate essential causes that made various types of chondrites evolve from the uniform solar system composition, the CI-chondritic composition. Seven chemical types of chondrites (CM, CV, CO, E, LL, L and H) are examined, for which reliable chemical compositions for both bulk chondrites and chondrules therein are known. High vaporization degree of the primordial dust aggregates (dustons) required by the calculation vindicates that the chondrule formation was the driving force for the chemical fractionations in all chondrites examined. Various initial redox states in dustons and different timings of CAIs' invasion to the chondrule formation zone are identified for different chondrite types. These results, together with a good correlation with the D/H ratios of chondrites measured previously, lead us to the notion that PPD evolved from reducing to oxidizing. We explore the heating mechanism for the chondrule formation and the place it occurred. Only heat source being consistent with our chondrule formation model is lightning discharge. We postulate that large vortices encompassing the snow-line are ideal places for large charge separation to occur between dustons and small ice particles, and that direct strikes on dustons should make them boil for ten seconds and longer and allow a swarm of chondrules released from their surfaces. Chemical fractionations are completed by an aerodynamic separation of dustons from chondrules inside the vortex, in such a way that the dustons fall fast into the vortex center and form a planetesimal immediately, while chondrules with dust mantles fall slow and form a thin veneer on the planetesimal surface. During collisional episodes, the veneers are preferentially fragmented and reassemble themselves by a weak self-gravity to form a rubble-piled chondritic asteroid, i.e. chondrite. [ABSTRACT FROM AUTHOR]

This paper addresses semi-automatic annotation of faces in personal videos. Different from previous offline annotation systems, this paper studies online annotation of faces. During an annotation session, few annotations are requested from the user only for some part of the video online. These annotations are used to train a system that will perform annotation automatically for the rest of the video. The automatic annotation results are presented to the user during the same session and the user is allowed to correct any automatic annotation mistakes. Thus, only fast and accurate face recognition methods are considered. Instead of batch learning, which has been used in the existing annotation systems, this paper proposes sequential learning methods to be used as face classifiers. Different classification methods are tested with various feature extraction methods using the same database so that a fair comparison is made among them. The results are evaluated in terms of recognition accuracies and execution time requirements. [ABSTRACT FROM AUTHOR]

The article offers information on several conferences including a symposium on modern philosophy to be held in New York City on November 9-12, 2012 a meeting on linguistics in Germany on May 29-31, 2013, and a conference on distance education in Dubai, United Arab Emirate on December 13-15, 2012.

Interactive tabletops are gaining increased attention from CSCL researchers. This paper analyses the relation between this technology and teaching and learning processes. At a global level, one could argue that tabletops convey a socio-constructivist flavor: they support small teams that solve problems by exploring multiple solutions. The development of tabletop applications also witnesses the growing importance of face-to-face collaboration in CSCL and acknowledges the physicality of learning. However, this global analysis is insufficient. To analyze the educational potential of tabletops in education, we present 33 points that should be taken into consideration. These points are structured on four levels: individual user-system interaction, teamwork, classroom orchestration, and socio-cultural contexts. God lies in the details. [ABSTRACT FROM AUTHOR]

This article addresses research related to the use of digital technologies in the teaching and learning of mathematics in Brazil. Its scope is limited to the context of school mathematics and, more specifically, to an ongoing research programme which involves the development of collaborative research partnerships with teachers of mathematics. The paper begins with a brief presentation of the introduction of computers into the Brazilian educational scenario in the 1980s, highlighting how computer technology was heralded as a key to permitting new pedagogical approaches appropriate to the constructivist philosophy of that time. It goes on to consider recent developments in the theoretical frameworks used to interpret mathematics learning in the presence of digital technologies and the importance of focusing on the learning system as a whole, considering epistemological, cognitive and pedagogic dimensions concomitantly. In this vein, it is argued that for any real integration to take place, the mathematical practices afforded by digital tools must be considered legitimate by all the actors in this process and, perhaps most notably, by teachers. The rest of the paper focuses on our approaches to involve teachers in making decisions about technology use in their own classrooms. The strategy used was based on the realisation of research activities underpinned by the idea of the collaborative design of learning situations and the goal of including the wide diversity of learners that characterises Brazilian mathematics classrooms. [ABSTRACT FROM AUTHOR]

The research field of Computer-Supported Collaborative Learning (CSCL) includes a large variety of approaches which present significant theoretical and methodological differences. This diversity complicates the articulation of the knowledge that is produced within this investigative framework. The paper addresses this problem from a dialectic view. We propose that the main reason for this problem is not the theoretical and methodological diversity itself, but rather the difficulty of situating one specific result within this diversity in a way that makes dialectic relations between results visible and mutual transformation of the approaches possible. In the present paper, we propose a set of indicators, applicable to content analysis approaches, aimed to facilitate this reciprocal positioning of the results in the field. These indicators come from what we term “critical methodological aspects”: those aspects of the methodological infrastructure that are directly related to theoretical positions. We consider three critical methodological aspects in content analysis schemes: the units of analysis, the relations to be established, and the dimensions of analysis. Indicators regarding these aspects are proposed and defined, and their use for facilitating dialectical relations between results is exemplified by means of the examination of five specific approaches. [ABSTRACT FROM AUTHOR]

In this paper we analyse a real e-learning dataset derived from the e-learning platform of the University of Pavia. The dataset concerns an online learning environment with in-depth teaching materials. The main focus of this paper is to supply a measure of the relative importance of the exercises (test) at the end of each training unit; to build predictive models of student’s performance and finally to personalize the e-learning platform. The methodology employed is based on nonparametric statistical methods for kernel density estimation and generalized linear models and generalized additive models for predictive purposes. [ABSTRACT FROM AUTHOR]

High school students can access original scientific research articles on the Internet, but may have trouble understanding them. To address this problem of online literacy, the authors developed a computer-based prototype for guiding students’ comprehension of scientific articles. High school students were asked to read an original scientific research article about the effects of drug or alcohol abuse, which was presented on a computer screen either with computer-based comprehension aids or without aids. The aids provided background text and animations including answers given by the article authors. Across two experiments involving different schools and different research articles, the comprehension aids group performed better than the control group on a comprehension test concerning the article ( d = +0.79 in Experiment 1 and d = +0.82 in Experiment 2) and rated the content of article as less difficult to read ( d = +0.96 in Experiment 1 and d = +0.69 in Experiment 2). In addition, the comprehension aids group reported more positive motivational beliefs than the control group concerning understanding what scientists do ( d = +0.51 in Experiment 1 and d = +0.56 in Experiment 2), appraising the article as worthwhile ( d = +0.80 for Experiment 1 and d = +0.70 for Experiment 2), and being interested in reading another research article ( d = +0.19 in Experiment 1 and d = +0.58 in Experiment 2). The groups did not differ on their attitudes concerning a career as a scientist or about alcohol and drug abuse. Overall, computer-based comprehension aids can help guide students’ comprehension processes for an original scientific research article, which in turn can improve their appreciation of what scientists do. [ABSTRACT FROM AUTHOR]

This study compared the efficacy of the Headsprout© Early Reading (HER) program with SENCO-delivered supplementary literacy instruction. Participants were primary school children (aged 6–9) in receipt of free school meals and supplementary literacy instruction. Data were collected within their school setting. The treatment group received HER intervention, while the treatment as usual (TAU) group received SENCO-delivered intervention, inclusive of guided reading, paper-based phonics training and word recognition tasks. It was hypothesized that children in the HER intervention group would significantly outperform those in the TAU group on measures of word/non-word recognition and sentence reading over a 7-month period. Thirty-two pupils with specific literacy difficulty were randomized to either HER (n = 17) or TAU (n = 15). Literacy skills were assessed using the Phonics and Early Reading Assessment pre- and post-intervention. ANOVA and t test analysis found that HER made significantly greater gains on measures of word/non-word recognition [t(30) = 7.55, p < 0.001], sentence reading [t(30) = 3.33, p < 0.05] and sight words [t(30) = 4.23, p < 0.001] than the TAU group. This study is the first to demonstrate stronger outcomes for children receiving computer-aided instruction over SENCO-delivered literacy instruction in a Northern Irish School. [ABSTRACT FROM AUTHOR]