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The article discusses the significance of digital technology and the Internet for students especially in creating an electronic multimedia paper. The creation of an electronic multimedia paper need not only skill in software applications but also expertise in artistic design, composition, color, style and navigation. Through these papers one may enable the writer to add media such as static images, video, motions clips and sound and hyperlinks such as shortcuts to other objects and locations to what would be a typewritten paper and that multimedia paper is shorter than the usual typewritten papers. Meanwhile, the user's intention of preparing of such papers without deep understanding of media and proper orientation is a great disadvantage of the such papers.

For many reasons, paper-based tests of course content are shifting to computer-based administration. This investigation examined student performance on two separate tests delivered either by computer or paper with the first test near the start of the course and the second at the end of the course. Undergraduate-level freshman business majors (N=207) enrolled in an introductory computer skills course were randomly assigned to either the computer or paper-based test mode. ANCOVA of test data indicates that students scored slightly higher on computer versus paper administration, Further, the female group, whether tested on paper or online, scored below the males on the first test. However on the final exam, the female students in the computer-administered test group on average attained the highest scores. We suggest that females gained computer savvy during this course that mitigated initial performance deficits that may have resulted from previous lack of exposure to computers and software. [ABSTRACT FROM AUTHOR]

This paper discusses the integration and usefulness of assistive technology devices for students with special needs. First, two learning theories, behaviorism and constructivism, and their impact on the integration of technology in learning are discussed. Second, the paper presents several assistive technology devices and highlights how they can assist learners with disabilities. [ABSTRACT FROM AUTHOR]

This paper discusses the impact of introducing virtual simulation software, Logisim, in teaching an introductory digital logic course. It also highlights that students who are taking introductory computer science courses would be more comfortable using simulations rather than using physical equipment because there is no fear of damaging expensive components. The instructor who has taught this course using a physical lab has observed that the students take a lot of time to get familiar with the functionality of components hence consuming a lot of time from the assigned lab hours. Thus the conception of virtual laboratories in introductory computer science courses opens a new era in the learning and assimilation of practical concepts. [ABSTRACT FROM AUTHOR]

During the past ten years, radical changes in hardware and software have transformed the way instructional design and technologists do business in the classroom. The microcomputer has now become the standard operating tool when designing, developing, implementing and evaluating instruction at every level of our educational systems. Yet up until fifteen years ago, the microcomputer was the exclusive tool for engineers and mathematicians and computer scientists. It was hardly as ubiquitous in every classroom environment as it is today. This paper examines the radical changes in hardware and software that transformed the computer from a complex data processing tool to a common gadget that is now the standard communications tool in most households throughout this world. The paper explores some of the phenomenal changes in the following; the assumptions and the legacy of Moore's law; the advances in creating single-threaded and low- level programs; the advances in the use and manipulation of virtual memory; the continual sophistication of output devices; and the advances in hierarchical file systems. Most of the these changes have emanated from computer science and mathematics related fields without any direct input from the field of instructional design and technology. [ABSTRACT FROM AUTHOR]

As the in formation age continues, companies are increasingly realizing that challenges exist in providing updated learning materials to their employees. The constant need for updating and renewing training or learning materials can lead to high expense and inefficiency. The use of learning objects (LOs) is a new way for companies to create, manage, and update learning materials. LOs are digital or non-digital learning materials designed with a single specific purpose and a single learning objective. LOs are often defined as digital tools for learning. The purpose of this paper is to synthesize literature on LOs and provide insights regarding their implications for instructional designers. In the paper, definitions, metaphors, and requirements of LOs will be detailed first. Challenges, implications and suggestions for instructional designers to create pedagogically sound LOs will also be discussed. [ABSTRACT FROM AUTHOR]

This paper is designed to examine the ways in which broadcasting in the Middle East utilizes historical context and interpretations when dealing with international events. Seventeen international satellite cable television services are reviewed. Selected news programs, documentaries, talk shows and sports programs were investigated during the period of 2008 through Spring of 2009. The argument made is that history is important in the sense of providing a time frame to an international event, but it should not be the only point of reference in the media s interpretation of that event. [ABSTRACT FROM AUTHOR]

Hypermedia is one of the most recent tools for education. Generally speaking, hypermedia offers a multimedia information environment, supports non-linear access to information, provides interaction communication, and integrates the various information formats. HyperCard, HyperStudio, and Toolbook are all popular educational hypermedia software; in addition, hypermedia already involves into the Internet and World Wide Web (Web) systems. The purpose of this paper is to discuss the role of hypermedia-based environment in teaching and learning. The relationship between hypermedia and constructivism will be analyzed at first. Then the paper will present the features of hypermedia and learning theories. After that, the advantages and limitations of hypermedia-based learning that are based on the Internet and web systems will be discussed in the last part. [ABSTRACT FROM AUTHOR]

This paper outlines the steps involved in a small pilot study to test drive proposed server software designed for delivering tutoring over the Internet. The study forms part of a larger project being undertaken by The Centre for International Project Management at the University of Ulster at Jordanstown to develop a Masters' Portfolio in Project Management with Specialisms, for delivery overseas. We are currently in the process of developing course modules and evaluating technologies and methodologies suitable for tutoring over the Internet. To this end, we have used our proposed technologies in a pilot study with our local Masters students in order to gain insight into potential problems that might occur with similar students overseas. The paper will outline the main steps in the preparation, delivery and analysis of the pilot study. [ABSTRACT FROM AUTHOR]

In this paper the researcher attempts to introduce the level of physical and verbal violence that aimed, intentionally or unintentionally, at women (gender) and Alsa'ayda (class). The paper argues that Egyptian films produced in the 1950's and through the 1960s and 1970s lured the film-goers and the public at large to a wrong direction when the women issue is involved. At the present time, the expanding accessibility of Egyptian films to an engrossed and addictive audience have allowed it to present a stronger influence and play a crucial role in the reconstruction of gender and class identities in response to a variety of political, social, and religious changes in the country. [ABSTRACT FROM AUTHOR]

Despite a plethora of educational research on critical issues of web-based learning, particularly the efficacy of web-based learning in school environments and tertiary institutions, research on students' psychosocial perceptions of their web-based learning environments has been non-existent. This paper reports a study of web-based learning environments in Singapore. Specifically, it focuses on the cross-validation of the Geography Classroom Environment Inventory (GCEI) which assesses students' perceptions of psychosocial aspects of their web-based instruction. The GCEI assesses student perceptions of the levels of gender equity, investigation, innovation and resource adequacy. Webbased instruction takes the form of web-based asynchronous discussion forums and using the web as an electronic reserve shelf. Student data were collected from 92 second year geography undergraduates in three classes in a tertiary institution in Singapore. The study once again provided cross-validation support for the use of the GCEI in Singapore. Each scale displayed satisfactory internal consistency reliability, discriminant validity, and differentiated between the perceptions of students in different tertiary classes. [ABSTRACT FROM AUTHOR]

This paper reports findings from an experimental study of the effects of using differentiated screen-captured multimedia tutorials to teach technology integration skills to pre-service educators. A homogeneous set of participants (N=96) were randomly assigned to one of four treatment groups. Participants in each group completed a web-based instructional module using screen captured tutorials developed as Graphic plus Text, Video, Video plus Narration, and Video plus Text. A post-test was administered following the module completion to assess both conceptual recall and task performance. Participants receiving video plus narration tutorials outperformed those in other groups, particularly those receiving only video. These findings are supported in the literature through the cognitive load principles of modality and redundancy. These results add to the growing body of knowledge about the design and development of multimedia instructional materials and invite further inquiry into related covariates that potentially influence the design of screen captured tutorials. [ABSTRACT FROM AUTHOR]

Blended learning is increasingly being adopted at all levels of the educational system. It continues to gain primacy in the teaching and learning environment as both students and teachers seek to integrate familiar information communication technology (ICT) into their classroom activities. Additionally, it allows the teacher, as a facilitator of learning, and the learner, the opportunities of working in both the face-to-face and online environments. This paper provides a basic review of blended learning and some ways it may be used in teacher preparation programs to support the effective integration of ICT within the classroom environment. [ABSTRACT FROM AUTHOR]

This paper presents Iwo case studies focusing on formative evaluation training of novice designers within an online flash development course. The training was designed using experiential learning principles. An online survey was administered to investigate the effectiveness of the instructional design. Although the training enhanced students' understanding of formative evaluation, various challenges were identified and modh5cations were made to the instructional content and design. A second case study was implemented to verify the effectiveness of the changes and to better understand novice designers' learning. Survey Findings supported the effectiveness of modifications. Common themes and challenges in both cases were identified and future changes to the instructional strategies were also proposed. [ABSTRACT FROM AUTHOR]

In this research project, Gagne's nine instructional events were incorporated into the development of an interactive multimedia learning module which was then embedded into a student-centred learning learning environment to enhance the knowledge transfer and the student learning process. This interactive learning module was presented to students taking subjects taught in INTI International University, Malaysia. Students were given a pre- and post test to measure their learning outcomes, and a survey to assess their perceptions and feedback, and these are presented in this paper. Results showed that students reported positive feedback in their attention to the content, their learning experiences, interaction, and with the presentation of the content, all of which provided strong support for the use of Gagne's nine instructional events as an instructional framework for the development of an interactive learning module within a student-centred learning environment. [ABSTRACT FROM AUTHOR]

In traditional models of technology implementation in education, curriculum and pedagogical innovations are deemed to be pivotal to student learning, while technology only has mediating effects on learning outcomes (Law, Pelgrum, & Plomp, 2008; Wong & Li, 2008; Wong, Li, Choi, & Lee, 2008). Nonetheless, our results indicate that the implementation of one-to-one technology can have immense impact on learning if students are empowered to use technology as their cognitive companion. In this paper, we examined students' daily activity logs and found that, despite having no drastic change in curriculum and pedagogies, the ubiquity of one-to-one technology can both formal learning at school and informal or less-structured learning at home. Further, students' perceived impact of technology on (1) enhancing their learning motivation, (2) developing their cognitive skills, (3) improving their learning strategies and (4) planning for their learning in their daily learning activities was significantly higher in the experimental classes. [ABSTRACT FROM AUTHOR]

The following paper introduces a new simulation-based project management teaching and training methodology approach which demonstrates the project- based learning (PBL) approach and its advantages by using the recently developed project management educational simulator - the Project Team Builder (PTB). The PTB is an innovative, first of its kind, educational simulator capable of recreating a real-world project environment in the classroom. The following study introduces for the first time, the use of the PTB for the design of a scenario that represents a resource constrained real -world project. The use of the PTB to simulate such a project allows students to gain hands-on experience in the practical implementation of project management theory and thus gain invaluable educational insights that can be implemented in reality. This pedagogical methodology also demonstrates the potential of the PTB as an innovative tool for providing project management students with both a wide general knowledge and practical skills. [ABSTRACT FROM AUTHOR]

Structural equation modeling (SEM) is a method for analysis of multivariate data from both non-experimental and experimental research. This method combines a structural mode! linking latent variables and a measurement model linking observed variables with latent variables. The use of SEM in social science and educational research has grown over the years and offers promise as a method that is useful in theory-based research. Using a data set for analysis, this paper presents a step- by-step, non-technical introduction on how the SEM technique is used. The paper concludes with a discussion of pertinent issues that potential SEM users should attend to. [ABSTRACT FROM AUTHOR]

This paper discusses the definitions and evolution of instructional technology in America and Malaysia. The paper begins with the definitions of instructional technology and its development from the 1920s to the present, and how it relates with the development of ICT at Sultan ldris Education Universily Malaysia. The Sultan Idris Education University is the first Teacher Training College started by the British in 1922, where instructional technology began with visual instruction in 1922, and later in 2002 developed a course in instructional design and technology in the undergraduate and post graduate teacher training program. The influence of ICT is affecting the direction of instructional technology throughout Malaysia. [ABSTRACT FROM AUTHOR]

Benjamin S. Bloom put forward the theory of Master Learning in the 1960s. Its central idea is that most students can obtain good academic records on the condition that they are provided with optimal teaching, sufficient study time and corrective feedback. Mastery Learning set up new student viewpoints, and adopted a series of Mastery Learning Programs. Today, when quality education is being put into effect, Mastery Learning is of great realistic significance both in theory and practice. This paper reviews the literature on Mastery Learning Theory and its impact on the present instruction in the technology aide, especially in Web-based instruction. It focuses on the study of Mastery Learning with computer assisted instruction in the teaching of English as a Second Language (ESL). The positive findings of my research on 40 freshmen who came from China last summer has proved that Web-based learning does make a difference in the learners' attitude towards the learning of the target language. This paper addresses using "Blackboard" and the Internet as a viable method of instruction enhancement for Mastery Learning in the student's achievement both in cognitive and affective realm. [ABSTRACT FROM AUTHOR]

This paper investigates students' perspectives toward online learning. It aims at studying students' opinions of the advantages and disadvantages of enrolling in online classes. The paper also investigates whether gender plays a role in students' decision to enroll in online classes. Students indicated that without the flexibility and the convenience of the online environment they would not have been able to continue their studies and advance in their careers. [ABSTRACT FROM AUTHOR]

Blended learning is the "blending" and "balancing" of all the aspects of the two major modalities: face-to-face, instructor-led instruction and e-learning. Its purpose in employee training is to have these two modalities build on each other, rather than treating each other as mutually exclusive, in order to achieve better training results. This paper explains each of these two modalities in details, discusses advantages and limitations of each modality, defines blended learning and introduces examples of successful blended learning used in corporations. This paper continues to address influencing factors and important considerations of blended learning and provides suggestions for its effective design. [ABSTRACT FROM AUTHOR]

Technology has become an integral part of today's teaching and learning process. Regardless of the growing expectations of integrating technology in education, many barriers have been identified by the literature hindering teachers from teaching with technology. The purpose of this paper is to review the factors to be considered when integrating technology into classroom and how PowerPoint may readily answer the needs of schools as it pertains to integrating technology in the classroom. In addition to reviewing the advantages and disadvantages of PowerPoint, the paper will discuss how PowerPoint can be used for different learning styles in class. Based on literature, students' learning with PowerPoint will be reviewed and the design tips will be provided also at the end. [ABSTRACT FROM AUTHOR]

This paper critically examines the traditional method of conducting a technology training session which aims at helping teachers learn the skill to effectively integrate technology into teaching and learning activities. Flaws and loopholes associated with tradition method of technology training are identified. The paper discusses how traditional training sessions foster computer intimidation among trainees and create frustration for trainers. An alternative approach to technology training called diagnostic approach alternative is discussed. This approach has seven steps: namely, preparation, communication, presentation, application, assessment and feedback, evaluation and follow-up-up. The essence of this approach is to provide trainees with the opportunity to identify their needs so that trainers can address those needs during training sessions. [ABSTRACT FROM AUTHOR]

This work divides the personalization process of Adaptive Tutorials into the detection of the learner's characteristics and the errors found the learner's behavior. This paper is focused in the detection of the learner's characteristics as fundamental factors for the development of Adaptive-Tutorial Systems. We reviewed the literature relating to the incorporation of personalization factors. We give a brief description of each personalization factor. The main focus of this paper is based on analysis of the different personalization factors. Furthermore, we propose intelligence types and the change of negative beliefs as novel personalization factors. We summarize this material and conclude what are the personalization factors that must be incorporated in an Adaptive Tutorial System. [ABSTRACT FROM AUTHOR]

This paper examines various ways of helping teachers to develop positive mind-sets in using technology to support instruction. Such positive mind-set will assist teachers in achieving the spontaneity and the readiness necessary for technology integration. Developing positive mind-sets represents one way of overcoming computer intimidation. The concept of technology integration is examined from a broad perspective in an effort to show that technology in education should be considered as part of pedagogy. The paper considers the significance of teachers' collaboration with businesses and industries for assistance in selecting technological resources for instruction. A technology-based learning environment is seen as complex, and as such, teachers need a support system in implementing technology Integration Our dependence on technology for survival has made it imperative for teachers to learn to develop positive mind-sets towards the use of technology for classroom instruction. [ABSTRACT FROM AUTHOR]

This paper examines eLearning from three related perspectives, two of which address the planning and administration of online courses. The second part of this paper examines the assessment and evaluation of learning outcomes in an eLearning environment. The initial phase thoroughly explores current and recommended front-end approaches to improving online instruction. It looks at the organizational alms and the vision within which eLearning can be applied. The second phase examines the planning, implementation and administration of online courses. It investigates characteristics of effective eLearning environments that address physical, technical, pedagogical, professional and environmental elements. The third and final phase explores several reliable and valid approaches to online measurement and testing methods that are designed to eliminate such problems as plagiarism, technical problems associated with access, matching learners' and instructors' technical skill levels, learner isolation, and the impersonality of computerized assessment. [ABSTRACT FROM AUTHOR]

Project-Based Learning (PBL) is a method of teaching that engages the learner in finding solutions to important questions that are interesting to them and can be carried out through a process of investigation and collaboration. This paper addresses the concept of PBL in the context of an online environment. An ideal communal online environment has involved into various forms of virtual communities (VC), each with their own distinct style, flavor, purpose and success. Although some VCs have been effective, such as The Well, many others have diminished as quickly as other dot-com's. The quest and question of this paper is to inquire as to the relevancy and relative usefulness of VCs in an educational world. [ABSTRACT FROM AUTHOR]

This is the second of a two-part paper that reports the findings of a study analyzing how asynchronous online communication affected Singapore pre-service teachers' participation and quality of thinking while solving a case-analysis problem. The first part focused on the extent of the teachers' participation whereas this part of the paper focuses on the quality of thinking. To analyze the quality of thinking, we examined the following two variables: 1) the participants' types of thinking; and 2) depth of information processing. Results revealed that the students' quality of thinking were biased towards the types of cognitive processes associated with the particular case at hand and that about forty one percent of the total number of ideas fall under the category of surfacelevel information processing. This study reveals the need to instruct the pre-service teachers on how to justify their statements with appropriate examples, course connections or data. Educators cannot simply take for granted that the pre-service teachers would know how to do so automatically. [ABSTRACT FROM AUTHOR]

This paper presents the results of a research project aimed at evaluating (HAL) as a mode of course delivery. More specifically the paper will deal with: • Developing a hypermedia courseware for students studying research methods; and • Evaluating hypermedia courseware as a method of delivery against traditional methods. This paper concentrates on pedagogical issues regarding computer aided learning and reports that this research gives tentative indications that hypermedia based learning (either through CD-ROM or the, as means of course delivery could be as effective as traditional modes of course delivery. [ABSTRACT FROM AUTHOR]

Networked learning communities have attracted the attention of educators partly due to the growth of on-line learning. Serving to provide recommendations for practitioners who will engage in designing and developing effective learning communities, this paper synthesizes relevant literature on strategies for creating and maintaining these networked communities for learners. After identifying the following four important factors that influence learning in communities, that is, interactivity, opportunities for collaboration, a meaningful and motivating context, and a continuously available learning environment, the paper discusses design guidelines which are valuable in the construction of these communities. The recommendations, presented in a framework of the three major aspects involved in on-line learning, technological, social, and pedagogical, are intended to maximize and reinforce the four important factors listed above. [ABSTRACT FROM AUTHOR]

In contrast to traditional methods of instruction, hypermedia learning packages give students the opportunity to determine when instruction will occur and at what pace. However, the learner control provided may not necessarily enhance learning as students may lose task-orientation. Based on a case study of the use of WinEcon in two economics departments in England, this paper provides a descriptive and interpretive account of where and how WinEcon is situated in the course to support learner control and task-orientation among students. To enhance learning, introductory lessons to the hypermedia package and orienting activities must be organized to support the learner control provided by the package. These activities ensure that students are able to focus on and engage in the task, and hence, optimise the learner control in the hypermedia learning environment. [ABSTRACT FROM AUTHOR]

The paper reports the perceptions of Iindigenous Australian students of their Bachelor of Education Program. The students studied the same courses with the same lectures as the on-campus cohorts but off-campus in remote small communities via interactive multimedia courseware, the Internet, teleconferences, textbooks, video, and on-site tutors. Their perspectives of the degree program have been consistently more favorable than their on-campus peers. These perspectives and innovative nature of the various attributes of the cross-cultural program are discussed. [ABSTRACT FROM AUTHOR]

This paper recounts the preliminary findings of a research project designed to explore the relevance of computer-mediated communication technologies for the collective and social purposes that are an integral part of labor education. The initial goal of the project was to test conferencing systems, related computer-based collaborative learning spaces, and online course materials in order to determine if and how these media could be used to facilitate and enhance labor education in forms that foster the cooperative, collaborative, and collective ideals of the labor community. [ABSTRACT FROM AUTHOR]

Much of the research investigating color as an image characteristic for enhancing recognition memory has focused on comparisons between black-and-white images and full color images. These comparisons have only recently been extended to differentiate how color impacts learners of different cognitive style and in particular how color influences field dependency. Learners predisposed to field-dependence continually demonstrate a lower capacity than field-independent learners in terms of performance tasks where organizing or restructuring visual information is required. By using color as a mechanism to highlight objects within a visual field, we potentially increase figure-ground separation, which may help facilitate learning for field-dependents in instances where visual information is present. Thus this study undertook to examine the effects highlight color offers as a means of addressing individual learner differences. Test scores for the two tests used in the study indicated no differences for any variation of the color variable. Field-independents were observed to outperform field-dependents in all instances for both tests. [ABSTRACT FROM AUTHOR]

As preference for a learning model has changed from a behaviorist approach to a cognitive approach to modern constructivist approaches, the field of instructional technology has evolved as well, following the needs of the teaching-learning process. Although many activities offered by foreign language labs are part of traditional language lab practice (that is, drill and practice formats), modern technology offers many possibilities which support current learning theory. This paper will provide a brief overview of the evolution of instructional technology as it has followed the evolution of learning theory, and look at examples of how modern technology may be used in foreign language labs to fit the constructivist learning approach. [ABSTRACT FROM AUTHOR]

This paper discusses the extent to which teacher education programs are helping prospective and practicing teachers to integrate technology in teaching and learning activities. Consideration will be given to standards and teacher preparation, some of the challenges encountered in integrating technology in the curriculum, and some strategies for preparing teachers to integrate technology in education. [ABSTRACT FROM AUTHOR]

This paper described an attempt of using a www-based concept map testing system, which was developed to assess high school students' concepts in physics. A total of ninety Taiwanese eleventh graders were tested through the on-line system and they, then, completed a questionnaire. The responses of the questionnaire revealed that the speed of information transferring, supported by the system was not quick enough. However, students did not think on-line test would cause some problems of cheating. More than a half of the subjects showed willingness of using the system in the future. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to describe a case study involving the implementation of computer-mediated communications (CMC) via the Internet linking two university instructional design classes in two different countries. We will describe the initial implementation of the project, provide examples of discussions that took place among our students, demonstrate the impact of discussions on student's computer-based design projects, and make suggestions for continued collaboration among university classes. [ABSTRACT FROM AUTHOR]

Technology is now being widely used in the classroom to enhance and enrich teaching and learning. The availability of new information technology is contributing to many innovations in classroom activities. Strategies/techniques now used to support technology in teaching and learning enable teachers to work collaboratively with students while the students themselves become more immersed in their own learning. The purpose of this paper is to explore the integration of technology in the education process and some of the changes they have generated in classroom activities. [ABSTRACT FROM AUTHOR]

Developments in satellite communications offer new educational possibilities, notably, but not exclusively, in distance learning. A number of developed countries, such as the United States of America and Australia, have exploited satellite communications systems for developing educational programs. This paper focuses on the possibilities of adapting such techniques to provide instruction in developing countries, where there may be a shortage of highly skilled teachers relative to the numbers of children to be educated and where the population distribution is low and spread over a relatively large land mass. [ABSTRACT FROM AUTHOR]

Distance Education has experienced a renaissance of sorts having moved from being an alternative delivery system into the mainstream as a viable delivery system for both instruction and training Most proactive institutions are already utilizing some form of distance education and many others are currently contemplating its use. If efficiency and effectiveness are critical criteria to be infused in the distance education planning process, a number of critical questions need to be examined. This paper presents a sampling of the types of questions which need to be considered at the seven analyses levels. [ABSTRACT FROM AUTHOR]

Evaluates the effect of paper-based job aids in facilitating learners' cognitive development. Examination of the degree to which learners possessing different levels of prior knowledge profited from different types of job aids; Absence of significant effects of job aids on learning achievement; Insignificant reaction between type of job and the level of prior knowledge.

Presents a comparative study of the relevant sections of three CD ROMs and six information books dealing with the topics of `floating and sinking,' and `flight-getting lift.' Textual construction of knowledge using semiotic analyses; Range and distribution of the genres, or text types, deployed and the consequent differences in orientation to facilitating learning.

Presents the findings of a study of the impact of technology-assisted instruction on students' attitudes and beliefs. Analysis of effectiveness of multimedia instruction techniques; Absence of links with students' performance on tests.

Discusses types of computer-based reading environments, reading interfaces, principles for designing reader interfaces and beliefs about computer technology in reading. Definition of computer-based reading environments; Media dependency of reading interface of reading environment; Definition of reader interface of virtual reading environment.

Focuses on the study and teaching of line animation. Definition of line animation; Understanding the technical side of line animation; Techniques in doing the drawing; Filming the artwork; Deciding on the final presentation.

Digital reading devices are increasingly popular among university students; however, their effect on reading time and text comprehension has not been examined in depth. The present study compared the Kindle 3 eBook reader and Apple's iPad tablet computer to a printed document to determine if text presentation format had a significant effect on reading time and text comprehension. Results indicated that those reading printed materials had faster reading times than those reading from eBook readers and tablets. Participants found the tablet the most usable, followed by the eBook reader, and the printed material was considered the least usable. There was no effect of text presentation format on reading comprehension, supporting the use of eBook readers and tablet computers in academic environments. [ABSTRACT FROM AUTHOR]

This study examines the effectiveness of using dynamic modeling to facilitate students' conceptual change. The results of the mixed between-within subjects ANOVA indicated that the implementation of the instructional program supported by WoridMaker was effective in bringing about conceptual change in learning the phenomena concerning marine ecosystems. Further, the ANCOVA results indicated that students working in a collaborative setting had a higher gain in the conceptual test scores. Other research findings reveal that grounding the modeling activities on a social constructivist framework helps foster the construction of knowledge within a community of learners (Grotzer & Basca, 2003; s.c. Li, Law, & Lid, 2006; Papaevripidou, Constantinou, & Zacharia, 2007; van Joolingen, de Jong, & Dimitrakopoulou, 2007; Wright, 2008). On the other hand, it is surprising to see in this study that after controlling for the effect of the pre-test scores, students' attainment in the pre-test did not depend on their academic abilities. [ABSTRACT FROM AUTHOR]

This article describes the use of a virtual guest speaker in a voluntary asynchronous discussion forum at the conclusion of a bilingual teacher preparation course. The forum took place on a secure Electronic Learning Communily (ELC) using anonymous login protocols during a weekend near the end of the semester. As the course instructor, I noted the emergence of discussion themes uniquely attributable to the guest speaker's participation, and important to the fields of bilingual teacher education and online discussions. These themes motivated the research question: how had the online environment, and the guest speaker's intervention in it, mediated students' construction of meaning and raised their awareness of issues beyond the scope of the course and important to their professional development? [ABSTRACT FROM AUTHOR]