Search

By reviewing papers published in five important SSCI journals from 2005 to 2010, this study aimed to provide insights into intervention studies on technology-assisted instruction. It was found that still relatively little research on educational technology which addresses the effects of specific instructional interventions on student learning was conducted during this period. Moreover, most reviewed studies were conducted in higher education, rather than in high school, elementary school, or adult education contexts. The two subject domains, science and engineering (including computer studies), were most frequently involved in these studies, the majority of which addressed achievement as research (learning outcome) foci, while relatively fewer studies investigated students' learning process or affective outcomes. Regarding technology adoption, this study revealed that, in both the 2005-2007 and 2008-2010 periods, technologies for specific instructional purposes(e.g., a specially designed system for online collaborative writing) were more frequently adopted than those for general purposes (such as PowerPoint). This study also reveals that technology-mediated interpersonal interactions are commonly utilized in these intervention studies, with the focus mainly on student-student interactions. [ABSTRACT FROM AUTHOR]

A learning passport is a self-maintained record of learning achievements at different levels: it may serve as a goal-setter, guide, and motivation sustainer for learning. It is suit- able for use in lifelong learning, vocational training, and traditional education. This study proposes a framework for a web-based learning passport, and uses that framework as a basis for designing a system, namely ILPS. The proposed framework comprises seven components, learning structure, assessment, learning portfolio, statistics, learning support, instruction support, and attraction mechanism. The learning subject of ILPS is computer knowledge and skills. The assessment of ILPS includes multiple choice questions and practical manipulation on line. This study assessed both the system and the proposed framework. The data revealed that web-based learning passports can stimulate student learning motivation and increase student learning achievement. [ABSTRACT FROM AUTHOR]

This study designed a system and a flow of learning to motivate and guide students to conduct experiential learning with mobile technologies. Students from two classes of fifth-grade at an elementary school participated in the experiment. Thirty-four students from one class conducted learning with PDAs in school garden while thirty-two students from another class conducted in a condition without PDAS. The data shows the advantage of using mobile technologies for the acquisition of knowledge. Most of our hypotheses are confirmed in the study. These findings show just how important mobile technology is in helping to improve the learning achievement of experiential learning. [ABSTRACT FROM AUTHOR]