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An online system leveraging self-explanation was developed. The theoretical basis and design principles guiding the development of the system were explicated. Four evaluation studies were conducted to assess the student-generated explanations component accompanying student-generated questions (SQG) and the embedded designs. The analyzed data revealed several important findings. First, SGQ complemented by student-generated explanations (as compared to SGQ alone) was regarded as promoting learning better by a sizeable majority of the participants, and its facilitating effects on cognitive and affective aspects were noted. Second, the fact that the exact same set of cognitive and affective gains and similar patterns in the spread of responses were found from the explanation-generation for self- and peer-generated questions provided preliminary evidence supporting the "manageable versatility" design principle. Third, the result indicating that a predominant percent of the participants supported online practice on SGQ complemented by student-generated explanations substantiated the "manageable integration" guiding principle. Finally, the finding that a significantly greater percentage of the participants felt multimedia-equipped explanations to be better for SGQ (as compared to text-based explanations), both cognitively and affectively, provided preliminary evidence supporting the effectiveness of the multimedia design in terms of attaining the multiple feedback functions.

This study aims to examine if and how academic achievement and gender group composition affect the quality of online SGQ and the use patterns of procedural prompts provided to support SGQ activities. Forty-one university sophomores enrolled in an English as a foreign language class participated in a four-week study. All questions generated were categorized based on the revised Bloom's taxonomy for quality evaluation, and a content analysis along the set of integrated online procedural prompts was conducted to reveal usage patterns. Five key findings were obtained: First, the provision of the online procedural prompts served as an efficacious learning scaffold to help the participants at both high- and low-academic achievement levels generate the most questions at high-cognitive levels. Second, based on the results of the Fisher's exact test, no significant relationships were found between academic achievement and the quality of SGQ. Third, the participants in the all-male and mixed-gender groups generated the majority of their questions at high-cognitive levels, whereas the all-female group generated an equal number of questions at both low- and high-cognitive levels. Fourth, no significant relationships between the gender group composition and the quality of SGQ were found according to the chi-square test of independence. Fifth, the results of the content analysis revealed that while some same usage patterns related to online procedural prompts were exhibited by students at both low- and high-academic achievement levels and with different gender group compositions, slightly different usage patterns were observed.

AbstractResearch generally substantiates the positive effects of student question generation (SQG) on students’ cognitive and affective development. Nonetheless, challenges affecting its adoption in classrooms have been reported (e.g. perceived difficulty and elevated concerns over performance at the task). To alleviate such hurdles, researchers have proposed scaffolding of various types to support SQG. Scaffolding types are different in terms of structures, which affect learners’ locus of attention, mental processing, and learning. Given that studies investigated their effects are limited, this study examined the impact of two well-adopted scaffolding types for SQG—what-if-not (i.e. the structured type) and the main idea (i.e. the semi-structured type) on academic achievement, learning strategy use, and attitudes toward the study subject. This study adopted a nonequivalent quasi-experimental research method. Students from two sixth-grade classes (n = 56) participated for five weeks. An online system afforded with customizability to support the two scaffolding types for weekly SQG science learning activities was adopted. Although the results showed that both groups had comparable academic achievement, the participants in the what-if-not scaffolding group significantly outperformed those in the main idea scaffolding group in the use of cognitive and metacognitive strategies and attitudes toward science. Content analyses of student-generated questions further revealed that the what-if-not group generated significantly more proportions of questions containing interlinks among related key concepts both within the current study topic and to prior topics than the main idea group. [ABSTRACT FROM AUTHOR]

Currently, 50 + learning systems supporting student question-generation (SQG) activities have been developed. While generating questions of different types is supported in many of these systems, systems allowing students to generate questions around a scenario (i.e. student testlet-generation, STG) are not yet available. Noting the increasing prevalence of testlets in contemporary testing and their learning potential through the lens of anchored instruction, this study aimed to develop a versatile, scaffolded online STG learning system. The results from three evaluative studies supported the learning potential of the world's first-ever STG system and the usefulness of its distinctive functionalities. Specifically, significantly more participants regarded the online STG task as promoting better learning, with the most prominent feature of STG – the scenario highlighted for the pronounced learning benefits. Additionally, given that the distinct affordances associated with STG based on given text and graphics were well-noted, the practicality of the 'multi-presentation' design concept for scenarios was verified. Furthermore, data from the participants' perceived usefulness of editable and self-created scenarios validated the importance of the 'editability' and 'self-expression' design concepts. Finally, with the distinctive functionalities incorporated in the developed STG system having their respective supporters, the concept of building a diversified STG learning space is upheld. [ABSTRACT FROM AUTHOR]

This study examined whether different identity revelation conditions result in different online targeting behavior among peer-assessors through a pretest and posttest quasi-experimental research design. Students from six fifth-grade classes (N = 196) participated in online learning tasks where they generated and selected peer-generated questions to review and assess in their respective identity revelation modes--real-name, nickname, and anonymity. Several findings were obtained. First, there was a high redundancy rate for both high- and low-targeted assessees under the pre-treatment (control) and treatment conditions for all three identity revelation modes. Second, the non-significant results of the chi-square tests indicated that the identity revelation modes and assessee redundancy were neither considerably related for the high- nor low-targeted assessees groups. Third, the results from the ANCOVA on the number of peer-feedback messages each student received showed no significant differences among the three identity revelation treatments. Fourth, the Wilcoxon tests confirmed that there were no significant differences in the assessee rankings in terms of the number of times their generated questions were assessed between the pre-treatment and treatment conditions for all different identity revelation modes. Finally, the results from participants' responses to the checkbox question revealed almost the same ranking pattern regarding factors dominating their targeting behavior (with the question-author ranked last among all factors), despite the various different identity revelation modes. In sum, identity revelation modes were not found to affect peer-assessors' targeting behavior in an online peer-assessment activity.

In view of contribution-based pedagogy and observational learning theory, students' perceived uses, preferences, usage, and selection considerations with regard to citing peers' work were examined in an online learning environment targeting student-constructed tests. Data were collected from 84 fifth-grade students who participated in online student-constructed tests with and without citing in an 11-week study. Quantitative and qualitative data in response to an end-of-session questionnaire and actual online citing behaviour were analyzed. Several major findings were obtained. First, significantly more participants supported and preferred "citing" over "no citing" for online student-constructed tests. Second, data with regard to perceived uses, preferences, and reported usage all supported the potential of citing for providing an observational learning space. Third, citing allowed the participants to attend to areas pinpointed by their peers but initially ignored by them, thus making social construction of knowledge possible. Fourth, the quality and the author of the item are the two determining factors affecting citing decisions. Fifth, a statistically significant positive correlation between students' academic achievement and their generated questions cited by peers was confirmed. Finally, actual online citing behaviour varied greatly among participants, with the majority using the citing function during online test-construction to various extents.

The interest-driven creator (IDC) theory is being developed as a group endeavor by Asian researchers to articulate a holistic learning design theory for future education in Asia. The theory hypothesizes that students, driven by "interest", can be engaged in the "creation" of knowledge (generating ideas and artifacts). By repeating this creation process in their daily learning routines, they will excel in learning performance, develop twenty-first-century competencies, and form creation "habits". We hope that with such practices in education, our future generations will ultimately become lifelong interest-driven creators. In IDC Theory, there are three "anchored" concepts, namely, interest, creation, and habit. Each anchored concept comprises three "component" concepts which form a "concept loop". For example, the creation loop consists of three component concepts--"imitating", "combining", and "staging". Imitating is concerned with taking in (or inputting) an abundant amount of existing knowledge from the outside world to form one's background knowledge. Combining refers to delivering (or outputting) new ideas or artifacts prolifically by synthesizing existing information encountered in the world and thoughts arising from the students' background knowledge. Staging relates to frequently demonstrating the generated ideas or artifacts to the relevant communities and receiving feedback from these communities to improve the novelty and value of the demonstrated outcomes while gaining social recognition and nurturing positive social emotions. This paper focuses on describing the three components of the creation loop. We provide three case studies to illustrate the creation loop at work, as well as how it intertwines with both the interest and habit loops in supporting students to develop their creation capabilities. In presenting this iteration of the creation concept, an anchored concept in IDC theory, we acknowledge the roles played of imitation, combination, and staging in different learning and education contexts--indeed, there are multiple theories that inform and intersect with it.

An online learning system in support of active learning and formative evaluation via a teaching-by-questioning strategy in classrooms was developed. Following a design-based research paradigm, the theoretical base, design principles, and associated spaces for the system were explicated. Its learning potential in terms of perceived usefulness, ease of use, and relative advantage was evaluated in an undergraduate engineering class by mixed methods research. Quantitative data from an end-of-semester questionnaire supported the learning usefulness of teaching-by-questioning on the developed system for the promotion of various cognitive and higher-order thinking processes regarded as important in active classrooms as well as its ease of use. Moreover, the results of the chi-square test indicated that substantially more participants supported the developed system over Facebook for promoting learning, and explanatory data further highlighted the developed system's distinct feature of deferring display of participants' responses to stimulate independent thinking and support meaningful formative evaluation.

The comparative effects of student-created feedback for online student-created multiple-choice questions (the experimental group) and online student-created multiple-choice questions alone (the control group) on middle school-aged students' learning motivation and both positive and negative academic emotions were examined. A non-equivalent control group design was adopted. One hundred and nine seventh graders from four intact classes participated for 9 weeks. The results of the ANCOVA indicated that students in the experimental group scored significantly higher than those in the control group in learning motivation and positive academic emotions in the subject matter studied. No statistically significant differences in negative academic emotions in the subject matter studied between the two groups were supported by the ANCOVA results. Based on the findings, suggestions for instruction and future studies were provided.

This study explored the potential of Second Life (SL), a popular multi-user virtual online environment, for university counseling. University students (n = 312) were asked to evaluate three counseling channels (i.e., traditional face-to-face, internet, and SL) based on a range of media features deemed relevant and important to counseling and to assess their relative preferability when faced with different counseling problems. For the purposes of this study, counseling rooms with different styles were built, virtual counselors with different genders, ages, and styles were created, and short video recordings of scripted counseling sessions were produced in SL. For the media feature comparisons, the collected data were analyzed by the multivariate analysis of variance, followed by the analysis of variance and post hoc comparisons when significant differences were found, whereas for counseling problem comparisons, repeated-measure analysis of variance and post hoc comparisons were used. The results for the media feature comparisons showed that SL counseling significantly out-rated traditional counseling in all of the examined media features, with the exception of the interactivity dimension. Additionally, while SL and internet counseling were both perceived as significantly better than traditional counseling in areas that are unique to computer-mediated communications, including anonymity, convenience, and flexibility with regard to time and space, as well as privacy of the counseling site, SL was perceived as distinctly superior to internet counseling in five areas due to its unique affordances, including the choice of appearance, choice of counselors, interactivity, diversity of counseling sites, and availability of counseling object dimensions. Furthermore, traditional counseling was regarded as better able to support more fluent and versatile interaction between the counselor and client than the other two computer-mediated channels. As for the results of counseling problem comparisons, SL was rated as least preferred for six out of the seven counseling problems (except for gender identity issues), despite its media affordances. Suggestions for practitioners and future research are provided based on the current findings.

While enabling students to refer to and build on peer-produced work (termed 'citing' herein) during content creation appears pedagogically promising, its associated learning effects remain under-studied. This research aimed at examining the effects of online citing of peer-generated assessment items during student test-construction on promoting learning and task performance. Additionally, any negative effects this approach may have on inducing cognitive and emotional burdens were examined. A pretest-posttest quasi-experimental research design was adopted, where two treatment groups were devised (i.e. the citing and no-citing groups). A group of fifth-graders from six classes participated in an 11-week study. Based on the results of the analysis of covariance, it was found that students in the citing group scored significantly higher than those in the no-citing group on academic achievement and question-generation performance. In addition, citing did not induce significantly higher cognitive load or learning anxiety as compared to the no-citing situation. [ABSTRACT FROM AUTHOR]

The research objectives of this study were to examine the individual and combined predictive effects of the quality of online peer-feedback provided and received on primary school students' quality of question-generation. A correlational study was adopted, and performance data from 213 fifth-grade students engaged in online question-generation and peer assessment for six weeks were analysed using hierarchical multiple regression, with the dependent variable of scores on question-generation and independent variables of scores on peer-feedback provided and received. The results from the two-step hierarchical regression analysis indicated that the quality of peer-feedback provided and received, respectively, predicted students' quality of question-generation. Furthermore, the results from the three-step hierarchical regression analysis showed that the quality of peer-feedback provided and received in combination also predicted students' quality of question-generation. Details of the significance of this study are provided, as well as suggestions for instructional implementations.

This study examined the effects of identity revelation and concealment on the number of times students' work was assessed in an online peer assessment context. It also examined the underlying reasons guiding the assessor's targeting behavior. Two fifth-grade classes participated. The one-group pretest-posttest experimental research design coupled with qualitative research method was adopted. The results from social network analysis (SNA) showed a high redundancy rate for both high- and low-targeted assessees in identity-revealed and identity-concealed conditions for both classes. Moreover, the density metrics indicated that all sociograms were similarly sparse. The Wilcoxon tests further confirmed that there were no significant differences in the assessees' ranking in the two conditions for both classes. Finally, analysis of students' self-reflective data revealed that the features/content of the work to be assessed, rather than who the question-author was, was the determining factor when it came to deciding the target for online peer assessment.

Recognizing the potential of online student question-generation to engage language learners in communicative activities and use the target language in a personally meaningful way for language and learning motivation development, an experimental study examining the English learning effects of this approach, in comparison to an online drill-and-practice strategy, was conducted. A quasi-experimental research design was adopted. Four sixth-grade classes (N = 106) participated in this study and were randomly assigned to different treatment groups. An online learning system supporting the various learning activities was adopted. The results of analysis of covariance (ANCOVAs) showed that students in the online student question-generation group performed significantly better in English assessments and exhibited higher learning motivation than those in the contrast group. The significance of this study and suggestions for instructional implementation and future works are also presented.

Although research has found that student-constructed tests (SCT) have some potential for promoting cognitive elaboration, as yet there are no systems available to support the associated activities. This study designed and developed an SCT learning system guided by the ideology of contribution-based pedagogies, accentuating the principles of adaptability and flexibility. To assess its learning potential, a group of 54 student teachers used the system, and data on their perceptions, generated work, and online log files were collected and analysed. The constant comparative method, descriptive and inferential statistics, and content analysis were employed in the data analysis. Several important findings were obtained. First, a global and macro view accentuating the integration and inter-connectedness of the study material was obtained by the participants based on the SCT activity. Second, a significant proportion of the participants considered SCT as their preferred assessment and learning approach, highlighting its affective and cognitive potential, in comparison to the traditional teacher-constructed tests. Third, SCT encouraged a majority of students to generate questions involving cross-chapter topics and engage in question revision behaviour to different extents, indicative of knowledge integration and elaboration. Significance of this study and suggestions for instructional implementations, online system development, and future study are provided.

This study investigated the joint effects of online student question-generation and cooperative learning strategies with regard to learning anxiety and student perceptions of the value of the related activity for enhancing self-perceived competence. A 2 (question generation vs non-question generation) × 2 (cooperative learning vs individual learning) quasi-experimental research design was adopted. A total of 132 sixth graders from four classes participated in an intervention that lasted for four consecutive weeks. An online learning system that enabled students to construct, assess, and answer questions was used. An analysis of the data thus obtained revealed that the joint use of the cooperative learning and question-generation strategies did neither lead to less learning anxiety being associated with the activity, nor did it promote student perceptions of the value of the activity for enhancing self-competence with regard to either the learning content or strategies used, as compared to the approach using only one strategy. These unexpected results are explained with reference to cognitive load theory. The limitations and significance of this study are provided, along with suggestions for practitioners and researchers.

This study investigated the effects of online drill-and-practice activities using student-generated questions on academic performance and motivation as compared with online drill-and-practice using teacher-generated questions and no drill-and-practice in a student question-generation (SQG) learning context. A quasi-experimental research method was adopted for the purposes of this study. Six fifth-grade classes (n?=?145) participated in a weekly online activity for 5 weeks. Analysis of covariance results showed significant differences among the different treatment groups with regard to both academic performance and motivation. Post hoc comparisons using simultaneous confidence intervals, however, did not demonstrate the use of online SQG combined with answering peer-generated questions to be more conducive to learning with regard to any of the observed variables as compared with the use of online SQG combined with answering teacher-generated questions. Furthermore, answering student-generated questions in addition to online SQG did not lead to added gains in learning as compared with the online SQG-alone group. Some reasons for the unexpected findings are proposed, and the significance of this study, as well as suggestions for instructional implementations and future research, are provided.

The focus of this study was to investigate the effects of student-question generation with online prompts on student academic achievement, question-generation performance, learning satisfaction and learning anxiety. This study adopted a quasi-experimental research design. Two classes of eighth grade students (N = 64) from one middle school participated in weekly 45-minute online question-generation learning sessions for 6 consecutive weeks. Data analyzed using ANCOVA indicated statistically significant differences between the two groups in regard to academic performance and question-generation performance with students assigned to the online prompts group performing significantly better than their counterparts assigned to the without prompts group. However, there were no statistically significant differences between the two groups in the areas of learning satisfaction and anxiety. Empirical and pedagogical significance of this study together with its implications for instructional implementation, system development, and future studies are provided.

This study examined the effects on performance of online access to peer-generated questions during question-generation activities. Two eighth grade classes (N = 63) participated in six weekly question-generation sessions to support English learning. An online student question-generation learning system was adopted. In contrast to expectations based on the literature on observational learning and scaffolding, no significant differences in English academic performance and weekly question-generation performance were found between the groups with and without online access to peer-generated questions. Nonetheless, the question-viewing function of the system used in this work induced a significant and immediate increase in QG performance for the group with access. Possible reasons for the unexpected non-significant results are provided with reference to limited attention theory and cognitive load theory, along with the significance of this study, as well as suggestions for instructional implementations and future research.

This study examined the individual and combined predictive effects of two types of feedback (i.e., quantitative ratings and descriptive comments) in online peer-assessment learning systems on the quality of produced work. A total of 233 students participated in the study for six weeks. An online learning system that allows students to contribute to and benefit from the process of question-generation and peer-assessment was adopted. The regression results indicated that quantitative ratings and descriptive comments significantly predicted the quality of produced work (i.e., question-generation performance) both individually and collectively, and descriptive feedback explained more variance in quality of produced work than did quantitative ratings. The empirical significance of this study and suggestions for online learning system development, instructional implementation and future studies are discussed.

This study examined the effects of online procedural scaffolds (in the form of generic question-stems with context-specific examples) and the timing of scaffolding provision (immediate versus delayed) on supporting the online student question-generation learning process in a science class. A total of 78 fifth-grade Taiwanese students participated in eight online question-generation sessions. An online learning system equipped with a customizable scaffolding design in terms of content and timing of access was used. The results of ANOVAs on the students' week-by-week question-generation performance showed the immediate positive effects of immediate procedural scaffolding. However, the delayed procedural scaffolds group did not statistically distinguish themselves from the no-scaffolds group in any of the eight question-generation performances, nor did the delayed approach engender productive failure, as postulated by some researchers. The significance of this study is discussed, along with suggestions for related instructional implementations, online systems and future research.

This study examined the effects of different levels of identity revelation in relation to aspects most relevant to engaged online learning activities. An online learning system supporting question-generation and peer-assessment was adopted. Three 7th grade classes (N=101) were assigned to three identity revelation modes (real-name, nickname and anonymity) and observed for six weeks. A pretest-posttest quasi-experimental research design was adopted. Findings did not confirm that different levels of identity revelation affected participants' academic performance, nor led participants to view the peer-assessment strategy, the interacting parties, interaction processes, or engaged activities in different ways. Implications for generalizability of research findings and suggestions for teaching practices are offered. (Contains 2 tables and 3 figures.)

The effects of four different identity revelation modes (three fixed modes: real-name, anonymity, nickname and one dynamic user self-choice mode) on participants' perceptions toward their assessors, classroom climate, and past experience with the learning activity in which they were engaged were examined. A pretest-posttest quasi-experimental research design was adopted. Eight fifth-grade classes (age 10-11, N = 243) were randomly assigned to four different identity revelation modes in order for them to participate in the study. An online learning system that allows students to contribute to and benefit from the process of question-generation and peer-assessment was adopted. Data analysis confirmed that different identity modes lead participants to view their assessors differently. Specifically, participants assigned to the self-choice and real-name identity revelation modes tended to view their assessors more favorably than those in the anonymity and nickname groups. The empirical significance of the study as well as suggestions for learning system development, instructional implementation and future study are provided. (Contains 4 tables and 3 figures.)

In view of the current theoretical and empirical support for a student-generated questions approach to learning along with the advantageous features of network technology, several online student question-generation learning systems with a peer-assessment component have been developed. Despite this, all existing systems are limited in terms of the types of communication modes permissible for peer-assessment. Online discourse experience and the quantity and quality of interaction may vary as a result of the specific interaction mode students are exposed to. Because of this and the fact that versatile learning spaces are both possible and potentially desirable during the various stages of learning and teaching, multiple peer-assessment modes were created, and the overall attitudes of learners toward peer-assessment as well as their preferences toward respective peer-assessment modes were examined. The collected data confirmed the perceived usefulness of peer-assessment for developing higher-order thinking and cognitive elaboration. Support was demonstrated for student question-generation activities, for which learners typically have limited prior experience. Additionally, in light of the apparent overwhelming preference for and superiority of the more interactive two-way and multi-way modes over the one-way mode and the perceived learning potential of these modes, it is suggested that designers of similar systems should consider their inclusion. Finally, even though multi-way learning was found to be both the preferred and most supportive mode for learning, students also revealed distinct reasons for their preferences for respective interaction modes. In general, these reasons supported the premise that multiple peer-assessment modes are needed in order to accommodate individual preferences and needs. Suggestions and implications for instructional implementation, system development, and future studies are offered. (Contains 1 table and 4 figures.)

This paper examines the effects of using weblog technologies to support cooperative learning in higher education. The study focused on the effects of features embedded in weblogs on social interactions, time lags, and cognitive loads. A quasi-experimental control-group research design was adopted. The participants were 115 undergraduates who were randomly divided into two groups. Students in the comparison group engaged in Jigsaw learning activities in the classroom, while the experimental group used a weblogging system during parts of the cooperative processes. Two findings were found. (1) Weblogs with Jigsaw cooperative learning activities, promoted better social interactions than those found in the comparison group. (2) RSS feeds and keyword searches made important contributions to cooperative learning, more than had been previously identified in the literature. These two components were found to alleviate cognitive overload and the consequences of time lag. Consequently, this study provides new insights into the role of weblogging in higher education. (Contains 2 tables and 2 figures.)

This study focuses on mitigating evaluation apprehension, which is usually unavoidable in identifiable social situations, via the constructive use of prominent features of networked technologies. Specifically, this study investigated learners' attitudes towards different user-identity revelation modes, namely, real-identity, anonymity and created-identity, in an online question-construction and peer-assessment context. Forty university freshmen, taking a physics laboratory course, participated for one semester in 2007. A learning system called The Question Authoring and Reasoning Knowledge System which allowed students to contribute and benefit from cyclic process of constructing and reviewing questions, was devised. Analysis of the data gathered found that students reacted statistically differently to the modes of real name, anonymity and nickname. Furthermore, participating students adjusted their preferred mode in different roles and circumstances. The data obtained suggest that program developers should embed flexible and versatile capabilities of computer and communication technologies by allowing individuals the opportunity not to be identified or only be identified via a nickname of their choice, so as to help eliminate feelings of embarrassment and uneasiness, which are not psychologically sound and may hinder the learning process.

A web-based learning system has been developed to facilitate question-posing, peer-assessing, item-viewing and drill-and-practice learning activities. In this paper, the pedagogical basis underlying the design and development of the system is explained in the light of information-processing theory, social construction of knowledge theory and social modelling theory. A preliminary study to evaluate the instructional potential of the system has been conducted; this has also identified the factors that influence students' use of the system. Results taken from questionnaires and open-ended questions revealed that by enabling students to play various roles such as composers, critics and adapters, the system was perceived as a cognition-enhancing and motivational learning tool by the participants. Data analysis further indicated that various factors worked together to influence the performance of question-posing.

The potential value of a multiple-choice question-construction instructional strategy for the support of students' learning of physics experiments was examined in the study. Forty-two university freshmen participated in the study for a whole semester. A constant comparison method adopted to categorize students' qualitative data indicated that the influences of multiple-choice question construction were evident in several significant ways (promoting constructive and productive studying habits; reflecting and previewing course-related materials; increasing in-group communication and interaction; breaking passive learning style and habits, etc.), which, worked together, not only enhanced students' comprehension and retention of the obtained knowledge, but also helped distil a sense of empowerment and learning community within the participants. Analysis with one-group t-tests, using 3 as the expected mean, on quantitative data further found that students' satisfaction toward past learning experience, and perceptions toward this strategy's potentials for promoting learning were statistically significant at the 0.0005 level, while learning anxiety was not statistically significant. Suggestions for incorporating question-generation activities within classroom and topics for future studies were rendered.

Since past studies showing that competition has negative effects on group process were primarily conducted in traditional classrooms involving face-to-face situations, this study extends past research by investigating whether the negative effects associated with face-to-face team competition can be mitigated with the support of networking technologies where opponents' identity or proximity can be manipulated and concealed. Three fourth-grade classes were randomly assigned to three different treatment conditions to participate in the study. A synchronous competitive learning system, named "Joyce," was devised to have pairs of students compete by answering questions with another randomly assigned pair of opponents over three instructional sessions. Results from the study indicated that students in the face-to-face team competition condition rated significantly less favorably on inner-group processing than those in the decreased proximity and anonymity conditions at 0.009 level, and 0.067 level, respectively. Data analysis on students' perceptions toward classroom climate revealed that students in the anonymity condition rated significantly more favorably on classroom climate than those in the other two conditions (0.000 level). The results of this study suggest that to promote effective interactions within learning groups and to cultivate a more regulated classroom learning atmosphere, networked team competition where opponents are not identified may be the preferred instructional strategy to adopt, as compared to face-to-face team competition. The findings also suggest that designers of competitive game-based learning systems should include the feature of anonymity in their system to support student learning. The following are appended: (1) Student Perceptual Impressions of In-Group Processing; and (2) Student Perceptual Impressions of Classroom Climate. (Contains 1 figure and 1 table.)

Describes a study of Taiwan university students that investigated the impacts of incorporating email into the classroom on student achievement and attitudes using a posttest-only control-group design. Results showed a statistically significant difference in academic performance but not in student attitudes toward computers. (Author/LRW)

Describes a study conducted at a university in Taiwan that explored the effectiveness of electronic mail as a supplementary aid to instruction and as a communication link between students and between students and instructors in fostering interpersonal relationships. Examines student attitudes toward the instructor, group-mates, and other classmates. (Author/LRW)

Describes a study of fifth-grade Taiwanese students that examined the instructional effects of two grouping methods, cooperation with or without inter-group competition, on student academic achievement and pro-social behaviors in a computer-based science learning environment. Discusses implications for cooperative learning. (Author/LRW)

Examines the effects and implications of embedding the element of competition in computer-assisted cooperative learning situations on student cognitive, affective, and social outcomes. Results of statistical analyses of Taiwanese fifth graders show that cooperation without inter-group competition engendered better attitudes and promoted more positive inter-personal relationships. (Contains 50 references.) (Author/LRW)

Explores the relative effects of cooperation with and without inter-group competition on Taiwanese students' academic achievement in science and their attitudes toward science in a computer-assisted instruction environment. Contains 23 references. (Author/ASK)

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.chb.2009.05.002 Byline: Fu-Yun Yu Keywords: Applications in subject areas; Evaluation of online learning systems; Supporting classroom teaching; Teaching strategies; Learning strategies Abstract: Despite the fact that the benefits of student question generation are well documented, most students do not take part in question generation exercises during their formal schooling and are not accustomed to authoring questions. Under the premise that student question generation activities should be better supported in a timely, flexible and logistically feasible fashion, a customizable online learning environment that accentuates various scaffolding techniques has been designed and developed. The framework guiding the development of the system, and its associated designs, are described. To assess the various built-in scaffolds used to support students' learning activities by means of question generation, a study was undertaken to that measured students' perceived usefulness of each mechanism, as well as the effects of the perceived usefulness of the scaffolds on students' attitudes toward question generation learning activities in general. The data collected indicated that, by utilizing computers and network technologies, the developed system provided a supportive learning environment for student's question generation learning activities. Support features not yet included in other similar systems (including access to generic question stems with sample questions, access to model questions, two-way cyclic communication between authors of question and assessors, and the ability to conceal one's real identity by anonymity or nickname, etc.), were confirmed to provide a high level of support. Recommendations for classroom implementations and future studies are offered. Author Affiliation: Institute of Education, National Cheng Kung University, No. 1, University Road, Tainan City 701, Taiwan