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Computers & Education

March 2014 Volume 72, Number 1

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Table of Contents

Number of articles: 32

  1. Institutionalised ICT use in primary education: A multilevel analysis

    Ruben Vanderlinde, Koen Aesaert & Johan van Braak, Department of Educational Studies, Belgium

    This study uses a multilayered framework of different independent school and teacher variables to study which factors are related to the use of ICT for teaching and learning in Flemish (Belgium)... More

    pp. 1-10

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  2. Using Kolb's Experiential Learning Cycle to improve student learning in virtual computer laboratories

    Abdullah Konak, Tricia K. Clark & Mahdi Nasereddin

    In information security education, learning experiences that involve hands-on experimentation are extremely important. However, information security topics are challenging to teach in traditional... More

    pp. 11-22

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  3. A system for knowledge discovery in e-learning environments within the European Higher Education Area – Application to student data from Open University of Madrid, UDIMA

    Juan A. Lara, David Lizcano & María A. Martínez, Open University of Madrid, Spain; Juan Pazos, Technical University of Madrid, Spain; Teresa Riera, Universidad de las Islas Baleares, Spain

    In today's open and dynamic learning environment, a significant percentage of students have a preference for flexible learning systems whereby they can reconcile their academic pursuits with their ... More

    pp. 23-36

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  4. A study of social participation and knowledge sharing in the teachers' online professional community of practice

    Fan-Chuan Tseng, Department of Business and Management, Taiwan; Feng-Yang Kuo, Department of Information Management, Taiwan

    To facilitate professional development of teachers in the online context, the online community of practice (CoPs) has become an important platform in which individuals with similar interests or... More

    pp. 37-47

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  5. Student teacher communication and performance during a clinical experience supported by a technology-enhanced cognitive apprenticeship

    Theodore J. Kopcha, Department of Career and Information Studies, United States; Christianna Alger, San Diego State University, United States

    This study is the third in a series of design-based research on a technology-enhanced cognitive apprenticeship (TECA) that uses a variety of technology (e.g. video, discussion boards, performance... More

    pp. 48-58

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  6. Do prior online course outcomes provide more information than G.P.A. alone in predicting subsequent online course grades and retention? An observational study at an urban community college

    Alyse C. Hachey, Claire W. Wladis & Katherine M. Conway, Borough of Manhattan Community College, United States

    In this study, prior online course outcomes and pre-course enrollment G.P.A. were used as predictors of subsequent online course outcomes, and the interaction between these two factors was assessed... More

    pp. 59-67

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  7. Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis

    Amina Cviko, Susan McKenney & Joke Voogt

    The present study aims to provide insight into the value of different teacher roles in designing and implementing technology-rich learning activities for early literacy. Three cases, each with a... More

    pp. 68-79

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  8. Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data

    Jerry Chih-Yuan Sun

    This study compared clicker technology against mobile polling and the Just-in-Time Teaching (JiTT) strategy to investigate how these methods may differently affect students' anxiety, self-efficacy,... More

    pp. 80-89

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  9. The impact of the computational inquiry based experiment on metacognitive experiences, modelling indicators and learning performance

    Sarantos Psycharis & Evi Botsari, Faculty of Pedagogical and Technological Education, Greece; Panagiotis Mantas & Dionisios Loukeris, Greek Ministry of Education, Greece

    Computational experiment approach considers modelling as the essential feature of Inquiry Based Science Education (IBSE), where the model and the computer take the place of the “classical”... More

    pp. 90-99

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  10. Online self-assessment and students' success in higher education institutions

    Maja Ćukušić, Željko Garača & Mario Jadrić

    This paper validates effects of online self-assessment tests as a formative assessment strategy in one of the first year undergraduate courses. Achieved students' results such as test scores and... More

    pp. 100-109

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  11. Using a “prediction–observation–explanation” inquiry model to enhance student interest and intention to continue science learning predicted by their Internet cognitive failure

    Jon-Chao Hong, Department of Industrial Education, Taiwan; Ming-Yueh Hwang, Department of Adult and Continuing Education, Taiwan; Ming-Chou Liu, National Dong Hwa University, Taiwan; Huei-Yin Ho, Department of Science Education, Taiwan; Yi-Ling Chen, Department of Industrial Education, Taiwan

    The development of information technology, such as iPad applications, facilitates the implementation of constructivist teaching methods. Thus, the present study developed a “prediction–observation–... More

    pp. 110-120

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  12. Is the effectiveness of lecture capture related to teaching approach or content type?

    Jared Danielson, Vanessa Preast & Holly Bender, Iowa State University College of Veterinary Medicine, United States; Lesya Hassall, Iowa State University, United States

    The purpose of two related studies was to explore the relationships between course characteristics (teaching approach, content type, and level of curricular coordination), lecture-capture... More

    pp. 121-131

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  13. “Critic-proofing” of the cognitive aspects of simple games

    Dragana Martinovic, Faculty of Education, Canada; C.I. Ezeife, School of Computer Science, Canada; Rob Whent, OTEP Inc., Canada; Jonathan Reed, Recolo UK Ltd., United Kingdom; Gerald H. Burgess, Department of Applied Psychology, United Kingdom; Chantal M. Pomerleau, Department of Psychology, Canada; Yuqi Yang, Faculty of Education, Canada; Ritu Chaturvedi, School of Computer Science, Canada

    This paper posits the use of computer games as cognitive development tools that can provide players with transferable skills suitable for learning in the 21st century. We describe a method for... More

    pp. 132-144

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  14. Computational thinking and tinkering: Exploration of an early childhood robotics curriculum

    Marina Umaschi Bers, Louise Flannery, Elizabeth R. Kazakoff & Amanda Sullivan

    By engaging in construction-based robotics activities, children as young as four can play to learn a range of concepts. The TangibleK Robotics Program paired developmentally appropriate computer... More

    pp. 145-157

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  15. The WebQuest model effects on mathematics curriculum learning in elementary school students

    Kai-Hsiang Yang

    Since its inception in 1995, the WebQuest instructional model has received substantial attention from educators who have applied it to teaching activities. However, WebQuest has seldom been applied... More

    pp. 158-166

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  16. An investigation into effectiveness of different reflective learning strategies for learning operational software

    Chorng-Shiuh Koong & Tzu-I Yang, Department of Computer Science, Taiwan; Chao-Chin Wu & Han-Tai Li, Department of Computer Science and Information Engineering, Taiwan; Chien-Chao Tseng, Department of Computer Science, Taiwan

    Skill certification promotion is one of the main policies facilitated by the technological and vocational education, where application software instruction is regarded as the core curriculum to... More

    pp. 167-186

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  17. Using e-portfolios to elevate knowledge amassment among university students

    Chi-Cheng Chang, Department of Technology Application & Human Resource Development, Taiwan; Chaoyun Liang, Department of Bio-Industry Communication and Development, Taiwan; Kuo-Hung Tseng, Graduate Institute of Business and Management, Taiwan; Ju-Shih Tseng, Department of Technology Application & Human Resource Development, Taiwan

    The study aimed to explore the effect of e-portfolios on knowledge amassment. Participants were juniors majoring in multimedia design and taking the course Analysis on Digital Game Industry at a... More

    pp. 187-195

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  18. University students' achievement goals and help-seeking strategies in an intelligent tutoring system

    Bram E. Vaessen & Frans J. Prins, Social and Behavioural Sciences; Johan Jeuring, Department of Information and Computing Sciences

    Help seeking behavior in an intelligent tutoring system was analyzed to identify help seeking strategies, and it was investigated whether the use of these strategies could be predicted by... More

    pp. 196-208

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  19. The impact of study load on the dynamics of longitudinal email communications among students

    Shahadat Uddin, Project Management Program & Centre for Complex Systems Research, Australia; Kate Thompson & Beat Schwendimann, Faculty of Education and Social Work, Australia; Mahendra Piraveenan, Project Management Program & Centre for Complex Systems Research, Australia

    With the advent of information technology, emails have gained wide acceptability among students as an asynchronous communication tool. According to the current pedagogy literature the overall trend... More

    pp. 209-219

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  20. A creative thinking approach to enhancing the web-based problem solving performance of university students

    Fan-Ray Kuo & Nian-Shing Chen, Department of Information Management, Taiwan; Gwo-Jen Hwang, Graduate Institute of Digital Learning and Education, Taiwan

    Along with the advancement of information and communication technology, researchers have pointed out the necessity and challenges of developing effective instructional strategies to enhance... More

    pp. 220-230

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