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Computers & Education

2015 Volume 91, Number 1

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Table of Contents

Number of articles: 8

  1. A step further in Peer Instruction: Using the Stepladder technique to improve learning

    Nicolas Michinov, Université Rennes 2 (CRPCC, EA 1285), France; Julien Morice, Université européenne de Bretagne, France; Vincent Ferrières, Ecole Nationale Supérieure de Chimie de Rennes (CNRS, UMR 6226), France

    Peer Instruction (PI) is an instructional strategy for engaging students during class through a structured questioning process that improves the learning of the concepts of fundamental sciences.... More

    pp. 1-13

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  2. Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching

    ChanMin Kim, Dongho Kim, Jiangmei Yuan & Roger B. Hill, College of Education, United States; Prashant Doshi, College of Arts and Sciences, United States; Chi N. Thai, College of Engineering, United States

    We report a research project with a purpose of helping teachers learn how to design and implement science, technology, engineering, and mathematics (STEM) lessons using robotics. Specifically, pre-... More

    pp. 14-31

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  3. Using online assessments to stimulate learning strategies and achievement of learning goals

    Miran Zlatović, Igor Balaban & Dragutin Kermek

    The main goals of this research are: (i) to explore the influence that announcement of certain type of online assessment has on students' learning strategies and (ii) to explore the influence of... More

    pp. 32-45

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  4. Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry

    Chih-Chao Hsu, Department of Engineering Science, Taiwan; Chiung-Hui Chiu & Chun-Hsu Lin, Graduate Institute of Information and Computer Education, Taiwan; Tzone-I. Wang, Department of Engineering Science, Taiwan

    Constructing scientific explanations is necessary for students to engage in scientific inquiry. The purpose of this study is to investigate the influence of using a structured argumentation... More

    pp. 46-59

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  5. Development of auditory design guidelines for improving learning on mobile phones

    Tae-Hyun Kim, POSCO Group University, Korea (South); Sung-Hee Jin, Academy of Convergence Education, Korea (South)

    Although auditory information in mobile learning (m-learning) can be an important resource for delivering knowledge and information, the importance of guidelines for designing auditory instructions... More

    pp. 60-72

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  6. Prezi versus PowerPoint: The effects of varied digital presentation tools on students’ learning performance

    Pao-Nan Chou, Department of Education, Taiwan; Chi-Cheng Chang, Department of Technology Applications and Human Resource Development, Taiwan; Pei-Fen Lu, Anping Elementary School, Taiwan

    This study investigated the effect of varied digital presentation tools (PowerPoint and Prezi) on the learning performance of students. The research focus was to evaluate how different presentation... More

    pp. 73-82

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  7. Context counts: How learners' contexts influence learning in a MOOC

    Nina Hood, Faculty of Education, University of Auckland, New Zealand; Allison Littlejohn, Open University, United Kingdom; Colin Milligan, Caledonian Academy, United Kingdom

    Massive Open Online Courses (MOOCs) require individual learners to self-regulate their own learning, determining when, how and with what content and activities they engage. However, MOOCs attract a... More

    pp. 83-91

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  8. Computer-generated log-file analyses as a window into students' minds? A showcase study based on the PISA 2012 assessment of problem solving

    Samuel Greiff & Sascha Wüstenberg, University of Luxembourg, Luxembourg; Francesco Avvisati, Organisation for Economic Co-operation and Development, France

    This paper aims at showcasing the potential of log-file analyses by capitalizing on the computer-based assessment of complex problem solving (CPS) in the 2012 cycle of the Programme for... More

    pp. 92-105

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