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Handheld devices are widely applied to support open and distributed learning, where students are diverse. On the other hand, customization and personalization can be applied to accommodate students’ diversities. However, paucity of research compares the effects of customization and personalization in the context of handheld devices. To this end, a customized digital learning system (CDLS) and personalized digital learning system (PDLS) were implemented with the handheld devices and they tailored to the needs of different cognitive style groups. Furthermore, we conducted two empirical studies to examine the effects of cognitive styles on the use of the CDLS and PDLS. More specifically, Study 1 identified the preferences of each cognitive style group while Study 2 investigated how students with different cognitive styles react to the CDLS and the PDLS. The results from these two studies showed that student with the CDLS and those with the PDLS obtained similar task scores and post-test scores, regardless of their cognitive styles. However, cognitive styles affected the efficiency of completing tasks and perceptions for customization and personalization.

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Using in-class questions is an efficient instructional strategy to keep abreast of the state of student learning in a class. Some studies have found that discussing in-class questions in synchronous learning is helpful. These studies demonstrated that synchronous questions not only provide students with timely feedback, but also allow teachers to change the pedagogy adaptively. However, some studies have also shown negative results of synchronous questions in that students may resist being questioned because of anxiety. Therefore, this paper proposes an idea of showing students funny images in order to reward them for providing correct answers. The effect of connecting questions with funny image rewards was examined by collecting data on student test scores, on facial expressions and on electroencephalogram (EEG) responses elicited using this strategy. The data on students' facial expressions indicated that being presented with funny images for correct answers consistently helps to arouse positive emotions in participants. Also, the data on the EEG responses showed that the participants receiving the rewarded questions demonstrated a trend toward increasing levels of attention and relaxation. However, the results also revealed that significant improvements in test scores were not apparent regardless of whether or not amusing visual stimuli were used. The findings imply that showing funny images as a stimulus enhances students' affective states in student-teacher interactions during online learning activities.

EN:

This study investigated interactive effects of navigation and offline comprehension skill on digital reading performance. As indicators of navigation relevant page selection and irrelevant page selection were considered. In 533 Spanish high school students aged 11-17 positive effects of offline comprehension skill and relevant page selection on digital reading performance were found, while irrelevant page selection had a negative effect. In addition, an interaction between relevant page selection and offline comprehension skill was found. While the effect of relevant page selection was strong in good offline comprehenders, it was significantly reduced in weak offline comprehenders. The effect of offline comprehension skill was strong in students showing high rates of relevant page selection, while it was weak and insignificant in students showing low rates of relevant page selection.

EN:

On the one hand, a growing amount of research discusses support for improving online collaborative learning quality, and many indicators are focused to assess its success. On the other hand, thinkLets for designing reputable and valuable collaborative processes have been developed for more than ten years. However, few studies try to apply thinkLets to online collaborative learning. This paper introduces thinkLets to online collaborative learning and experimentally tests its effectiveness with participants responces on their satisfaction. Yield Shift Theory (YST), a causal theory explaining inner satisfaction, is adopted. In the experiment, 113 students from Universities in Beijing, China are chosen as a sample. They were divided into two groups, collaborating online in a simulated class. Then, YST in student groups under online collaborative learning is validated, comparison study of online collaborative learning with and without thinkLets is implemented and satisfaction response of participants are analyzed. As a result of this comparison, YST is proved applicable in this context, and satisfaction is higher in online collaborative learning with thinkLets.

EN:

This study aimed to investigate the effectiveness of two different teaching methods on learning effectiveness. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Learning effectiveness encompassed learning achievement, teacher-student interactions, and learning satisfaction. The experimental method was supplemented with qualitative interviews. Overall, 181 freshmen taking a course on physics were allowed to choose their own class based on their preferred teaching method (experimental or control group). The findings indicated that learners in the experimental group scored higher for learning achievement. When selecting a teaching method, if sufficient resources are available, it is suggested that teachers provide learners with the combination of OCW and flipped classroom. Although there was no significant between-group difference in terms of teacher-student interactions and learning satisfaction, the interactions in the flipped classroom had positive effect on students’ learning achievement. The use of the flipped classroom model allows for adequate teacher-student interactions, as teachers can provide guidance and assistance to students in person, while there are greater opportunities for collaborative learning among learners. In addition, since the flipped classroom model emphasizes the process of learning rather than its outcomes, information technology tools should be used to keep detailed records and follow the learning process in order to assess various aspects of the learners’ growth. The results of this study can serve as a reference for future studies on the flipped classroom model and OpenCourseWare, as well as for teachers and researchers in related fields.

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The Effective Classroom Interactions (ECI) online courses were designed to provide an engaging, effective and scalable approach to enhancing early childhood teachers’ use of classroom practices that impact children’s school readiness. The created courses included several versions aimed at testing whether or not certain design aspects could increase participation and subsequent learning outcomes. The purpose of this study was to examine the extent to which early childhood teachers accessed the courses and varied in their a) participation in the core course content and b) optional discussion board as a result of the course experience they were assigned to as well as individual characteristics that may be associated with participation. Findings indicated that early childhood teachers accessed the course often on nights and weekends and reported high levels of satisfaction with their experience. Both persistence in the ECI courses and overall completion of activities were higher than those reported in other studies of online learning. Whether or not the participant was in the course that had regular interactions with the instructor, comfort with technology and took the course for credit consistently predicted participation, but not always in expected ways. Implications for exploring online learning as a feasible option for early childhood educators are discussed.

EN:

Higher education institutions that have implemented blended and/or online learning need to be on the forefront of the cutting edge technological and educational advances in order to remain competitive and innovative. This task is usually very difficult due to the budget constraints that many institutions have. Keeping up with the current technological advances often brings not only financial challenges, but also transitional challenges that may put at risk learning quality and reputation of the institution, as well as performance of students. This work describes the features of the system, and the results and challenges of transitioning to an e-learning system that displays learning materials through a sequence of reusable learning objects (LOs) from the system that does not have these capabilities. Based on the research of existing methodologies and the results of this research, this work proposes a methodology for transferring into an LO-oriented e-learning system. Findings of this work reveal advantages, disadvantages, and potential obstacles of e-learning system implementation with LOs and give an overview of suggestions for implementation improvements. These suggestions are given based on evaluation of the implementation of an LO-oriented e-learning system, after the transition from the traditional non-LO oriented e-learning system.

EN:

Students’ performance in online learning environments is associated with their readiness to adopt a digital learning approach. Traditional concept of readiness for online learning is connected with students’ competencies of using technology for learning purposes. We in this research, however, investigated psychometric aspects of students’ preparedness for online learning. Purpose of the activity was to examine students’ emotional intelligence as a determinant of their readiness for online learning. 432 learners enrolled in distance learning programs participated in the study. Wong and Law emotional intelligence scale (WLEIS) and online learning readiness scale (OLRS) were adapted to collect the required data. Regression coefficient portrays a large predictive contribution of students’ emotional intelligence in explaining variance in their readiness for e-learning.

EN:

A course design question for self-paced courses includes whether or not technological measures should be used in course design to force students to follow the sequence intended by the course author. This study examined learner behavior to understand whether the sequence of student assignment submissions in a self-paced distance course is related to successful completion of the course. The study included 543 students in 89 different general education courses at a private university in the United States during a two year period. Results indicate that students who completed at least one assignment or exam out of the intended sequence of instruction were more likely to complete the course. Results were consistent when replicating the analysis with subsets of the data by course characteristics such delivery type, content, course format, and course level; and student demographics such as ethnicity, gender, GPA, and class standing. Learner control and self-direction within online self-paced courses should be included in course design to increase the likelihood of learner successful completion. Additional research could benefit course design and student support to promote higher rates of completion in self-paced courses.

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The blog as a type of social software has been used in education for several years, and its positive effect in the field has been asserted in many studies. This study presents the factors of participants and blogs that predict blogging activeness during teaching practice and induction year. During the teaching practice and induction year all participants could use a blog to share experiences, ask questions, receive support, and so on. The blogs were supported by the tutors and all blogs were collective blogs, but they were organised differently and used differently. The data collected included 1,137 blog posts from 192 participants using 13 collective blogs along with their self-reports via pre- and post-period questionnaires. Multiple regression analysis was used in this study. The results showed that the most influential positive factors predicting participant activeness on the blog were the strength of social relationships between the participants and the pleasant and supportive atmosphere in the blog so that learners can feel blogging is suitable.

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The purpose of this study was to identify the relationship between the psychological variables and online behavioral patterns of students, collected through a Learning Management System (LMS). Test was attempted of a structural equation model representing the relationships among Time and Study Environment Management (TSEM), one of the sub-constructs of MSLQ, influencing a set of time-related online log variables: login frequency, login regularity, and total login time. Data were collected from 188 college students in a Korean university. Employing structural equation modeling, a hypothesized model was tested for measuring the model fit. The results presented a criterion validity of online log variables to estimate their time management. The structural model including TSEM, online variable, and final score with a moderate fit indicated that learners’ time related online behavior mediates their psychological functions and their learning outcome. Based on the results, the final discussion includes the recommendations for further study and the meaningfulness in regard to the expantion of Learning Analtyics for Performance and Action (LAPA) model.

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Use of mobile technology is widespread, particularly among the younger generation. There is a huge potential for utilizing such technology in lecture classes with large numbers of students, serving as an interaction tool between the students and lecturers. The challenge is to identify significant adoption factors to ensure effective adoption of mobile technology to promote interactivity between students and lecturers. This paper aims to examine factors supporting the use of mobile wireless technology during lectures to promote interactivity between students and lecturers in Malaysia’s higher education institutions. A survey involving higher education students enrolled in on-campus academic courses in Malaysia was conducted with a sample size of 302. Factor analysis results identified five factors: independent variables System Usefulness (SU), User System Perception (USP), User Uncertainty Avoidance (UUA), System and Information Quality (SIQ), and dependent variable Mobile Wireless Technology Adoption for Interactive Lectures (MWT_AIL). All independent variables are positively associated to MWT_AIL, with UUA and SIQ having higher levels of significance compared to SU and USP. Respondents were selected from higher learning institutions from urban areas in Malaysia. Therefore results obtained are not representative of the entire higher education landscape in Malaysia, and future studies are warranted to include higher learning institutions located in rural areas. It is hoped that findings from this study will serve as a catalyst for future studies to be conducted, particularly among higher education researchers seeking ways to utilize technology effectively to enhance the learning experiences of students.