ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications
June 2006
Editors
Elaine Pearson; Paul Bohman
Table of Contents
Number of papers: 502
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A Prototype Study of a Knowledge-based Courses Support System in Taiwan
Chien Yun Dai, Department of Industrial Education, National Taiwan Normal University, Taiwan; Ming-Ju Hsu, Department of Industrial Education, National Taiwan Normal University; Associate Research Fellow, National Policy Foundation, Taiwan; Chiu-pai Ho, Department of Industrial Education, National Taiwan Normal University, Taiwan
A Decision Support System (DSS) usually is a computerized software tool used to assist managers or administrators in their decision-making processes. Many Decision Support Systems are tailor-made ... More
pp. 1053-1058
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Fading Presentation Scaffolding to General Ontologies
Paul Juell, North Dakota State University, United States; Priya Joseph, NDSU, United States
We would like to present students with clear and well structured tutorials and then in controlled steps allow the student to see the full underlying knowledge about a topic. In education terms, we ... More
pp. 1059-1063
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A Different Case: An Online Multimedia System for Teaching Design and Human-Computer Interaction
D. Scott McCrickard & Laurian Hobby, Virginia Tech, United States
Online materials and systems for teaching human-computer interaction currently do not fully support students attempting to learn about design. Apart from trying to grasp rudimentary concepts,... More
pp. 1064-1065
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AHKME Learning Object Manager Tool
Hugo Rego, Tiago Moreira & Francisco Garcia, University Of Salamanca, Spain
AHKME e-learning platform's main aim is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing... More
pp. 1066-1073
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A Web-based Learning System with Tracking Capability
Fu-Shing Sun, Ball State University, United States
This paper demonstrates a web-based learning system with tracking capability to facilitate both teaching and learning. The system can be used to deliver distance education courses or served as... More
pp. 1074-1078
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Nontraditional Student Participation in Distance Education: Applying Principles of Andragogy and Constructivism
Elizabeth Anne Christo-Baker, University of Toledo, United States
Developments in computer and communications technology are creating a technology driven society. Higher education has not been immune from this trend and institutions are increasing their... More
pp. 1079-1084
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Narrative Inquiry as an Online Assessment Tool
Lesley Farmer, California St. University Long Beach, United States
In an effort to study assessment as an element in the scholarship of teaching, narrative inquiry was incorporated into two library media courses. Students electronically posted and shared... More
pp. 1085-1090
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Listening Online: Student Teachers' Listening Behaviors in Online Discussion
Dianne Forbes, University of Waikato, New Zealand
This paper outlines a small study involving an asynchronous online discussion between first year teacher education students and 12-year-old pupils. The topic of the discussion was Information and... More
pp. 1091-1096
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Basis for Technology Implementation in Primary School: Teachers Views About Constructivist Learning Perspective Inside School Curriculum
Heikki Haaparanta, Tampere University of Technology, Pori, Finland
New digital learning environments are built in base of (socio-) constructivist learning perspective. Pupils are seen in this perspective as active participants who are eager to study, learn and... More
pp. 1097-1100
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The Effects of Epistemic Belief and Discussion-Facilitating Strategy on Message Type and Satisfaction in Online Discussion
In Sook Han, Teachers College, Columbia University, United States; Innwoo Park, College of Education, Korea University, Korea (South)
This study was conducted to evaluate the effects of students' epistemic belief and the instructor's discussion-facilitating strategy on message type and satisfaction in online discussion. It was... More
pp. 1101-1108
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Empowerment Learning: True Learner-Centered Learning in Online Environment
Aaron Kim, Florida State University, United States
Approaches claimed to be learner-centered usually limit the learners?involvement to the learning process itself. It is not really learner-centered since the learners are excluded in major decision... More
pp. 1109-1112
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Internet self-efficacy and preferences toward constructivist Internet-based learning environments
Jyh-Chong Liang, Chinmin Institute of Technology, Taiwan, Taiwan; Chin-Chung Tsai, Institute of Education, National Chiao Tung University, Taiwan
This study was conducted to explore the relationship between Internet self-efficacy and preferences toward constructivist Internet-based learning environments. The sample included 473 college... More
pp. 1113-1119
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Thinking at the Edge: Research on Inquiry-Based Learning
Jing Lin, The University of Georgia, United States
Inquiry-based learning has gained wide interest and has invited many people~{!/~}s effort in improving the relevant research and practice. Inquiry-based learning research can be viewed as a moving ... More
pp. 1120-1127
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Benefit of an optional web-based seminar: Comparing ways of learning on the web
Pekka Makkonen, University of Jyvaskyla, Finland
This paper describes the use of the web as a complementary addition to conventional lectures in the learning of the basic concepts of information management and information systems development. We ... More
pp. 1128-1133
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Constructive or instructive approach? Which online pedagogy is better in a foreign language course?
Kazue Masuyama, California State University Sacramento, United States
Over the past three years, a computer specialist and a language instructor collaboratively developed successful web-enhanced Japanese language courses through the use of WebCT, an interactive... More
pp. 1134-1141
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Cyber Bullies Among the Digital Natives and Emerging Technologies
Maribeth Montgomery Kasik, Governors State University, United States; Michael Mott & Robert Wasowski, Saint Xavier University, United States
This paper and power point presentation addresses practical applications for developing skills needed to combat those who use technology for harm. Practical applications and constructivist... More
pp. 1142-1146
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From Onsite to Online: Reflections on Supervising
Thomas Uzhuvath, University of Kerala,, India
This paper describes the experiences and reflections of a teacher educator and twenty-seven student teachers on their acquaintanceship with the use of email during practice teaching session. Online... More
pp. 1147-1153
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Using Video Games to Develop Social, Collaborative and Communication Skills
Christopher Bailey, Elaine Pearson, Stavroula Gkatzidou & Steve Green, University of Teesside, United Kingdom
This paper describes a project in the North East of England involving a company who offer multi-player networked PC gaming to students who have been placed on an alternative curriculum. The... More
pp. 1154-1161
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WebCiTy: Building Classroom Community Online
Michael Bowen, American University in Cairo, Egypt
Maintaining a course website via WebCT (or similar courseware), as many instructors know, provides easy and efficient management of course materials, readings, and assignments. Yet, if... More
pp. 1162-1166
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An Interdisciplinary Collaborative Model of Web Course Enhancement Between the Department of Educational Psychology and the College of Nursing in a University Setting
Beverly Bowers, The University of Oklahoma College of Nursing, United States; Xun Ge & Kun Huang, The University of Oklahoma, United States
Graduate students in the Program of Instructional Psychology and Technology benefit from designing projects using real world settings in order to understand the complexities inherent in project... More
pp. 1167-1169