Pub Date : 2019-04-01DOI: 10.4018/IJDET.2019040103
E. Smidt, C. Cheong, Emily Dachroeden, Timothy Kochem
This article compares two studies, investigating administrator, faculty, and student perceptions of quality in online/blended courses conducted in two different contexts, namely (1) two midsize public universities in the United States, and (2) a college in a public university in Malaysia. The research question explored in both studies was: What is the meaning of “quality” in an online/blended course to administrators, faculty, and students? Survey data from the three constituents in both contexts were obtained. Qualitative data analysis revealed the top 7-8 quality features of each context as ranked by number of references. The results revealed similarities and differences in the rankings of the quality features between constituents and between contexts. Similarities suggested that different constituents had different priorities with regards to quality features while differences appeared to be based on where each institution was on their distance education trajectory. These findings should be considered and reflected on in online course design, teaching strategies, and student support.
{"title":"The Meaning of Quality in Online/Blended Courses to American and Malaysian Administrators, Faculty, and Students","authors":"E. Smidt, C. Cheong, Emily Dachroeden, Timothy Kochem","doi":"10.4018/IJDET.2019040103","DOIUrl":"https://doi.org/10.4018/IJDET.2019040103","url":null,"abstract":"This article compares two studies, investigating administrator, faculty, and student perceptions of quality in online/blended courses conducted in two different contexts, namely (1) two midsize public universities in the United States, and (2) a college in a public university in Malaysia. The research question explored in both studies was: What is the meaning of “quality” in an online/blended course to administrators, faculty, and students? Survey data from the three constituents in both contexts were obtained. Qualitative data analysis revealed the top 7-8 quality features of each context as ranked by number of references. The results revealed similarities and differences in the rankings of the quality features between constituents and between contexts. Similarities suggested that different constituents had different priorities with regards to quality features while differences appeared to be based on where each institution was on their distance education trajectory. These findings should be considered and reflected on in online course design, teaching strategies, and student support.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"280 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127504454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.4018/IJDET.2019040102
Augusto Weiand, I. Manssour, M. Silveira
With technological advances, distance education has been frequently discussed in recent years. The learning environments used in this course usually generates a great deal of data because of the large number of students and the various tasks involving their interaction. In order to facilitate the analysis of the data, the authors researched to identify how interaction and visualization techniques integrated with data mining algorithms can assist teachers in predicting students' performance in learning environments. The main goal of this work is to present the results of such research and the visual analysis approach that the authors developed in this context. This approach allows data gathering on the students' interactions and provides tools to investigate and predict pass/fail rates in the courses that are being analyzed. Our main contributions are: the visualization of the resources and their use by students; the possibility of making an individual analysis of students through interactive visualizations; and the ability to compare subjects in terms of students' performance.
{"title":"Visual Analysis for Monitoring Students in Distance Courses","authors":"Augusto Weiand, I. Manssour, M. Silveira","doi":"10.4018/IJDET.2019040102","DOIUrl":"https://doi.org/10.4018/IJDET.2019040102","url":null,"abstract":"With technological advances, distance education has been frequently discussed in recent years. The learning environments used in this course usually generates a great deal of data because of the large number of students and the various tasks involving their interaction. In order to facilitate the analysis of the data, the authors researched to identify how interaction and visualization techniques integrated with data mining algorithms can assist teachers in predicting students' performance in learning environments. The main goal of this work is to present the results of such research and the visual analysis approach that the authors developed in this context. This approach allows data gathering on the students' interactions and provides tools to investigate and predict pass/fail rates in the courses that are being analyzed. Our main contributions are: the visualization of the resources and their use by students; the possibility of making an individual analysis of students through interactive visualizations; and the ability to compare subjects in terms of students' performance.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133797916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.4018/IJDET.2019010104
Hungwei Tseng, Hsin-Te Yeh, Yingqi Tang
Trust is one of the important factors either fostering or damaging students' online teamwork learning experience. Building trust among team members has become a necessary step for a successful collaboration experience. The purpose of the article was to understand students' learning and teamwork experiences and further to investigate the relationships of learner-centered instructions, team trust, and social presence in an online learning community. Also, this article adds to the research on the role of social presence in promoting cognitive and affective trust. The results indicated there were positive correlations between learner-centered instructions and trust, between learner-centered instructions and social presence, and between trust and social presence. The study could provide suggestions for instructors teaching online courses for the implementation of learner-centered instructions and the importance of creating a social presence and building trust for students in a collaborative online learning environment.
{"title":"A Close Look at Trust Among Team Members in Online Learning Communities","authors":"Hungwei Tseng, Hsin-Te Yeh, Yingqi Tang","doi":"10.4018/IJDET.2019010104","DOIUrl":"https://doi.org/10.4018/IJDET.2019010104","url":null,"abstract":"Trust is one of the important factors either fostering or damaging students' online teamwork learning experience. Building trust among team members has become a necessary step for a successful collaboration experience. The purpose of the article was to understand students' learning and teamwork experiences and further to investigate the relationships of learner-centered instructions, team trust, and social presence in an online learning community. Also, this article adds to the research on the role of social presence in promoting cognitive and affective trust. The results indicated there were positive correlations between learner-centered instructions and trust, between learner-centered instructions and social presence, and between trust and social presence. The study could provide suggestions for instructors teaching online courses for the implementation of learner-centered instructions and the importance of creating a social presence and building trust for students in a collaborative online learning environment.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115383129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.4018/IJDET.2019010102
D. Gezgin
This article investigates the effect of mobile learning support on students' academic success on a database management systems (DBMS) course. The research was carried out with 36 students attending a state university in Turkey. In this study, a mixed method was used, which includes both quantitative and qualitative data collection techniques. For the quantitative data, the study was conducted in accordance with the pre-test and post-test-based two group quasi-experimental model. For the qualitative data, the descriptive analysis technique was used. The independent sample t-test and paired simple t-test were employed in the analysis phase. According to the findings, mobile learning positively affected students' academic achievement on the DBMS course, in that the students supported by mobile learning were more successful than students supported only by face-to-face training method. Finally, it is seen that the students have emphasized themes of motivation, 1-1 access, and an interest in terms of the effect of m-learning approach on academic success.
{"title":"The Effect of Mobile Learning Approach on University Students' Academic Success for Database Management Systems Course","authors":"D. Gezgin","doi":"10.4018/IJDET.2019010102","DOIUrl":"https://doi.org/10.4018/IJDET.2019010102","url":null,"abstract":"This article investigates the effect of mobile learning support on students' academic success on a database management systems (DBMS) course. The research was carried out with 36 students attending a state university in Turkey. In this study, a mixed method was used, which includes both quantitative and qualitative data collection techniques. For the quantitative data, the study was conducted in accordance with the pre-test and post-test-based two group quasi-experimental model. For the qualitative data, the descriptive analysis technique was used. The independent sample t-test and paired simple t-test were employed in the analysis phase. According to the findings, mobile learning positively affected students' academic achievement on the DBMS course, in that the students supported by mobile learning were more successful than students supported only by face-to-face training method. Finally, it is seen that the students have emphasized themes of motivation, 1-1 access, and an interest in terms of the effect of m-learning approach on academic success.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129765175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The analysis of learning behaviors from the log data of digital textbooks is beneficial for improving education systems. The focus of discussion in any analysis of learning behaviors is often on discovering the relationships between learning behavior and learning performance. However, little attention has been paid to investigating and analyzing learning patterns or rules among learning style of index (LSI), cognitive style of index (CSI), and the logs of digital textbooks. In this study, the authors proposed a method to analyze learning patterns or rules of reading digital textbooks. The analysis method used association analysis with the Apriori algorithm. The analysis was conducted using logs of digital textbooks and questionnaires to investigate students' learning and cognitive styles. From the detected meaningful association rules, this study found three student types: poorly motivated, efficient, and diligent. The authors believe that consideration of these student types can contribute to the improvement of learning and teaching
{"title":"Analyzing Learning Patterns Based on Log Data from Digital Textbooks","authors":"Kousuke Mouri, Zhuo Ren, Noriko Uosaki, Chengjiu Yin","doi":"10.4018/IJDET.2019010101","DOIUrl":"https://doi.org/10.4018/IJDET.2019010101","url":null,"abstract":"The analysis of learning behaviors from the log data of digital textbooks is beneficial for improving education systems. The focus of discussion in any analysis of learning behaviors is often on discovering the relationships between learning behavior and learning performance. However, little attention has been paid to investigating and analyzing learning patterns or rules among learning style of index (LSI), cognitive style of index (CSI), and the logs of digital textbooks. In this study, the authors proposed a method to analyze learning patterns or rules of reading digital textbooks. The analysis method used association analysis with the Apriori algorithm. The analysis was conducted using logs of digital textbooks and questionnaires to investigate students' learning and cognitive styles. From the detected meaningful association rules, this study found three student types: poorly motivated, efficient, and diligent. The authors believe that consideration of these student types can contribute to the improvement of learning and teaching","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125945310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.4018/IJDET.2018100105
M. Ullmann, D. Ferreira, C. Camilo-Junior
This article proposes an automatic group formation method applying the particle swarm optimization (PSO) algorithm to boost the quality of students' online interactions. The groups were heterogeneous regarding their levels of knowledge and their interests, and three different leadership roles were distributed among group members. A case study with 66 undergraduate students was performed. Discourse analysis was applied using two coding schemes to measure the critical thinking apparent in the students' online discussions and evaluate the socio-cognitive aspects of group interactions. The results provided evidence that groups of undergraduate students formed by the proposed method achieved better scores in most categories analyzed when compared to the randomly formed groups.
{"title":"An Automatic Group Formation Method to Promote Student Interaction in Distance Education Courses","authors":"M. Ullmann, D. Ferreira, C. Camilo-Junior","doi":"10.4018/IJDET.2018100105","DOIUrl":"https://doi.org/10.4018/IJDET.2018100105","url":null,"abstract":"This article proposes an automatic group formation method applying the particle swarm optimization (PSO) algorithm to boost the quality of students' online interactions. The groups were heterogeneous regarding their levels of knowledge and their interests, and three different leadership roles were distributed among group members. A case study with 66 undergraduate students was performed. Discourse analysis was applied using two coding schemes to measure the critical thinking apparent in the students' online discussions and evaluate the socio-cognitive aspects of group interactions. The results provided evidence that groups of undergraduate students formed by the proposed method achieved better scores in most categories analyzed when compared to the randomly formed groups.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131313077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.4018/IJDET.2018100104
Rong-Chi Chang, Z. Yu
This article aims to explore the impact of AR on the learning outcomes of college freshmen and their knowledge about the biology lab course. In a study, a basic biology lab course app was developed using AR technology. The students used this app to prepare for a basic biology lab course, and carry on self-learning without the help of instructors. The results showed that by integrating AR technology into the instruction, the students took on a more positive autonomous learning attitude; they were able to gain a better grasp of the basic biology lab knowledge through the interactive operation as well as cooperative learning. In addition, the students were found to have learned the importance of scientific knowledge with this interactive technology. The basic biology lab course app developed in the study offered the benefits of autonomous learning, situational simulation and interactive experience.
{"title":"Using Augmented Reality Technologies to Enhance Students' Engagement and Achievement in Science Laboratories","authors":"Rong-Chi Chang, Z. Yu","doi":"10.4018/IJDET.2018100104","DOIUrl":"https://doi.org/10.4018/IJDET.2018100104","url":null,"abstract":"This article aims to explore the impact of AR on the learning outcomes of college freshmen and their knowledge about the biology lab course. In a study, a basic biology lab course app was developed using AR technology. The students used this app to prepare for a basic biology lab course, and carry on self-learning without the help of instructors. The results showed that by integrating AR technology into the instruction, the students took on a more positive autonomous learning attitude; they were able to gain a better grasp of the basic biology lab knowledge through the interactive operation as well as cooperative learning. In addition, the students were found to have learned the importance of scientific knowledge with this interactive technology. The basic biology lab course app developed in the study offered the benefits of autonomous learning, situational simulation and interactive experience.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129263943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.4018/IJDET.2018100103
Gwo-Haur Hwang, Beyin Chen, Shiau-Huei Huang
This article describes how in context-aware ubiquitous learning environments, teachers must plan a theme and design learning contents to provide complete knowledge for students. Knowledge acquisition, which is an approach for helping people represent and organize domain knowledge, has been recognized as a potential way of guiding teachers to develop real-world context-related learning contents. However, previous studies failed to address the issue that the learning contents provided by multiple experts or teachers might be redundant or inconsistent; moreover, it is difficult to use the traditional knowledge acquisition method to fully describe the complex real-world contexts and the learning contents. Therefore, in this article, a multi-expert knowledge integration system with an enhanced knowledge representation approach and Delphi method has been developed. From the experimental results, it is found that the teachers involved had a high degree of acceptance of the system. They believe that it can unify the knowledge of many teachers.
{"title":"Development and Analysis of an Enhanced Multi-Expert Knowledge Integration System for Designing Context-Aware Ubiquitous Learning Contents","authors":"Gwo-Haur Hwang, Beyin Chen, Shiau-Huei Huang","doi":"10.4018/IJDET.2018100103","DOIUrl":"https://doi.org/10.4018/IJDET.2018100103","url":null,"abstract":"This article describes how in context-aware ubiquitous learning environments, teachers must plan a theme and design learning contents to provide complete knowledge for students. Knowledge acquisition, which is an approach for helping people represent and organize domain knowledge, has been recognized as a potential way of guiding teachers to develop real-world context-related learning contents. However, previous studies failed to address the issue that the learning contents provided by multiple experts or teachers might be redundant or inconsistent; moreover, it is difficult to use the traditional knowledge acquisition method to fully describe the complex real-world contexts and the learning contents. Therefore, in this article, a multi-expert knowledge integration system with an enhanced knowledge representation approach and Delphi method has been developed. From the experimental results, it is found that the teachers involved had a high degree of acceptance of the system. They believe that it can unify the knowledge of many teachers.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130894315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.4018/IJDET.2018100102
Brendan Flanagan, S. Hirokawa
This article contends that the profile of a foreign language learner can contain valuable information about possible problems they will face during the learning process, and could be used to help personalize feedback. A particularly important attribute of a foreign language learner is their native language background as it defines their known language knowledge. Native language identification serves two purposes: to classify a learners' unknown native language; and to identify characteristic features of native language groups that can be analyzed to generate tailored feedback. Fundamentally, this problem can be thought of as the process of identifying characteristic features that represent the application of a learner's native language knowledge in the use of the language that they are learning. In this article, the authors approach the problem of identifying characteristic differences and the classification of native languages from the perspective of 15 automatically predicted writing errors by online language learners.
{"title":"An Automatic Method to Extract Online Foreign Language Learner Writing Error Characteristics","authors":"Brendan Flanagan, S. Hirokawa","doi":"10.4018/IJDET.2018100102","DOIUrl":"https://doi.org/10.4018/IJDET.2018100102","url":null,"abstract":"This article contends that the profile of a foreign language learner can contain valuable information about possible problems they will face during the learning process, and could be used to help personalize feedback. A particularly important attribute of a foreign language learner is their native language background as it defines their known language knowledge. Native language identification serves two purposes: to classify a learners' unknown native language; and to identify characteristic features of native language groups that can be analyzed to generate tailored feedback. Fundamentally, this problem can be thought of as the process of identifying characteristic features that represent the application of a learner's native language knowledge in the use of the language that they are learning. In this article, the authors approach the problem of identifying characteristic differences and the classification of native languages from the perspective of 15 automatically predicted writing errors by online language learners.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130105120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-01DOI: 10.4018/IJDET.2018070101
Feyzi Kaysi
The purpose of this article is to determine the opinions and experiences of participants who took both distance and formal education courses concerning practice. The case study method was employed for this study. The data was collected through semi-structured interviews. Distance education software and recorded virtual course videos were analyzed and observations were made. The participants comprised eight students enrolled in formal education courses and who also took distance education courses during the 2015-2016 and 2016-2017 academic years, two instructors who were giving lectures through distance education and an instructor promoted in the students' education program. Findings indicated that the participants were aware of the time and space advantages of distance education but they do not use the system because they are not given sufficient information and they do not know how to use it. Findings also showed that virtual courses were almost never watched, and the most important factor related to this lack of use was the lack of interaction with instructors.
{"title":"An Analysis of Capstone Courses Given Through Distance Education in Turkey","authors":"Feyzi Kaysi","doi":"10.4018/IJDET.2018070101","DOIUrl":"https://doi.org/10.4018/IJDET.2018070101","url":null,"abstract":"The purpose of this article is to determine the opinions and experiences of participants who took both distance and formal education courses concerning practice. The case study method was employed for this study. The data was collected through semi-structured interviews. Distance education software and recorded virtual course videos were analyzed and observations were made. The participants comprised eight students enrolled in formal education courses and who also took distance education courses during the 2015-2016 and 2016-2017 academic years, two instructors who were giving lectures through distance education and an instructor promoted in the students' education program. Findings indicated that the participants were aware of the time and space advantages of distance education but they do not use the system because they are not given sufficient information and they do not know how to use it. Findings also showed that virtual courses were almost never watched, and the most important factor related to this lack of use was the lack of interaction with instructors.","PeriodicalId":298910,"journal":{"name":"Int. J. Distance Educ. Technol.","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123387644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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