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Direct linkWu, Sheng-Yi; Hou, Huei-Tse; Hwang, Wu-Yuin; Liu, Eric Zhi-Feng – Journal of Educational Computing Research, 2013
Both asynchronous and synchronous discussions have advantages and limitations for online learning. This study conducts an empirical analysis of these discussion activities while applying the proposed Seamless Online Learning Integrated Discussion (SOLID) system, which can instantly integrate Facebook's asynchronous discussion function with the MSN…
Descriptors: Problem Solving, Active Learning, Student Projects, Student Behavior
Mouza, Chrystalla; Karchmer-Klein, Rachel – Journal of Educational Computing Research, 2013
This study investigated the extent to which case development allowed pre-service teachers to recognize the interactions and integration of technology with content and pedagogy in their own practice. These interactions form the core of what has been called Technological Pedagogical Content Knowledge (TPACK), a distinct type of knowledge required…
Descriptors: Technology Integration, Instructional Effectiveness, Case Method (Teaching Technique), Learning Activities
Reigeluth, Charles M.; Aslan, Sinem; Chen, Zengguan; Dutta, Pratima; Huh, Yeol; Lee, Dabae; Lin, Chun-Yi; Lu, Ya-Huei; Min, Mina; Tan, Verily; Watson, Sunnie Lee; Watson, William R. – Journal of Educational Computing Research, 2015
The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-centered paradigm that it requires technology to serve very different functions. In 2006, a research team at Indiana University began to work on identifying those functions and published their results in 2008. Subsequently, the team elaborated and…
Descriptors: Individualized Instruction, Learner Controlled Instruction, Intelligent Tutoring Systems, Interdisciplinary Approach
Howard, Craig D.; Barrett, Andrew F.; Frick, Theodore W. – Journal of Educational Computing Research, 2010
In this quasi-experimental case study, we compared five sections of a basic undergraduate technology course. Within an asynchronous web forum, pre-service teachers wrote short critiques of websites designed by their classmates. This peer feedback was provided anonymously by students in two classes (n = 35) whereas providers and recipients of peer…
Descriptors: Feedback (Response), Preservice Teacher Education, Computer Mediated Communication, Education Courses
Zheng, Robert – Journal of Educational Computing Research, 2010
This study focuses on the effects of situated learning on students' knowledge acquisition by investigating the influence of individual differences in such learning. Seventy-nine graduates were recruited from an educational department and were assigned to situated learning and traditional learning based on a randomized block design. Results…
Descriptors: Individual Differences, Conventional Instruction, Teacher Education Programs, Social Influences
Hung, Jui-Long; Crooks, Steven M. – Journal of Educational Computing Research, 2009
The student learning process is important in online learning environments. If instructors can "observe" online learning behaviors, they can provide adaptive feedback, adjust instructional strategies, and assist students in establishing patterns of successful learning activities. This study used data mining techniques to examine and…
Descriptors: Feedback (Response), Educational Strategies, Data Analysis, Teaching Methods
