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The Role of Technology-Based Scaffolding in Problem-Based Online Asynchronous Discussion
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Ak, Serife – British Journal of Educational Technology, 2016
This study examined the effects of technology-based scaffolds that were composed through the use of the seven-stage, problem-based learning strategy on knowledge construction in a problem-based online asynchronous discussion. In a quasi-experimental setting, 60 students in an undergraduate Instructional Technology and Material Design course were…
Descriptors: Scaffolding (Teaching Technique), Learning Processes, Teaching Methods, Problem Based Learning
Interaction between Gaming and Multistage Guiding Strategies on Students' Field Trip Mobile Learning Performance and Motivation
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Chen, Chih-Hung; Liu, Guan-Zhi; Hwang, Gwo-Jen – British Journal of Educational Technology, 2016
In this study, an integrated gaming and multistage guiding approach was proposed for conducting in-field mobile learning activities. A mobile learning system was developed based on the proposed approach. To investigate the interaction between the gaming and guiding strategies on students' learning performance and motivation, a 2 × 2 experiment was…
Descriptors: Educational Games, Field Trips, Handheld Devices, Learning Activities
A Constructionism Framework for Designing Game-Like Learning Systems: Its Effect on Different Learners
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Li, Zhong-Zheng; Cheng, Yuan-Bang; Liu, Chen-Chung – British Journal of Educational Technology, 2013
Game-like learning systems such as simulation games and digital toys are increasingly being applied to foster higher-level abilities in educational contexts, as they may facilitate an active learning experience. However, the effect of such game-like learning systems is not guaranteed because students may only be interested in the fantasy…
Descriptors: Active Learning, Instructional Design, Learning Strategies, Computer Simulation
Learning by Creating and Exchanging Objects: The SCY Experience
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De Jong, Ton; Van Joolingen, Wouter R.; Giemza, Adam; Girault, Isabelle; Hoppe, Ulrich; Kindermann, Jorg; Kluge, Anders; Lazonder, Ard W.; Vold, Vibeke; Weinberger, Armin; Weinbrenner, Stefan; Wichmann, Astrid; Anjewierden, Anjo; Bodin, Marjolaine; Bollen, Lars; D'Ham, Cedric; Dolonen, Jan; Engler, Jan; Geraedts, Caspar; Grosskreutz, Henrik; Hovardas, Tasos; Julien, Rachel; Lechner, Judith; Ludvigsen, Sten; Matteman, Yuri; Meistadt, Oyvind; Naess, Bjorge; Ney, Muriel; Pedaste, Margus; Perritano, Anthony; Rinket, Marieke; Von Schlanbusch, Henrik; Sarapuu, Tago; Schulz, Florian; Sikken, Jakob; Slotta, Jim; Toussaint, Jeremy; Verkade, Alex; Wajeman, Claire; Wasson, Barbara; Zacharia, Zacharias C.; Van Der Zanden, Martine – British Journal of Educational Technology, 2010
Science Created by You (SCY) is a project on learning in science and technology domains. SCY uses a pedagogical approach that centres around products, called "emerging learning objects" (ELOs) that are created by students. Students work individually and collaboratively in SCY-Lab (the general SCY learning environment) on "missions" that are guided…
Descriptors: Learning Activities, Learning Strategies, Interdisciplinary Approach, Science Education
Are Instructional Design Elements Being Used in Module Writing?
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Hashim, Yusup – British Journal of Educational Technology, 1999
Discusses the elements of instructional design and technical design in module writing. Describes the development of an evaluation instrument to evaluate the modules written by course lecturers from the School of Distance Education at the Universiti Sains Malaysia. Recommends that multimedia and distance-learning strategies be integrated into the…
Descriptors: Distance Education, Evaluation Methods, Foreign Countries, Higher Education