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This study explored the impact of Technology Enabled Active Learning (TEAL) on students learning general physics, focusing on differences between genders and among various achievement levels. A quasi-experimental investigation was conducted on two semesters of courses offered in 2008. Data sources consisted of pre-tests, posttests, self-report surveys, class observations, and interview data. The test results indicate that the learning gain achieved by the experimental group was 11% higher than that achieved by the control group in the first semester, though the margin decreased to 1% in the second semester. In the situation of the low achievement level, there was no difference found in the learning gain achieved by the two groups in the second semester. The qualitative data revealed that student academic performances were disclosed to be associated with the following factors: the instructors' teaching styles and instructional skills, the students' prior knowledge, their study habits, and the cohort atmosphere. That is, implementation of the innovative tool alone might not be sufficient to significantly improve student performance. Nonetheless, the interactive, collaborative instructional approach seemed to appeal to females more than it did to males, disclosing the potential of TEAL in narrowing the learning gap between genders.

In this study we explored the indicators that attract users to engage in online question and answer (Q&A) discussion forums. Our strategy of recruiting users as a source of information to generate user-centered indicators was a new approach. We conducted in-depth interviews with 41 users to gain a perspective on 2 popular online Q&A discussion forums. To establish a theoretical framework, we employed the personal, environmental, and behavioral components proposed by Bandura (1986). Our findings revealed that 15 indicators are associated with the popularity of online Q&A discussion forums. The indicators identified in this study could be used in future research to guide users in the selection of appropriate online Q&A forums.

The purpose of this study is to investigate how a group of junior-high school pupils created a functional boat from scratch and resolved the problems encountered in a scientific project. The study was conducted using a qualitatively exploratory method. Data sources consist of artefacts, interviews, observations, and self-reflection reports. The study results reveal that the hands-on, trial-and-error experiential learning not only helped the pupils enhance their creative skills and problem-solving abilities, but also helped them realize the value of collaboration. Nevertheless, although they were able to make various shapes of boats using different materials, only half of the boats created were able to successfully complete the established course. It discloses that turning a model work into a functional piece demands a certain extent of scientific knowledge and skills associated with the tasks, in addition to creative skills. The students’ anticipation of the teacher’s scaffolding to achieve the project goal was found to vary greatly among teams, indicating a dilemma of the teachers’ role in an open-form scientific project. How the created products were ranked in the project also raises concerns regarding setting up criteria to assess scientific artefacts. Suggestions for enhancing future implementations are provided. Key words: boat creation, collaborative learning, hands-on skills, problem solving skills.