Computer Assisted Adult Interactive Learning in a Multi-Cultural Environment

Liang, Amy; McQueen, Robert J.

doi:10.1177/104515959901100108

Cited by 47 publications

(27 citation statements)

References 5 publications

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“…Specifically, Chinese learners were found to be less critical and questioning in online discussions than American learners (Thompson & Ku, 2005). They are more likely to get a definite answer from teachers, rather than getting answers from the interaction (Liang & McQueen, 1999). So, the significant differences of students' perceptions of the CoI presences in…”

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confidence: 96%

Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

Wang²,

Wang³

et al. 2017

IRRODL

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The purpose of this study was to verify a Chinese version of Community of Inquiry (CoI) instrument with learning presence and explore the causal relationships of the factors in the instrument. This study first examined the reliability and validity of the instrument. All four presences had acceptable levels of reliability (all Cronbach's α> .765 or higher). The confirmatory factor modeling approach was used to assess its validity. Then, the study used path analysis and regression analysis to explore the causal relationships of the presences. The key findings showed that teaching and social presences directly influenced the perceptions of learning presence. Learning presence was a partial mediating variable of interactional relationship within CoI constructs.

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confidence: 96%

Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

Wang²,

Wang³

et al. 2017

IRRODL

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“…Wang (2007) attributed this finding to Asian culture"s embodiment of power distance. Liang and McQueen (2000) examined the impact of e-mail interaction on the learning outcomes of 18 culturally diverse adult learners from China, Fiji, Hong Kong, Korea, New Zealand, the Philippines, South Africa, Taiwan, and the US. Data from questionnaires, observations, and interviews revealed that Western students were more open to the idea of learning from peers online and perceived peer interaction to be beneficial intellectually, affectively, and interpersonally.…”

Section: Mixed Methods Studiesmentioning

confidence: 99%

“…8. Liang and McQueen (2000), Fang (2007), and Thompson and Ku (2005) found that students from Asian cultures, who see instructors as authority figures, value teacher feedback more than peer feedback and get frustrated when they do not see teacher presence in ALNs. For example, Hong, a Chinese student from Thompson and Ku"s (2005) study stated:…”

Section: What Implications Do These Studies Suggest For Practice?mentioning

confidence: 99%

“…This finding has significant implications for online instructors who emphasize collaborative work in their courses. One implication is that online instructors should allow sufficient time to develop relationships prior to engaging learners in collaborative activities (Liang & McQueen, 2000). In addition, they should allow learners to work in small groups, encourage diversity in those groups (Thompson & Ku, 2005;Wang & Reeves, 2007), and always monitor the nature and scope of team work (Wang, 2007).…”

Section: What Implications Do These Studies Suggest For Practice?mentioning

confidence: 99%

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IRRODL Volume 10, Number 3

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2009

IRRODL

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As usual, the subject and research methods employed in the articles are heterogeneous, though all content has a focus on distance education. Ten of the articles relate to innovations in teaching and learning in distance contexts. Issues covered include synchronous technologies, multimedia training in industry contexts, web conferencing in high schools, strategies to create online group collaboration, and effective and ineffective instructor behaviours. We also have two very interesting conceptual pieces, one on the role of culture in online learning and the other highlighting the effect of transparency on cooperative learning. The issue begins with two excellent articles relating directly to distance education research. The first presents the results of a Delhi study in which international experts prioritized distance education research issues and trends. The second is an article that provides a ranking system and the results when it is used to assess computer-mediated learning journals. I confess that I cannot resist bringing to your attention that IRRODL rates as the top-ranked journal amongst 46 contenders!! The ratings game, while potentially both ego boosting and deflating for editors and authors, has very serious implications in academia. Enormous attention is placed in tenure and promotion hearings on not only the number of publications a scholar produces but also on the quality of the journals in which this work appears. Unfortunately, like many other measures of quality, determining the quality (often referred to as "impact factor") of scholarly journals raises many issues including the validity of the results, the reliability of the measurement scales, and the effect of regional, linguistic, and pecuniary bias. Much work has been done to create valid indexes of journal quality, and Elbeck"s and Mandernach"s (this issue) innovative assessment strategies add to this literature. The digitization of articles and their accessibility on the web (either through subscription to databases of commercial publications or through open access) creates opportunity for new metrics to calculate impact. These include the number of downloads and links from other Editorial -The Ratings Game Anderson 2 sources. However, citation of the work by one"s peers remains the most credible measurement of impact.Thus, I was very pleased to bump into the work of Australian researcher Anne-Wil Harzing and the interesting tool she has developed and released freely for non-commercial use. The downloadable tool, "Publish or Perish," uses the Google Scholar database to aggregate the number of articles and the number of times they have been cited by others. These citation numbers are then used to calculate an "impact factor" of both individual authors and journals. The tool also provides a number of algorithms that attempt to resolve the problem of multiple authors and also allow one to restrict publications used in the calculations by date or subject matter. Although Google Scholar"s data collection methods remain clouded in commercial ob...

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“…In order to make the language learning process a more motivating experience, researchers need to put a great deal of thought into developing programs which maintain students' interest and have obtainable short term goals. The use of an interesting computer-based method can help to increase the motivation level of students, and computer-based learning has an advantage over human-based learning in that it seems to give a more relaxed atmosphere for language learning [5]- [7].…”

Section: Second Language Acquisition Theorymentioning

confidence: 99%

Foreign Language Tutoring in Oral Conversations Using Spoken Dialog Systems

Lee

Noh

Lee

et al. 2012

IEICE Trans. Inf. & Syst.

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SUMMARYAlthough there have been enormous investments into English education all around the world, not many differences have been made to change the English instruction style. Considering the shortcomings for the current teaching-learning methodology, we have been investigating advanced computer-assisted language learning (CALL) systems. This paper aims at summarizing a set of POSTECH approaches including theories, technologies, systems, and field studies and providing relevant pointers. On top of the state-of-the-art technologies of spoken dialog system, a variety of adaptations have been applied to overcome some problems caused by numerous errors and variations naturally produced by non-native speakers. Furthermore, a number of methods have been developed for generating educational feedback that help learners develop to be proficient. Integrating these efforts resulted in intelligent educational robots -Mero and Engkey -and virtual 3D language learning games, Pomy. To verify the effects of our approaches on students' communicative abilities, we have conducted a field study at an elementary school in Korea. The results showed that our CALL approaches can be enjoyable and fruitful activities for students. Although the results of this study bring us a step closer to understanding computer-based education, more studies are needed to consolidate the findings. key words: intelligent computer-assisted language learning, robot-assisted language learning, language learning game, grammatical error detection, corrective feedback

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Computer Assisted Adult Interactive Learning in a Multi-Cultural Environment

Cited by 47 publications

References 5 publications

Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

IRRODL Volume 10, Number 3

Foreign Language Tutoring in Oral Conversations Using Spoken Dialog Systems

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