Fostering learners’ metacognitive skills of keyword reformulation in image seeking by location-based hierarchical navigation

Liu, Ming Chi; Huang, Yueh Min; Kinshuk, Kinshuk; Wen, Dunwei

doi:10.1007/s11423-012-9280-3

Cited by 12 publications

(6 citation statements)

References 47 publications

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“…This cannot be underestimated given the impact of ICT in patient care and the NMC requirement. These findings reflect ICT skill acquisition through following instruction and concur with Liu et al (2013). Their results give a correlation between good information-seeking skills and independent problem-solving.…”

Section: Theme 3: the Usefulness Of Online And Paper Help Manualssupporting

confidence: 84%

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Using principal components analysis to explore competence and confidence in student nurses as users of information and communication technologies

Todhunter

2015

Nursing Open

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AimTo report on the relationship between competence and confidence in nursing students as users of information and communication technologies, using principal components analysis.DesignIn nurse education, learning about and learning using information and communication technologies is well established. Nursing students are one of the undergraduate populations in higher education required to use these resources for academic work and practice learning. Previous studies showing mixed experiences influenced the choice of an exploratory study to find out about information and communication technologies competence and confidence. A 48‐item survey questionnaire was administered to a volunteer sample of first‐ and second‐year nursing students between July 2008–April 2009. The cohort (N = 375) represented 18·75% of first‐ and second‐year undergraduates. A comparison between this work and subsequent studies reveal some similar ongoing issues and ways to address them.MethodsA principal components analysis (PCA) was carried out to determine the strength of the correlation between information and communication technologies competence and confidence. The aim was to show the presence of any underlying dimensions in the transformed data that would explain any variations in information and communication technologies competence and confidence. Cronbach's alpha values showed fair to good internal consistency.ResultsThe five component structure gave medium to high results and explained 44·7% of the variance in the original data. Confidence had a high representation. The findings emphasized the shift towards social learning approaches for information and communication technologies. Informal social collaboration found favour with nursing students. Learning through talking, watching and listening all play a crucial role in the development of computing skills.

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Section: Theme 3: the Usefulness Of Online And Paper Help Manualssupporting

confidence: 84%

“…These findings reflect ICT skill acquisition through following instruction and concur with Liu et al . (). Their results give a correlation between good information‐seeking skills and independent problem‐solving.…”

Section: Discussionmentioning

confidence: 97%

Using principal components analysis to explore competence and confidence in student nurses as users of information and communication technologies

Todhunter

2015

Nursing Open

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“…For example, metacognitive skills can help novice learners to organise unfamiliar online information into hierarchies so that they can further process the information cognitively (Lin & Hu, 2003). Liu, Huang, Kinshuk, and Wen (2012) explore the development of metacognitive skills to help students regulate their keywords for effective internet searches using a tool to help students structure their efforts and avoid cognitive overload. Al-Samarraie, Teo, and Abbas (2013) note that students may not always have essential metacognitive processes to understand online learning content, losing attention and focus, and using ineffective strategies to represent learning content.…”

Section: Developing Metacognitionmentioning

confidence: 99%

Metacognition and Technology Adoption: Exploring Influences

Gurbin

2015

Procedia - Social and Behavioral Sciences

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As a component of human cognition, executive function is a collection of processes such as attention, planning, and working memory which are related to managing one's cognitive processes and behaviour. Closely aligned with goal setting, the executive function process of metacognition is important for effective learning and, further, relevant to the successful adoption of technologies which are prevalent today. This paper offers an exploration of some of the influences of metacognition on successful technology adoption with a focus on learning technologies and consideration for metacognitive skills development.

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“…To develop an evaluation model, it is necessary to first examine the basic features of CAML. M‐learning shares some of e‐learning's characteristics but distinguishes itself with some unique elements, such as context awareness and mobility (Huang, Liang, Su & Chen, 2012b; Huang, Lin & Cheng, ; Liu, Huang, Kinshuk & Wen, ). Consequently, the key features of CAML obtained from these earlier studies are as follows: (1) spontaneous learning (Hwang, Wu, Tseng & Huang, ), (2) learning mobility (Krause et al , ), (3) situated instructional activity (Huang et al , ), (4) context awareness (Krause et al , ), (5) personalized learning (Chen & Chung, ), (6) self‐regulated learning (Goh, Seet & Chen, ; Huang, Huang, Liu & Tsai, ), (7) collaborative learning (Huang et al , ), (8) learning community (Liu, ), (9) virtual interaction (Huang et al , ) and (10) physical interaction (Zurita & Nussbaum, ).…”

Section: Literature Reviewmentioning

confidence: 99%

The effectiveness of a meaningful learning‐based evaluation model for context‐aware mobile learning

Huang

Chiu

2014

Brit J Educational Tech

Self Cite

133

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In recent years, context-aware mobile learning (CAML) has been widely applied to various fields and has become a popular issue in educational research. Despite the tremendous potential of CAML and its growing significance, continued evaluations and refinements under the advice of field experts and instructors are crucial to ensure its validity, value and sustainability. In this paper, an evaluation model for CAML is developed based on meaningful learning theory using the analytic hierarchy process (AHP). To verify the effectiveness of the model, three different CAML learning activities are tested, and some experts are invited to evaluate and compare them. As a result, the strengths and weaknesses of each learning activity are obtained. With the aid of the evaluation model proposed in this work, CAML developers can progressively enhance the value of learning activities, thus improving this new approach to learning.

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Fostering learners’ metacognitive skills of keyword reformulation in image seeking by location-based hierarchical navigation

Cited by 12 publications

References 47 publications

Using principal components analysis to explore competence and confidence in student nurses as users of information and communication technologies

Using principal components analysis to explore competence and confidence in student nurses as users of information and communication technologies

Metacognition and Technology Adoption: Exploring Influences

The effectiveness of a meaningful learning‐based evaluation model for context‐aware mobile learning

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