The integration of print and digital content for providing learners with constructive feedback using smartphones

Chen, Nian-Shing; Wei, Chun‐Wang; Huang, Yen-Chieh; Kinshuk, Kinshuk

doi:10.1111/j.1467-8535.2012.01371.x

Cited by 24 publications

(14 citation statements)

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“…These findings concur with Chen (2013) assertions on the pedagogical value of electronic assessment. Chen (2013) elaborates on this, saying that electronic assessment may help learners to reflect on their work and this, in turn, may lead to the autonomy of learners where they take responsibility for their own learning (Hyland & Hyland, 2006b). While the participants appreciated the electronic assessments of the creative writing on Turnitin, the majority of the participants did not really like intranet tests because they reported that they were anxious about the technology not working properly and internet connectivity (Shabitha & Mekala, 2013).…”

Section: Integrated Discussion and Interpretationsmentioning

confidence: 99%

“…2.9.3 Self-directed learning and Turnitin Chen, Wei & Huang (2013) reports on the pedagogical value of electronic assessment by explaining that it may help learners to reflect on their work and that this may lead to increased autonomy on the part of learners because they take responsibility for their own learning. In addition, feedback is infinitely more valuable when it is delivered as soon as possible.…”

Section: Turnitinmentioning

confidence: 99%

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The Effect of Computer Technology on Learning in a Multilinguistic Language Class

Sujee¹

2016

ICERI2016 Proceedings

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i DECLARATION I declare that the thesis , which I hereby submit for the degree PhD at the University of Pretoria, is my own work and has not previously been submitted by me for a degree at this or any other tertiary institution.ii ETHICS CLEARANCE CERTIFICATEThe author, whose name appears on the title page of this thesis, has obtained, for the research described in this work, the applicable research ethics approval. The author declares that she has observed the ethical standards required in terms of the

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Section: Integrated Discussion and Interpretationsmentioning

confidence: 99%

Section: Turnitinmentioning

confidence: 99%

The Effect of Computer Technology on Learning in a Multilinguistic Language Class

Sujee¹

2016

ICERI2016 Proceedings

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“…The first application was designed for self-learning with the support strategy of constructive feedback (Chen et al 2013). An instructional experiment was conducted in a university course entitled Computer Networks regarding Internet protocol (IP) to evaluate the effectiveness of the scaffolding questioning strategy on learning performance in the augmentation-enhanced learning context.…”

Section: The Augmentation Design and Three Applicationsmentioning

confidence: 99%

Ubiquitous Learning Environments and Technologies

Kinshuk¹,

Huang²

2015

Lecture Notes in Educational Technology

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The series Lecture Notes in Educational Technology (LNET), has established itself as a medium for the publication of new developments in the research and practice of educational policy, pedagogy, learning science, learning environment, learning resources etc. in information and knowledge age, -quickly, informally, and at a high level.More information about this series at http://www.springer.com/series/11777 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher's location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) PrefaceThe exponential growth in handheld devices and wireless technology in recent years, and increasing availability of high bandwidth network infrastructures, have opened up new accessibility opportunities for education. As a result, ubiquitous learning environments have started to emerge with potential to support life-long learning. These environments break the boundaries of the classroom and enable learning to take place in the contexts where learners are able to relate with the learning scenarios in their own living and work environments, leading to better learning experience. This book focuses on the design and architecture of ubiquitous learning environments, associated technologies, various learning scenarios supported by these environments, and various contexts that arise in such environments where seaml...

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“…N. S. Chen, Wei, and Huang (2013) found that synchronous questions (such as quizzes, chat rooms, and oral communication) can provide timely and interactive feedback leading to both improved teaching and learning. Teachers can collect instructional information though synchronous questions that allow immediate changes in the pedagogy applied during instructional activities in order to advance real-time adaptivity to the level at which learners are understanding the material being taught at the time.…”

Section: Introductionmentioning

confidence: 99%

Using Positive Visual Stimuli to Lighten The Online Learning Experience through In Class Questioning

Lai

Liu

et al. 2016

IRRODL

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also revealed that significant improvements in test scores were not apparent regardless of whether or not amusing visual stimuli were used. The findings imply that showing funny images as a stimulus enhances students' affective states in student-teacher interactions during online learning activities.Keywords: positive visual stimuli, in-class question, online learning, synchronous learning platform , funny image IntroductionAlthough students are familiar with watching video on demand, they lack experience in formal synchronous learning (Cole, 2009;Warden, Stanworth, Ren, & Warden, 2013). As noted by Warden et al.'s (2013) nine-year action study, creating social interactions within a virtual space that emulates a physical classroom remains challenging. In other words, we cannot expect that simply making technology available to teachers and students will automatically translate to selfdirected learning (Y.-M. Huang, Huang, & Wu, 2014; Y.-M. Huang, Huang, Liu, & Tsai, 2013;Sieber, 2005). Therefore, as the instructor does in a conventional physical classroom, synchronous online classes must also be well managed in regard to motivating students to participate (Warden et al., 2013).In order to keep abreast of student learning in a physical classroom, using in-class questions is an efficient instructional strategy. This strategy prevents one-sided communication and gives teachers an opportunity to fulfill student needs (Y.-M. Huang, Liu, Chen, & Wen, 2014;Woolfolk, 2004). Moreover, learners exposed to in-class questions will concentrate their attention on the course unit and have a chance to immediately integrate newly learned knowledge into their existing base of knowledge (Chan, Tam, & Li, 2011). In summary, in-class questions are considered to be an effective instructional strategy to remarkably promote class interaction between teachers and students (Williamson Sprague & Dahl, 2009).Moreover, some studies have found that discussing in-class questions in synchronous learning is beneficial. N. S. Chen, Wei, and Huang (2013) found that synchronous questions (such as quizzes, chat rooms, and oral communication) can provide timely and interactive feedback leading to both improved teaching and learning. Teachers can collect instructional information though synchronous questions that allow immediate changes in the pedagogy applied during instructional activities in order to advance real-time adaptivity to the level at which learners are understanding the material being taught at the time. Students receiving immediate feedback have opportunities for reflection and can therefore improve their performance. Also, Yang (2011) pointed out that a key element in successful learning through computer-mediated communication is to engage students in student-teacher interactions for online learning activities. Yang (2011) thus proposed a study for engaging students in online learning by developing in-class questions intended to enhance student-teacher interactions. & Robson, 1998). In other words, test anxiety and pressure are pa...

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The integration of print and digital content for providing learners with constructive feedback using smartphones

Cited by 24 publications

References 20 publications

The Effect of Computer Technology on Learning in a Multilinguistic Language Class

The Effect of Computer Technology on Learning in a Multilinguistic Language Class

Ubiquitous Learning Environments and Technologies

Using Positive Visual Stimuli to Lighten The Online Learning Experience through In Class Questioning

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