Chun-Wang Wei

Mining e-Learning domain concept map from academic articles

Recent researches have demonstrated the importance of concept map and its versatile applications especially in e-Learning. For example, while designing adaptive learning materials, designers need to refer to the concept map of a subject domain. Moreover, concept maps can show the whole picture and core knowledge about a subject domain. Research from literature also suggests that graphical representation of domain knowledge can reduce the problems of information overload and learning disorientation for learners. However, construction of concept maps typically relied upon domain experts in the past; it is a time consuming and high cost task. Concept maps creation for emerging new domains such as e-Learning is even more challenging due to its ongoing development nature. The aim of this paper is to construct e-Learning domain concept maps from academic articles. We adopt some relevant journal articles and conference papers in e-Learning domain as data sources, and apply text-mining techniques to automatically construct concept maps for e-Learning domain. The constructed concept maps can provide a useful reference for researchers, who are new to the e-Leaning field, to study related issues, for teachers to design adaptive learning materials, and for learners to understand the whole picture of e-Learning domain knowledge.

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

Timely feedback is considered essential for supporting professional growth and personal development. However, it is difficult to employ such feedback in traditional learning environments. Recently, smartphones are considered as educational tools for supporting instructional activities. Therefore, this study attempts to leverage the advantages of physical textbooks and mobile devices. A pedagogical strategy called constructive feedback was proposed to provide learners with real-time and personalized suggestions according to the results of electronic assessment. Two types of connectivity techniques, namely QR Codes and hyperlinking, were applied for integrating printed materials and digital content. An experiment was conducted in a university course entitled Computer Networks, and a total of 80 students were recruited to participate in this experiment. The findings revealed that the strategy of constructive feedback had a significant influence on learning performance. However, no significant differences on learning performance were found between using QR Codes and using hyperlinking. Finally, implications of the findings were discussed for further research directions and practical applications. [ABSTRACT FROM AUTHOR]

Mining e-Learning Domain Concept Map from Academic Articles

Recent research has demonstrated the important of ontology and its applications. For example, while designing adaptive learning materials, designers need to refer to the ontology of a subject domain. Moreover, ontology can show the whole picture and core knowledge about a subject domain. Research from literature also suggested that graphical representation of ontology can reduce the problems of information overload and learning disorientation for learners. However, ontology constructions used to rely on domain experts in the past; it is a time consuming and high cost task. Ontology creation for emerging new domains like e-Learning is even more challenging. The aim of this paper is to construct e-Learning domain concept maps, an alternative form of ontology, from academic articles. We adopt some relevant journal articles and conferences papers in e-Learning domain as data sources, and apply text-mining techniques to automatically construct concept maps for e-Learning domain. The constructed concept maps can provide a useful reference for researchers, who are new to e- Leaning field, to study related issues, for teachers to design adaptive courses, and for learners to understand the whole picture of e-Learning domain knowledge.

Bridging the Gap Between Face-to-Face and Cyber Interaction in Holistic Blended Learning Environments

N.-S. Chen, C.-W. Wei, Kinshuk, Y.-R. Chen, and Y.-C. Wang Previous research studies on blended learning have mainly focused on blending between either physical face-to-face and cyber asynchronous, or cyber face-to-face and cyber asynchronous environments. This research has created a holistic blended-learning environment (HBLE) in which physical face-to-face, cyber face-to-face and cyber asynchronous blended models are synthesized into one holistic blended-learning model. Such a model enables teachers and learners to do two-way interaction asynchro-nously and synchronously regardless of whether they are in physical space or cyber space. This research also explores whether significant differences exist in terms of effects on classroom climate and learning effectiveness between physical face-to-face groups (P-F2F) and cyber face-to-face groups (C-F2F).The research methodology includes surveys, interviews and content analyses. Triangulation of different sources of data also prevents bias. After the collection of quantitative questionnaires on classroom climate and learning satisfaction in the middle and at the end of a semester, inter-views and analyses via online discussion forums were used to supplement and explain the quantitative survey results. The research results show that although C-F2F has a larger change on classroom climate and learning effectiveness before the mid-term and after the final exam than P-F2F, there was no significant difference in learning effectiveness between the C-F2F and P-F2F student groups. Furthermore, results show a positive correlation between classroom climate and learning satisfaction. The study validates the positive potential of implementing holistic blended learning for higher education.

A Framework for Social Presence in Synchronous Cyber Classrooms

Social presence is considered as an essential element to promote social interaction. With the development of online synchronous learning, learners can conduct cyber face-to-face communication with other participants. When social cues are delivered by computer devices in real-time, it becomes a real possibility for students to experience actual learning atmosphere while still retaining the flexibility and convenience of online learning. However, the perceived social presence among learners is not the same for everyone. In order to better facilitate social interaction in a synchronous cyber classroom, this study explored what factors would affect social presence and verified if social presence has positive effects on learner participation and interactivity satisfaction. The results revealed that the major factors affecting social presence are intimacy, user friendliness, responsiveness, extroversion, and cue richness in a synchronous cyber classroom. Moreover, social presence was found to have positive effects on both learner participation and interactivity satisfaction.

Classroom Climate and Learning Effectiveness Comparison for Physical and Cyber F2F Interaction in Holistic-Blended Learning Environment

A holistic-blended learning environment has been developed in which physical face-to-face, cyber face-to-face and cyber asynchronous blended models are synthesized into one holistic-blended learning model. Such a model enables teachers and learners to do two-way interaction asynchronously and synchronously no matter whether they are in physical space or cyber space. The aim of this research is to explore whether significant differences exist in terms of effects on classroom climate and learning effectiveness between physical face-to-face group and cyber face-to-face group. The research methodology includes surveys, interviews, and content analyses. The results show that although cyber face-to-face group has a larger change on classroom climate and learning effectiveness before mid-term and after final exam than physical face-to-face group there was no significant difference in learning effectiveness between the cyber face-to-face and physical face-to-face student groups. Furthermore, results show a positive correlation between classroom climate and learning satisfaction. This study validates the positive potential of implementing holistic-blended learning for higher education.

Effects of Adaptive Reflection Teaching Strategies on Learners' Reflection Levels in a Web-Based Learning Environment

Reflection plays an important role in improving learning performance. Hence, this study attempts to explore whether learners’ reflection levels can be improved when reflection teaching strategies fit with learners’ thinking styles in a web-based learning environment. Three reflection teaching strategies, namely constructive, guiding, and inductive, were designed to match with three thinking styles, namely legislative, executive, and judicial respectively. A web-based reflection learning system was subsequently developed for this purpose. An experiment was then conducted where the learners were classified into fit or non-fit group according to analyze whether there was a good fit between the given reflection teaching strategies and learners’ thinking styles. A total of 223 graduate and undergraduate students participated in the experiment. The results revealed that the reflection levels of the fit group had better improvement of reflection levels than the non-fit group.

Developing Ubiquitous Learning System with Robots for Children's Learning

An advanced learning system architecture with several flexible, mobile and joyful ICT features for the ubiquitous learning is proposed in this research based on experiential learning theory, constructivism learning theory and joyful learning feature. The architecture consists of five hardware key elements and supporting software to form a brand-new ubiquitous learning system. We call the designed system as Ubiquitous Open-structured Neo-tech Edutainment (u-ONE System) which comprises learning robot, sensing input device, mobile computing device, mobile output device, wireless local network and u-ONE Software. Three different application modes including instruction, collaborative learning and self-learning are supported by u-ONE Software for realizing the broad sense of ubiquitous learning. The aim of this research is to design and develop a prototype of u-ONE System consists of hardware and software components for supporting children’s learning by using robot and RFID. The experiment results show most learners could arouse good learning motivations and more concentration on learning activities by using u-ONE System.

Online Synchronous English Learning from Activity Theory Perspectives

The implementation of Online Synchronous Learning (OSL) poses many challenges to existing instruction technology theory because of the complexity of the digital age. Although many studies have been carried out for an OSL, there is little evidence of OSL for teaching language learning. This is especially so when it involves multiple cultural perspectives. This chapter describes the implementation of OSL for teaching English to foreign students from different cultures. The authors believe that the cultural historical Activity Theory is ideal for understanding OSL and its pedagogy. Through the lens of Activity Theory, this study takes close look at OSL courses and examines the socio-cultural factors affecting the success of the course as well as their complex relationships. Applying Activity Theory to analyze data collected over three years we have developed a framework to help educators who intend to implement OSL from multiple cultural perspectives.

Designing Dynamic Scaffolding Strategy for Improving Video-Based Learning in a Gesture and Speech-Based Learning Configuration

With the advancement of information and communication technologies, a great deal of learning resources can be easily accessed over the Internet, especially video-based materials. Most of them are recordings of speeches and instructions. Learners can also provide their feedback on a specific website or a learning management system. Besides, natural user interface (NUI) has become affordable which sheds a light on the new form of human-computer interaction. A new research issue regarding how to effectively use the large amount of existing video-based learning resources and related feedback by leveraging the NUI interface is worth of exploration. This study aims to explore and propose a new effective scaffolding strategy to facilitate video-based learning by applying NUI-based technologies with an integration of existing constructive feedback generated by the crowd. In this paper, a preliminary design and corresponding examples of this idea will be delineated.