Fu n Yu

A web‐based learning system for question‐posing and peer assessment

A web‐based learning system has been developed to facilitate question‐posing, peer‐assessing, item‐viewing and drill‐and‐practice learning activities. In this paper, the pedagogical basis underlying the design and development of the system is explained in the light of information‐processing theory, social construction of knowledge theory and social modelling theory. A preliminary study to evaluate the instructional potential of the system has been conducted; this has also identified the factors that influence students’ use of the system. Results taken from questionnaires and open‐ended questions revealed that by enabling students to play various roles such as composers, critics and adapters, the system was perceived as a cognition‐enhancing and motivational learning tool by the participants. Data analysis further indicated that various factors worked together to influence the performance of question‐posing.

Development and evaluation of multiple competitive activities in a synchronous quiz game system

Competitive learning activities are among the various learning activities that play a significant role in online learning environments. A competitive learning environment obviously stimulates different feelings in winners and losers, and it is imperative to consider how to design such an environment so as to motivate users. This work describes the design of an online competitive learning environment that involves three basic competitive forms and 16 competitive activities. A system called ‘Joyce’ has been implemented, in which users can compete with either a computer agent or real life user(s) on a single computer or alternatively can play via the Internet. Because of the format of the item bank being sets of multiple-choice questions, the system is not restricted by the age of its target users. In a game-learning environment, learning is a side-effect of participating in the game. In the present example, learners are motivated to read more materials to win the game. The system attempts to involve students in a competitive gaming-learning environment that stimulated their motivation to learn. Three studies have been conducted to examine how users responded to the novel system and obtained the following analytical results: first, users were found to be highly motivated to use the Joyce system; second, more able users had a greater chance of winning the game, while less able users still had some chance of winning; and third, users are inclined to take risks and have the control of the game in their own hands.

Multiple peer-assessment modes to augment online student question-generation processes

In view of the current theoretical and empirical support for a student-generated questions approach to learning along with the advantageous features of network technology, several online student question-generation learning systems with a peer-assessment component have been developed. Despite this, all existing systems are limited in terms of the types of communication modes permissible for peer-assessment. Online discourse experience and the quantity and quality of interaction may vary as a result of the specific interaction mode students are exposed to. Because of this and the fact that versatile learning spaces are both possible and potentially desirable during the various stages of learning and teaching, multiple peer-assessment modes were created, and the overall attitudes of learners toward peer-assessment as well as their preferences toward respective peer-assessment modes were examined. The collected data confirmed the perceived usefulness of peer-assessment for developing higher-order thinking and cognitive elaboration. Support was demonstrated for student question-generation activities, for which learners typically have limited prior experience. Additionally, in light of the apparent overwhelming preference for and superiority of the more interactive two-way and multi-way modes over the one-way mode and the perceived learning potential of these modes, it is suggested that designers of similar systems should consider their inclusion. Finally, even though multi-way learning was found to be both the preferred and most supportive mode for learning, students also revealed distinct reasons for their preferences for respective interaction modes. In general, these reasons supported the premise that multiple peer-assessment modes are needed in order to accommodate individual preferences and needs. Suggestions and implications for instructional implementation, system development, and future studies are offered.

Competition within Computer-Assisted Cooperative Learning Environments: Cognitive, Affective, and Social Outcomes

The effects and implications of embedding the element of competition in computer-assisted cooperative learning situations on student cognitive, affective, and social outcomes were examined in the present study. The results of the statistical analysis showed that cooperation without inter-group competition engendered better attitudes toward the subject matter studied and promoted more positive inter-personal relationships both within and among the learning groups than cooperation with inter-group competition. Furthermore, the exchange of ideas and information both within and among the learning groups tended to be more effective and efficient when cooperation did not take place in the context of inter-group competition. Based on the results of this study and previous research, it was suggested that to promote constructive interactions among participants and to enhance student affective and social developments, cooperation without inter-group competition might be the preferred instructional strategy to adopt, as compared to cooperation with inter-group competition.

A Networked Question-Posing and Peer Assessment Learning System: A Cognitive Enhancing Tool

In light of constructivism and cognitive psychology, a networked learning system enabling students to pose questions that are assessed, viewed, and answered via peers, is described in the article. A study examining the systems learning potentials and design features was conducted with 52 sixth graders. Overall, students rated favorably on the systems interface design and potentials in promoting their cognitive capability in the content domain. Questionnaires, open-ended questions, and classroom observations further revealed that via playing the roles of question-posers, assessors, viewers, adapters, and answers at various points during the process, students seemed to actively engage in the learning process by constructing and re-constructing their own interpretations of the world of information around them, which was facilitative for understanding and cognitive development. Suggestions for future studies were offered.

The efficacy of a web-based domain independent question-posing and peer assessment learning system

In light of constructivism and cognitive psychology a networked learning system enabling students to construct multiple-choice questions, which can be assessed, viewed and answered by peers, was described in the paper. A preliminary study evaluating various functions and features in the system and its learning potentials was conducted with 52 six-graders. Overall, students rated favorably on the systems interface design and potentials in promoting their cognitive capability in the content domain. Student written responses combined with classrooms observations further provided descriptive evidence for the system facilitative effect for student learning. Via playing the roles of question posers, assessors, viewers, revisers and answers at different points in the learning process, students tended to actively engage in the learning process by constructing and re-constructing their own interpretations of the world of information around them, which is facilitative for their own understanding and cognitive development.

The Efficacy of Electronic Telecommunications in Fostering Interpersonal Relationships

The effectiveness of electronic telecommunications as a supplementary aid to instruction and as a communication link between students, and between students and instructors in fostering interpersonal relationships was explored in this study. More specifically, the impacts of e-mail, one of the most accessible, convenient, and easy to use computer-mediated communications, on student attitudes toward the instructor, group-mates, and other classmates were investigated. A posttest-only experimental design was adopted. In total, 68 prospective teachers enrolling in a “Computers in Education” course participated in the study for a whole semester. Results from the study provided substantial evidence supporting e-mails beneficial effects on student attitudes toward the instructor and other classmates.

The effects of an online student-constructed test strategy on knowledge construction

The differential effects of online student-constructed tests (SCT) and student-generated questions (SGQ) strategies on knowledge construction in term of the breadth, depth, interconnectivity and elaboration of knowledge were examined via a quasi-experimental research design. Two classes of undergraduates (N?=?65) participated and were randomly assigned to two different treatment groups. An online system supporting the associated learning activities for the respective groups was developed. The results from the ANCOVA showed that students who engaged in SCT activities generated questions that covered significantly more concepts, involved significantly more levels of subordinate concepts, and built significantly more links between clusters of study topics, as compared to those in the SGQ group. Moreover, significantly more students in the SCT group engaged in item revision behavior than those in the SGQ group, and a majority of students in the SCT group exhibited item sequencing behavior, both of which are deemed indicative of knowledge elaboration. Suggestions and implications for instructional implementation, online system development and future studies are offered. Online Student-Constructed Test (SCT) is facilitative of knowledge construction.SCT enhanced knowledge breadth and depth better than student-generated questions.SCT is effective in promoting knowledge integration and elaboration.Knowledge integration is manifested in building more cross-links between concepts.Knowledge elaboration is demonstrated by item revision and sequencing behavior.

Applying Role Reversal Strategy to Conduct the Virtual Job Interview: A Practice in Second Life Immersive Environment

College students are going to face a new stage career as soon as they graduate from school, and how to assist college students to step into the career well is a very crucial issue in the college career counseling programming. Regarding the college career counseling programming, in general, the student-oriented activity helping the student to have the self-reflection is considered as a much more effective approach. Among the student-oriented activities, the role reversal strategy is the one that encourages students to actively take part in the activity and help students organize their thinking skills. Moreover, the role reversal strategy makes students have the empathy ability to make a right response in an opposite position. The study aims to apply the role reversal strategy to conduct the virtual job interview in Second Life immersive environment. Second Life which is an immersive technology can provide the innovative learning method and situated learning to reduce the obstacles where happened in the traditional classroom when applying role play and role reversal activities. Twenty-eight undergraduate students were recruited in the study. The study result indicates that most of the students prefer being the interviewers than to being the interviewees. And that they like to play role reversal activity in Second Life immersive environment to gain the interview experiences and improve their interview skills.

The learning potential of online student-constructed tests with citing peer-generated questions

ABSTRACT In view of contribution-based pedagogy and observational learning theory, students’ perceived uses, preferences, usage, and selection considerations with regard to citing peers’ work were examined in an online learning environment targeting student-constructed tests. Data were collected from 84 fifth-grade students who participated in online student-constructed tests with and without citing in an 11-week study. Quantitative and qualitative data in response to an end-of-session questionnaire and actual online citing behaviour were analyzed. Several major findings were obtained. First, significantly more participants supported and preferred “citing” over “no citing” for online student-constructed tests. Second, data with regard to perceived uses, preferences, and reported usage all supported the potential of citing for providing an observational learning space. Third, citing allowed the participants to attend to areas pinpointed by their peers but initially ignored by them, thus making social construction of knowledge possible. Fourth, the quality and the author of the item are the two determining factors affecting citing decisions. Fifth, a statistically significant positive correlation between students’ academic achievement and their generated questions cited by peers was confirmed. Finally, actual online citing behaviour varied greatly among participants, with the majority using the citing function during online test-construction to various extents.