Search results for author:"Xun Ge"
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University of Oklahoma
Interactive Learning Environments Vol. 13, No. 3 (December 2005) pp. 139–157
The article presents a reusable online support system, in which an open-ended learning environment is created to scaffold complex, real-world problem solving activities. The major learning components of the system are specifically described, and the ...
Global Learn 2011 (Mar 28, 2011) pp. 518–528
Based on an extensive survey of several existing Chinese database of academic journals and additional online resources, the authors reported the general trends and impact about information communication and technology (ICT) used in Chinese literacy...
An Investigation of Technology-Supported Collaborative Problem Solving among Students of Interdisciplinary Teams
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1092–1099
In this presentation we will report a qualitative study examining the role of technologies in supporting interdisciplinary collaborative problem solving (ICPS). The participants were university students (both undergraduate and graduate) from three...
Investigating the Influences of a LEAPS Model on Preservice Teachers' Problem Solving, Metacognition, and Motivation in an Educational Technology Course
Educational Technology Research and Development Vol. 60, No. 2 (April 2012) pp. 239–270
This paper discusses a qualitative study which examined students' problem-solving, metacognition, and motivation in a learning environment designed for teaching educational technology to pre-service teachers. The researchers converted a linear and...
Scaffolding Students' Problem-Solving Processes in an Ill-Structured Task Using Question Prompts and Peer Interactions
Educational Technology Research and Development Vol. 51, No. 1 (2003) pp. 21–38
Examined the effects of question prompts and peer interactions in scaffolding undergraduate students' problem-solving processes in an ill-structured task in problem representation, developing solutions, making justifications, and monitoring and...
A Conceptual Framework for Scaffolding Ill-Structured Problem-Solving Processes Using Question Prompts and Peer Interactions
Educational Technology Research and Development Vol. 52, No. 2 (2004) pp. 5–22
We present a conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactions. We first examine the characteristics and processes of ill-structured problem solving, namely, problem...
Technology, Knowledge and Learning Vol. 21, No. 2 (2016) pp. 243–253
Self-regulation has been shown as a critical factor in learning in a regular classroom environment (e.g. Wolters and Pintrich in "Instr Sci" 26(1):27-47, 1998. doi: 10.1023/A:1003035929216). However, little research has been conducted to...
An Exploratory Study Of The Open Source Software Environment In A Software Engineering Graduate Course
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 2024–2031
An open-source software (OSS) learning environment was integrated into a graduate software engineering course, in which students learned software engineering processes through working in groups on OSS projects and using the OSS online tools. Design...
Computers & Education Vol. 82, No. 1 (2015) pp. 152–161
This exploratory study examined the perspectives of African American female students toward online collaborative learning. The participants were nine African American female graduate students in an online multimedia instructional design course in...
An Investigation of an Open-Source Software Development Environment in a Software Engineering Graduate Course
Interdisciplinary Journal of Problem-based Learning Vol. 4, No. 2 (2010) pp. 94–120
A semester-long ethnography study was carried out to investigate project-based learning in a graduate software engineering course through the implementation of an Open-Source Software Development (OSSD) learning environment, which featured authentic ...
Graduate Students’ Perceptions and Experiences of Online Collaborative Learning in Web-Based and Web-Supplemented Learning Environments
International Journal of Information and Communication Technology Education Vol. 8, No. 4 (October 2012) pp. 62–74
This case study was designed to investigate students’ perceptions and experiences of the dynamics of online collaborative learning over a semester. Multiple sources of data were collected and triangulated through pre- and post-surveys, personal...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 8 (November 2011) pp. 1200–1212
This qualitative study investigated a situated learning environment implemented in an educational technology course where pre-service teachers worked collaboratively on meaningful real-world projects, assuming the role of professional teachers. With ...
Australasian Journal of Educational Technology Vol. 35, No. 2 (May 10, 2019)
The concept of computers as cognitive tools has been revisited to provide insight into the motivational and social dimension in light of the emerging technologies. Central to this concept are the two opposing philosophical views: learning from...
The Fruits of ADDIE: Instructional Products of a Web-Based Distance Education Seminar Using Virtual Reality
WebNet World Conference on the WWW and Internet 1999 (1999) p. 1783
Virtual reality (VR) is the ability to immerse the computer user, as an active participant as opposed to a passive viewer, in a computer-generated experience [Grimsdale 95]. The use of VR applications in web-based distance education is still in...
Academic Exchange Quarterly Vol. 7, No. 2 (2003) pp. 257–261
Reports a case study of thirteen college students engaging in a role-play activity of a Maui legend in a virtual reality environment. Immersed in the authentic cultural environment, the students not only interacted with the environment and each...
An Interdisciplinary Collaborative Model of Web Course Enhancement Between the Department of Educational Psychology and the College of Nursing in a University Setting
World Conference on Educational Media and Technology 2006 (June 2006) pp. 1167–1169
Graduate students in the Program of Instructional Psychology and Technology benefit from designing projects using real world settings in order to understand the complexities inherent in project design. Interdepartmental collaboration in a...
Journal of Educational Technology & Society Vol. 20, No. 4 (2017) pp. 247–260
This study investigated the characteristics of deep and surface approaches to learning in online students' responses to instructor's qualitative feedback given to a multi-stage, ill-structured design project. Further, the study examined the...
Incorporating Web-Based and Virtual Reality Instruction into a Distance Education Course Using the ADDIE Model of Instructional Design
WebNet World Conference on the WWW and Internet 1999 (1999) pp. 1470–1471
The use of virtual reality (VR) applications in web-based distance education is still in its infancy. Instructors and instructional designers do not have specific models, let alone many case studies, upon which to design and implement web-based...
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3416–3422
This qualitative study investigated the effects of a situated learning environment for an entry-level educational technology course, as compared with the traditional learning environment, on students’ problem-solving processes and outcomes from...
A Cognitive Support System to Scaffold Students' Problem-Based Learning in a Web-Based Learning Environment
Interdisciplinary Journal of Problem-based Learning Vol. 4, No. 1 (2010) pp. 30–56
An experimental study was conducted to investigate the effects of question prompts and peer review on scaffolding students' problem-based learning in a web-based cognitive support system. Ninety-six pharmacy students were randomly assigned to a...
Validation Study of a Method for Assessing Complex Ill-Structured Problem Solving by Using Causal Representations
Educational Technology Research and Development Vol. 61, No. 3 (June 2013) pp. 443–463
The important but little understood problem that motivated this study was the lack of research on valid assessment methods to determine progress in higher-order learning in situations involving complex and ill-structured problems. Without a valid...
Prompting in Web-Based Environments: Supporting Self-Monitoring and Problem Solving Skills in College Students
Journal of Educational Computing Research Vol. 38, No. 2 (2008) pp. 115–137
This study explored Metacognition and how automated instructional support in the form of problem-solving and self-reflection prompts influenced students' capacity to solve complex problems in a Web-based learning environment. Specifically, we...
Technology-Rich Ethnography for Examining the Transition to Authentic Problem-Solving in a High School Computer Programming Class
Journal of Educational Computing Research Vol. 34, No. 4 (2006) pp. 319–352
This study utilized elements of technology-rich ethnography to create a rich description of a multi-user virtual environment in a high school computer programming class. Of particular interest was the transition that took place in classroom culture...
Fostering 21st Century Skill Development by Engaging Students in Authentic Game Design Projects in a High School Computer Programming Class
Journal of Educational Computing Research Vol. 44, No. 4 (2011) pp. 391–408
This study used technology-rich ethnography (TRE) to examine the use of game development in a high school computer programming class for the development of 21st century skills. High school students created games for elementary school students while...
Dynamic Modeling as a Cognitive Regulation Scaffold for Developing Complex Problem-Solving Skills in an Educational Massively Multiplayer Online Game Environment
Journal of Educational Computing Research Vol. 45, No. 3 (2011) pp. 265–286
Following a design-based research framework, this article reports two empirical studies with an educational MMOG, called "McLarin's Adventures," on facilitating 9th-grade students' complex problem-solving skill acquisition in interdisciplinary STEM...
Scaffolding Novice Instructional Designers' Problem-Solving Processes Using Question Prompts in a Web-Based Learning Environment
Journal of Educational Computing Research Vol. 33, No. 2 (2005) pp. 219–248
The present study investigated the effects of question prompts in scaffolding novice instructional designers solving ill-structured, instructional design problems in a Web-based learning environment. The effects of question prompts were studied...
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 955–958
This study examined if prior knowledge and prior experience impact problem solving differently in a scaffolded collaborative and individual environment. 39 pre-service teachers were assigned randomly to either collaborative or individual condition...
Susan Blackmore; Nadya Fouad; Jerome Kagan; Stephen Kosslyn; Michael Posner; Robert Sternburg; Marcy Driscoll; Xun Ge; Patrick Parrish
Educational Technology Vol. 53, No. 5 (2013) pp. 53–63
Scholars representing the field of psychology were asked to identify what they considered to be the most exciting and imaginative work currently being done in their field, as well as how that work might change our understanding. The scholars...