Computers & Education
2015 Volume 91, Number 1
Table of Contents
Number of articles: 8
-
A step further in Peer Instruction: Using the Stepladder technique to improve learning
Nicolas Michinov, Université Rennes 2 (CRPCC, EA 1285), France; Julien Morice, Université européenne de Bretagne, France; Vincent Ferrières, Ecole Nationale Supérieure de Chimie de Rennes (CNRS, UMR 6226), France
Peer Instruction (PI) is an instructional strategy for engaging students during class through a structured questioning process that improves the learning of the concepts of fundamental sciences.... More
pp. 1-13
-
Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching
ChanMin Kim, Dongho Kim, Jiangmei Yuan & Roger B. Hill, College of Education, United States; Prashant Doshi, College of Arts and Sciences, United States; Chi N. Thai, College of Engineering, United States
We report a research project with a purpose of helping teachers learn how to design and implement science, technology, engineering, and mathematics (STEM) lessons using robotics. Specifically, pre-... More
pp. 14-31
-
Using online assessments to stimulate learning strategies and achievement of learning goals
Miran Zlatović, Igor Balaban & Dragutin Kermek
The main goals of this research are: (i) to explore the influence that announcement of certain type of online assessment has on students' learning strategies and (ii) to explore the influence of... More
pp. 32-45
-
Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry
Chih-Chao Hsu, Department of Engineering Science, Taiwan; Chiung-Hui Chiu & Chun-Hsu Lin, Graduate Institute of Information and Computer Education, Taiwan; Tzone-I. Wang, Department of Engineering Science, Taiwan
Constructing scientific explanations is necessary for students to engage in scientific inquiry. The purpose of this study is to investigate the influence of using a structured argumentation... More
pp. 46-59
-
Development of auditory design guidelines for improving learning on mobile phones
Tae-Hyun Kim, POSCO Group University, Korea (South); Sung-Hee Jin, Academy of Convergence Education, Korea (South)
Although auditory information in mobile learning (m-learning) can be an important resource for delivering knowledge and information, the importance of guidelines for designing auditory instructions... More
pp. 60-72
-
Prezi versus PowerPoint: The effects of varied digital presentation tools on students’ learning performance
Pao-Nan Chou, Department of Education, Taiwan; Chi-Cheng Chang, Department of Technology Applications and Human Resource Development, Taiwan; Pei-Fen Lu, Anping Elementary School, Taiwan
This study investigated the effect of varied digital presentation tools (PowerPoint and Prezi) on the learning performance of students. The research focus was to evaluate how different presentation... More
pp. 73-82
-
Context counts: How learners' contexts influence learning in a MOOC
Nina Hood, Faculty of Education, University of Auckland, New Zealand; Allison Littlejohn, Open University, United Kingdom; Colin Milligan, Caledonian Academy, United Kingdom
Massive Open Online Courses (MOOCs) require individual learners to self-regulate their own learning, determining when, how and with what content and activities they engage. However, MOOCs attract a... More
pp. 83-91
-
Computer-generated log-file analyses as a window into students' minds? A showcase study based on the PISA 2012 assessment of problem solving
Samuel Greiff & Sascha Wüstenberg, University of Luxembourg, Luxembourg; Francesco Avvisati, Organisation for Economic Co-operation and Development, France
This paper aims at showcasing the potential of log-file analyses by capitalizing on the computer-based assessment of complex problem solving (CPS) in the 2012 cycle of the Programme for... More
pp. 92-105
