Educational Technology | Y

Youn, Soonkyoung (2004).  Novice Learners in Cyberspace  [Association for Educational Communications and Technology] 

Since the Internet was introduced in the field of Educational Technology, it has predominantly been seen as an instructional tool. A number of educational technologists point out that the Internet can be a powerful instructional tool that encourages learners to be involved in problem-solving by using a great deal of information and to enlarge and deepen their knowledge by sharing their opinions through a variety of communication tools such as emails, thrilled discussios and chat rooms (Harasim, Calvert, & Groeneboer, 1997; Herrington & Oliver, 2000;Jonassen & Hernandez-Serrano, 2002; Khan, 1997; McCormack & Jones, 1998; Ritchie & Hoffman, 1997; Romiszowski, 1997). These researchers have studied how teachers can use the Internet to help learners construct meaningful learning for problem-solving in real life context and to allow them to be engaged in learning. In addition, they have done research on how to create useful and effective learning environments including design of specific contents, development of instructional strategy, and educational evaluation using the Internet. The popularization of the term web-based instruction shows how many researchers and educators think of the Internet by as tool for teaching and learning. | [FULL TEXT]

Young, Allan; Lewis, Chance W. (2008).  Teacher Education Programmes Delivered at a Distance: An Examination of Distance Student Perceptions  Teaching and Teacher Education: An International Journal of Research and Studies, 24, 3. 

Recent technological developments have greatly influenced the ways American universities deliver educational course offerings to students at a distance. The perception of pre-service teachers in distance education programmes is germane to the planning and delivery of distance education courses in teacher education departments in the future. The results of this American study revealed a differing perception between male and female students in the area of course structure, student/teacher interaction, overall course satisfaction and peer interaction. As a result of this study, recommendations are provided for teacher preparation programmes to improve distance education course offerings for prospective teachers in the USA and implications for educators involved in teacher preparation internationally.

Young, Anthony (2002).  Teaching Driver Education Technology to Novice Drivers. 

A cybernetic unit in driver education was developed to help grade 10 students develop the skills needed to acquire and process driver education information and prepare for the driving phase of driver education in grade 11. Students used a simulator to engage in a series of scenarios designed to promote development of social, behavioral, and mental processing skills. The students received training in using the simulator, creating graphic organizers, taking notes, and keeping a journal. They used the simulator to engage in self-corrected behavior and evaluate themselves from self-corrected feedback. The course also featured cooperative learning sessions and resolution lessons. A series of questionnaires and surveys about road rage and attitudes toward safe driving were administered before and after the 9-week course. A comparison of the students' pretest and posttest scores established that the course improved their knowledge of how to avoid road rage, their ability to identify and analyze aggressive and/or dangerous acts, and their critical and creative thinking skills. (The bibliography lists 30 references. The following items are appended: a road rage survey; student questionnaires on dangerous acts and aggressive acts; checklists to assess novice drivers' creative and critical thinking skills; and a cybernetic unit assessment sheet.) | [FULL TEXT]

Young, Dan (2005).  VoIP in a Campus Environment  T.H.E. Journal, 32, 8. 

Internet Protocol (IP) Telephony, or voice-over IP (VoIP), has proved to be a wise decision for many organizations. This technology crosses the boundaries of public and private networks, enterprise and residential markets, voice and data technologies, as well as local and long-distance services. The convergence of voice and data into a single, powerful network enables an organization to reduce costs, consolidate and simplify networks, as well as better serve its customers and constituents. IP telephony technology is also improving the way higher education and research organizations use networking resources to communicate, conduct research, teach students, and provide mobile collaborative multimedia technologies on and off campus. Leading institutions are currently building state-of-the-art communications infrastructures to attract top-notch students and faculty, as well as to develop the next-generation Internet. These deployments make it possible for institutions to deliver new communications services at a lower cost, while improving network security, reliability and mobility.

Young, Dianne; Behounek, Lynn M. (2006).  Kindergartners Use PowerPoint to Lead Their Own Parent-Teacher Conferences  Young Children, 61, 2. 

Student-led parent-teacher conferences help young children make sense of what hey know and what they need to learn at school. Just ask them! For the past two years, the kindergarten children at Seymour Elementary School in Ralston, Nebraska, have used PowerPoint to tell their parents how they are doing in school, and the conferences have been a success. Initially this new approach to conferencing seemed like it might be overwhelming, but the kindergarten teacher brainstormed ideas with the school district's media-technology specialist. Together they arrived at a way to make student-led conferences work for this young age group.

Young, Donna L. (2005).  Our Cosmic Connection  Science Teacher, 72, 2. 

To help students understand the connection that Earth and the solar system have with the cosmic cycles of stellar evolution, and to give students an appreciation of the beauty and elegance of celestial phenomena, the Chandra X-Ray Center (CXC) educational website contains a stellar evolution module that is available free to teachers. In this article, the author provides information on the module and presents the following components that the module consists of: (1) The Story of Stellar Evolution; (2) Cassiopeia A (Cas A)--The Death of a Star; (3) The Interactive Guide to Stellar Evolution; (4) Stellar Cycles Performance Task; and (5) Useful Resources. She also presents a stellar evolution activity.

Young, Erin (2008).  Focus on Global Education: A Report from the 2007 PDK Summit  Phi Delta Kappan, 89, 5. 

In panel discussions and brainstorming sessions, participants at PDK's Summit on Global Education shared their ideas for ensuring that a global perspective becomes an integral part of teaching and learning. Ms. Young was on the scene and summarizes the many angles that were addressed.

Young, Jeffrey R. (2002).  "Hybrid" Teaching Seeks To End the Divide between Traditional and Online Instruction.  Chronicle of Higher Education, 48, 28. 

Explores how some professors are introducing virtual classrooms into traditional courses.

Young, Jeffrey R. (2005).  Face-Off: Technology as Teacher?  Chronicle of Higher Education, 52, 16. 

Carol Twigg, president of the National Center for Academics Transformation and a secondary school teacher, debates on whether technology in the classroom improves student learning. She claims that the key to increasing student learning is to get students more engaged in what they are studying.

Young, Jeffrey R. (2006).  Even with Improved Screens, e-Book Devices Not Ready for College  Chronicle of Higher Education, 53, 17. 

Hoping to do for electronic books what the iPod has done for digital music, a new generation of e-book devices recently hit the market. This article argues that even with improved screens, the new e-book devices are not ready for college. The screen is the big innovation in the new e-book devices, the most prominent example of which is the Sony Reader. However, many argue that in delivering long streams of text, the printed book is tough to beat. Several college librarians who have used the Sony Reader said that the device is interesting but it is not ready for college-level work. Even Sony officials admit their new device is not ideal for the campus environment, since it cannot search texts or highlight passages a student might want to review.

Young, Jeffrey R. (2006).  Scribes of the Digital Era  Chronicle of Higher Education, 52, 21. 

A nonprofit organization known as Internet Archive is guiding a mass-digitization project called the Open Content Alliance that plans to take carefully selected collections of out-of-copyright books from libraries around the world and turn them into e-books that will be available free to anyone who wants to view, print or even download them to their own computers. The project is backed by Yahoo and Microsoft, and many see it as primarily as a response to Google's controversial book-scanning project.

Young, Jeffrey R. (2008).  YouTube Professors: Scholars as Online Video Stars  Chronicle of Higher Education, 54, 20. 

This article takes a look at the rising popularity of professors as the latest YouTube stars. The popularity of their appearances on YouTube and other video-sharing sites is making it possible for classrooms to be opened up and making teaching--which once took place behind closed doors--a more public art. Web video has generated a new form of public intellectualism to scholars looking to participate in an increasingly visual culture. As such, several colleges have signed agreements with sites such as YouTube to connect people with the professors and topics that most interest them. These colleges include the University of California at Berkeley, the University of Southern California, the University of New South Wales, in Australia, and the Vanderbilt University.

Young, Jeffrey R. (2008).  Film School: To Spice Up Course Work, Professors Make Their Own Videos  Chronicle of Higher Education, 54, 34. 

College faculty members have recently begun creating homemade videos to supplement their lectures, using free or low-cost software. These are the same technologies that make it easy for students to post spoof videos on YouTube, but the scholars are putting the tools to educational use. The professors say that students tune in to the short videos more often than they look at the recordings of lectures. After all, the students already sat through the lectures once (the professors hope). In this article, the author discusses how educators are embracing do-it-yourself technology to make short online videos to supplement their lectures.

Young, Jeffrey R. (2008).  The Lectures Are Recorded, so Why Go to Class?  Chronicle of Higher Education, 54, 36. 

When video recordings of Ravi Janardan's computer-science course at the University of Minnesota-Twin Cities first went online, the students loved it. Instead of dragging themselves out of bed for the 8 a.m. lectures, many started skipping classes and watching the recordings instead. Recording lectures is becoming more and more common, and many colleges are buying new products that make it as easy as pushing a button. However, many professors worry that classroom seats will collect dust as soon as recordings are available. On the other hand, proponents of the recordings say those concerns are overblown. Many professors who make their lectures available online have added incentives to keep their classrooms filled. A few tips to keep students coming to class include: (1) make classes more interactive; (2) give regular in-class quizzes; (3) turn off the camera when describing what material will be on the test; (4) wait ten days after each lecture to offer a replay, and (5) stop offering recordings if class attendance does drop.

Young, Nathan (2007).  Chile and Its Efforts to Present High-Level Technologies to the Developed World  Industry and Higher Education, 21, 3. 

Chile is rich in natural resources. Like many other resource-dependent nations, it has never made technology transfer a subject of intense focus. This article sheds light on the technological state of Chile today and its efforts to promote development, increase innovation and move towards a knowledge-based economy. The paper summarizes current market realities and barriers, reviews support by Chilean and world agencies alike, and examines innovation statistics and the prospects for improving the number of technologies transferred from the country.

Young, Patricia A. (2008).  Integrating Culture in the Design of ICTs  British Journal of Educational Technology, 39, 1. 

Nationally and internationally, designers are challenged with meeting the needs of diverse populations, and they are faced with the dilemma of how to integrate culture in the design of information and communication technologies (ICTs). This paper reviews the literature in the fields of human-computer interaction and instructional design to argue that the present methods of integrating culture in design serve a limited scope of what culture can be in the design process. Two conclusions were drawn from this research. First, it is apparent that integrating culture in the design of ICTs serves a broader scope, from the generic or culture-neutral, to the specialised or culture-specific. Second, this review indicates that design has not caught up with technology and that to create for diverse audiences the process must be deliberate.

Young, Suzanne; Cantrell, Pamela P.; Bryant, Carol J.; Archer, Laurie H.; Roberts, Charles G.; Paradis, Edward E. (2000).  The State of Technology in University Teacher Preparation and Public Schools in Wyoming.  Teaching and Change, 8, 1. 

Describes how educational technology is being used in Wyoming's K-12 schools and the University of Wyoming's teacher preparation program, concluding that K-12 public schools vary widely in available hardware and software, preservice teachers are well-prepared in the methods courses at the university, and K-12 teachers would benefit greatly from staff development.

Young, Terrence E., Jr. (2004).  Subject Specific Databases: A Powerful Research Tool  School Library Journal, 50, 12. 

Subject specific databases, or vortals (vertical portals), are databases that provide highly detailed research information on a particular topic. They are the smallest, most focused search tools on the Internet and, in recent years, they've been on the rise. Currently, more of the so-called "mainstream" search engines, subject directories, and portals are including these subject-specific databases in their "hit" responses. Why the noticeable increase? It's probably because subject-specific databases narrow the overwhelming results returned by their large, 'we-have-it-all' counterparts. If you've managed to find a few recent, relevant articles on your topic using a full-text subscription database, go the extra step and dig deeper with a subject-specific database. Ultimately, it will save you time and provide in-depth, authoritative, up-to-date information on a specific subject since these kinds of databases cover more journals pertinent to their respective subject areas than general indexes.

Youngs, Gillian, Ed.; Ohsako, Toshio, Ed.; Medel-Anonuevo, Carolyn, Ed. (2001).  Creative and Inclusive Strategies for Lifelong Learning: Report of International Roundtable (Hamburg, Germany, November 27-29, 2000). 

This document consists of 12 papers from an international roundtable on creative and inclusive strategies for lifelong learning that focused on the following topics: the need to redefine lifelong learning; ways lifelong learning can aid critical understanding of globalization and its problems; and ways lifelong learning can be a transformative aspect of building knowledge societies. The following papers are included: "Report of the International Roundtable on Developing Creative and Inclusive Strategies and Partnerships for Fostering a Lifelong Learning Culture" (Toshio Ohsako); "Summary of Discussion" (Gillian Youngs, Carolyn Medel-Anonuevo); "Lifelong Learning: Implementing a Generally Accepted Principle" (Elisabeth Bittner); "The Islamic Roots of Lifelong Learning Culture: How to Make Use of Them in Creating an Inclusive Learning Environment" (Nadia Gamal El-Din); "Towards the Creation of Lifelong Learning Culture in Africa" (T.O. Fasokun); "A Youth Contribution to Lifelong Learning" (Nina Hansen, Cornelius Brokelmann); "Technological Change in Asia: Women's Need of Life-long Learning" (Govind Kelkar, Dev Nathan); "Societal and Cultural Enabling Environment, Spaces, Knowledge, and Agency for Lifelong Learning" (Gudrum Lachenmann); "Human Memory" (Lars-Goran Nilsson); "Lifelong Learning in Uncertain--or Threatening?--Times" (Fulvia Rosemberg); "Addressing Challenges on Lifelong Learning for Girls" (Mariama Sarr-Ceesay); and "Questions of Agency and the Internet: A New Way of Learning" (Gillian Youngs). Many papers include substantial bibliographies. | [FULL TEXT]

Younis, Talib (2000).  Higher Education: Looking towards the 21st Century. 

Trends in higher education (HE) in Scotland and elsewhere in the United Kingdom in the 1990s were reviewed, and possible policy directions for HE in the 21st century were explored. Special attention was paid to the following areas: features of HE institutions in the 21st century; the relationship between the state and HE institutions; curriculum development in support of learning for the workplace; flexible, open, and distance learning; technology and learning; the corporate university; and virtual education. The following were among the main conclusions reached: (1) HE policymakers and managers must base their policy decisions on forecasts of the skills needed in the workplace; (2) education providers must aim to bring equality of access to learning and encourage the state to fund installation of the infrastructure and new technologies needed to extend education to wider communities; and (3) policymakers and mangers wanting to provide their communities with wide, affordable access to learning must look to new technologies with the potential for mass education, including virtual universities based on the creation of partnerships offering courses and learning materials that have been developed by other institutions and subsequently awarding their own credits/degrees by assessing students' prior learning of the materials. | [FULL TEXT]

Yousuf, Muhammad Imran (2007).  Effectiveness of Mobile Learning in Distance Education  [Online Submission] 

The main aim of this research is to better understand and measure students' attitudes and perceptions towards the importance of mobile learning in distance education. Results of this survey clearly indicate that facilitating mobile learning can improve the entire distance education by enhancing ways of communication among distance learners, tutors and supporting staff. The biggest advantage of this technology is that it can be used anywhere, anytime and its usage is easy access to a larger number of distance learners. This study draws the preferences and the extant to which distance learners in Pakistan are use to mobile learning.  | [FULL TEXT]

Yan, Jeffrey (2008).  Social Technology as a New Medium in the Classroom  New England Journal of Higher Education, 22 n4 p27, 29-30 Win 2008. 

New modes of everyday communication--textual, visual, audio and video--are already part of almost every high school and college student's social life. Can such social networking principles be effective in an educational setting? In this article, the author describes how the students at his school, Rhode Island School of Design (RISD), are provided with opportunities to share their work through a new generation of Web 2.0 solutions that are easier to use, more engaging, and have an increasing impact upon collaboration and communication in the classroom than complex technologies of the past. Technologies adopted in schools today, including blogs, wikis, social networking, and online learning communities, are keeping teachers and students connected in and out of class. They are creating opportunities for groups to share, collaborate, showcase and grow together. In addition, they allow exchange of information and ideas not only within the confines of a classroom, but across schools, districts, states and the world.

Yan, Zheng; Fischer, Kurt W. (2004).  How Children and Adults Learn to Use Computers: A Developmental Approach  New Directions for Child and Adolescent Development, 2004, 105. 

How do children and adults learn to use computers? What developmental processes are involved in learning to use computers? This chapter reviews current understanding of these issues and presents empirical studies demonstrating how to advance that understanding.

Yanagawa, Kozo; Green, Anthony (2008).  To Show or Not to Show: The Effects of Item Stems and Answer Options on Performance on a Multiple-Choice Listening Comprehension Test  System: An International Journal of Educational Technology and Applied Linguistics, 36, 1. 

The purpose of this study is to examine whether the choice between three multiple-choice listening comprehension test formats results in any difference in listening comprehension test performance. The three formats entail (a) allowing test takers to preview both the question stem and answer options prior to listening; (b) allowing test takers to preview only the answer options; and (c) allowing preview of the question stems, but not answer options. Account is taken of additional, intervening factors relating to the content of the items that were tested; and we report on the extent to which they too may have contributed to difficulty. The results indicate that format (b) produces significantly fewer correct answers than the other two formats. No significant difference in test scores is found between the other two formats. The analysis suggests that the differences may be associated with reliance on a lexical matching strategy on the part of test takers. Implications are drawn for test developers and test takers.

Yancey, Kathleen Blake (2004).  Using Multiple Technologies to Teach Writing  Educational Leadership, 62, 2. 

Latest digital technologies play an important role in teaching writing and preparing students to write in the 21st century. The different technologies used to teach writing such as using visual imagery and envisionment are described.

Yang, Baijan (2007).  Project Teaches Students to Diagnose an Ailing Windows OS  Tech Directions, 67, 4. 

Troubleshooting a corrupted Windows operating system (OS) is a must-learn experience for computer technology students. To teach OS troubleshooting, the simplest approach involves introducing the available tools followed by the "how-to's." But how does a teacher teach his or her students to apply their knowledge in real-life scenarios and help them improve their troubleshooting skills? In this article, the author presents an effective classroom project that can help students diagnose and troubleshoot corrupted Windows operating system.

Yang, Chia-chi (2002).  Integration of Laptops into a K-12 Learning Environment: A Case Study of a Science Teacher in the Middle School. 

This case study identifies the feasible approaches to integrate laptops into a science learning environment in middle school. The observation of learning activities and teaching strategies took place in the 8th grade science classroom with seventeen students for five class periods and data from the teacher's opinion gathered by interview. The results reveal the strategies the teacher used with laptops in the classroom including problem-based learning, project-based learning, collaborative learning, hands-on activities, and having students use laptops as cognitive tools. With appropriate strategies, laptops can be used as cognitive tools and they can enhance the possibility of shifting the teacher's role from lecturer to facilitator. Integrating laptops into the classroom involves the following: making use of laptops as cognitive tools, employing constructivist approaches, providing curriculum support, managing logistics of the classroom, and reducing distraction. | [FULL TEXT]

Yang, E.-M.; Greenbowe, T. J.; Andre, T. (2004).  The Effective Use of an Interactive Software Program to Reduce Students' Misconceptions about Batteries  Journal of Chemical Education, 81, 4. 

The misconceptions of students regarding electricity and electrochemistry in the context of operation of a common flashlight are discussed. An Interactive Software Program (ISP) is used for better conceptual understanding of the operation of commercial batteries in a circuit.

Yang, Fan; Wang, Minjuan; Shen, Ruimin; Han, Peng (2007).  Community-Organizing Agent: An Artificial Intelligent System for Building Learning Communities among Large Numbers of Learners  Computers & Education, 49, 2. 

Web-based (or online) learning provides an unprecedented flexibility and convenience to both learners and instructors. However, large online classes relying on instructor-centered presentations could tend to isolate many learners. The size of these classes and the wide dispersion of the learners make it challenging for instructors to interact with individual learners or to facilitate learner collaborations. Since extensive literature has confirmed that the substantial impact of learner interaction on learning outcomes, it is pedagogically critical to help distributed learners engage in community-based collaborative learning and to help individual learners improve their self-regulation. The E-learning lab of Shanghai Jiaotong University created an artificial intelligence system to help guide learners with similar interests into reasonably sized learning communities. The system uses a multi-agent mechanism to organize and reorganize supportive communities based on learners' learning interests, experiences, and behaviors. Through effective award and exchange algorithms, learners with similar interests and experiences will form a community to support each others' learning. Simulated experimental results indicate that these algorithms can improve the speed and efficiency in identifying and grouping homogeneous learners. Here, we will describe this system in detail and present its mechanism for organizing learning communities. We will conduct human experimentations in the near future to further perfect the system.

Yang, Fang-Ying; Tsai, Chin-Chung (2008).  Investigating University Student Preferences and Beliefs about Learning in the Web-Based Context  Computers & Education, 50, 4. 

Psychological studies have shown that personal beliefs about learning and environmental preferences affect learning behaviors. However, these learner characteristics have not been widely discussed in the web-based context. By developing questionnaires, this study attempted to detect learners' web-based learning environmental preferences (WLEP) and beliefs about web-based learning (BWL). The scope of WLEP focused on the pedagogical dimension of the web-based learning environment, while BWL concerned the attributes and control factors of the web-based learning. There were about five hundreds of Taiwan university students participating in the study. Through factor analysis, the scales discussed in the study revealed a satisfactory validity and reliability in assessing students' preferences and beliefs. Further analyses showed that university students preferred more of individual and structured instructional configurations while expected the outward mode of interaction. In general, students held a rather contextual belief about web-based learning, which was found to be correlated with their environmental preferences.

Yang, H.-J.; Lay, Y.-L.; Liou, Y.-C.; Tsao, W.-Y.; Lin, C.-K. (2007).  Development and Evaluation of Computer-Aided Music-Learning System for the Hearing Impaired  Journal of Computer Assisted Learning, 23, 6. 

A computer-assisted music-learning system (CAMLS) has been developed to help the hearing impaired practice playing a musical melody. The music-learning performance is evaluated to test the usability of the system. This system can be a computer-supported learning tool for the hearing impaired to help them understand what pitch and tempo are, and then learn to play songs thereby increasing their interest in music classes and enhancing their learning performance. The results indicated that CAMLS could enhance hearing-impaired students' learning performance in a music course. A questionnaire survey also demonstrated that the computer-aided method did benefit hearing-impaired students in their music leaning. Actually, this system can also be applied to non-disabled students as a music-supportive tool to help their music learning.

Yang, Hui-Jen; Lay, Yun-Long (2005).  Implementation and Evaluation of Computer-Aided Mandarin Phonemes Training System for Hearing-Impaired Students  British Journal of Educational Technology, 36, 3. 

A computer-aided Mandarin phonemes training (CAMPT) system was developed and evaluated for training hearing-impaired students in their pronunciation of Mandarin phonemes. Deaf or hearing-impaired people have difficulty hearing their own voice, hence most of them cannot learn how to speak. Phonemes are the basis for learning to read and speak in Mandarin. Thus, the main purpose of this study is to use voice-recognition techniques to develop a Mandarin phoneme training system for the self-training of hearing-impaired people. The system analyses the spoken Mandarin phoneme of a hearing-impaired person, compares it with the phonemes database, and shows the results on the computer monitor. Our CAMPT system helps hearing-impaired people pronounce Mandarin phonemes, and the system automatically gives the learner a percentage score for each phoneme. In other words, learners can receive instant feedback from the system. Experiments conducted among high school students diagnosed with hearing impairment revealed that our system can help students learn the Mandarin phonemes with a neural net recognition algorithm for different users. After five months, most learners can pronounce 95% of the phonemes correctly.

Yang, Il-Ho; Kwon, Yong-Ju; Kim, Young-Shin; Jang, Myoung-Duk; Jeong, Jin-Woo; Park, Kuk-Tae (2002).  Effects of Students' Prior Knowledge on Scientific Reasoning in Density.  Journal of the Korean Association for Research in Science Education, 22, 2. 

Investigates the effects of students' prior knowledge on the scientific reasoning processes of performing the task of controlling variables with computer simulation and identifies a number of problems that students encounter in scientific discovery. Involves (n=27) 5th grade students and (n=33) 7th grade students. Indicates that students' prior knowledge had a strong effect on their experimental intent. 

Yang, Ju Yin (2008).  Teaching Academic Courses Online: An Assessment of San Diego Miramar College Students  [Online Submission, Paper presented at the International Symposium and Book Fair on English Teaching (16th, Taipei, Taiwan, Nov 9-11, 2007)] 

This paper addresses the assessment of an online academic course delivered through WebCT at San Diego Miramar College in Southern California. The native and non-native college students who took this course experienced online academic instruction for the first time. WebCT gives learners both knowledge input and interactive practice by encouraging divergent thinking and facilitating complex understanding and instant reflection in online discussion. WebCT provides assessment tools, which assist instructors in designing course curriculum, tracking students' learning process, and assessing students' performance. WebCT includes seven assessment tools: online group discussion, feedback, examination, phone conversations, surveys, quizzes, and written assignments. Instructors and learners are able to share information, join group discussions, and send assignments, and issue grades anytime, anywhere. Lastly, within this course design, instructors had access to new technology tools such as Camtasis, Horizon Wimba, and Macromedia breeze. Finally, this paper suggests ways in which instructors can utilize WebCT's technology tools to facilitate assessment, grading, and active student reflection in an effective learning environment.  | [FULL TEXT]

Yang, Ya-Ting C. (2008).  A Catalyst for Teaching Critical Thinking in a Large University Class in Taiwan: Asynchronous Online Discussions with the Facilitation of Teaching Assistants  Educational Technology Research and Development, 56, 3. 

This study was designed to investigate the effects of teaching critical thinking skills (CTS) in a large class through asynchronous discussion forums (ADFs) with the facilitation of teaching assistants. A pretest and posttest quasi-experimental design with a comparison group was employed to validate the effectiveness of the proposed approach. The independent variable was the structured ADFs with two levels--without Socratic dialogues, and with Socratic dialogues, modeled and facilitated by the teaching assistants via structured ADFs, while the dependent variable was the students' levels of CTS as measured by two different evaluations: (a) the California Critical Thinking Skills Test, to holistically examine students' gains in their CTS, and (b) the Coding Scheme for Evaluating Critical Thinking in Computer Conferencing, to investigate students' interaction patterns and the depth of their critical thinking (CT) demonstrated via the ADF. The evaluation data were collected from 278 college students in Taiwan. The qualitative analysis provided a detailed description of how students' discussions moved from the lower to the higher phases of CT. Results indicated that an inspired instructor and some energetic teaching assistants who use Socratic dialogues during small-group online discussions can successfully develop students' CTS in a large university class.

Yang, Yi; Cornelious, Linda (2004).  Ensuring Quality in Online Education Instruction: What Instructors Should Know?  [Association for Educational Communications and Technology] 

With a growing number of courses offered online and degrees offered through the Internet, there is a considerable interest in online education, particularly as it relates to the quality of online learning instruction. The major concerns are centering on the following questions: What will be the new role for instructor in online education? How will students' learning outcomes be assured and improved in online learning environment? How will effective communication and interaction be established with students in the absence of face-to-face instruction? and How will instructors motivate students to learn in the online learning environment? This paper will examine new challenges and barriers for online instructors, highlight major themes prevalent in the literature related to "quality control or assurance" in online education, and provide strategies for instructors to design and deliver effective online instruction. Recommendations will be made on how to ensure quality in online instruction, and the role of administrators in ensuring quality online learning will also be described. | [FULL TEXT]

Yang, Yi; Cornelius, Linda F. (2004).  Students' Perceptions towards the Quality of Online Education: A Qualitative Approach  [Association for Educational Communications and Technology] 

How to ensure the quality of online learning in institutions of higher education has been a growing concern during the past several years. While several studies have focused on the perceptions of faculty and administrators, there has been a paucity of research conducted on students? perceptions toward the quality of online education. This study utilized qualitative methods to investigate the perceptions of students from two universities and one community college regarding the quality of online education based on their own online learning experiences. Interviews and observations were conducted with three students. Various documents were collected, digital and printed. Positive and negative experiences of students were examined. Factors that contribute to those experiences were also identified. The findings of this research revealed that flexibility, cost-effectiveness, electronic research availability, ease of connection to the Internet, and well-designed class interface were students? positive experiences. The students' negative experiences were caused by delayed feedback from instructors, unavailable technical support from instructors, lack of self-regulation and self-motivation, the sense of isolation, monotonous instructional methods, and poorly-designed course content The findings can be used by instructors to understand students' perceptions regard ing online learning, and ultimately improve their online instructional practices. | [FULL TEXT]

Yang, Yong-Chil (2006).  Effects of Embedded Strategies on Promoting the Use of Self-Regulated Learning Strategies in an Online Learning Environment  Journal of Educational Technology Systems, 34, 3. 

The purpose of this study was to explore the effects of embedded strategies on promoting the use of self-regulated learning strategies (SRLS) in an online learning environment. Cognitive strategies, performance control strategies, and self-efficacy strategies among SRLS were employed as embedded strategies into online learning. Thirty-four college students participated in the study. They were taught in online settings for 16 hours over 8 weeks. With two hours per week, one hour was assigned to learning contents, and the other for group discussions with four or five members in each group. SRLS questionnaires were administered before and after online learning. Results revealed that students' use of cognitive strategies and performance control strategies have been improved during online learning, but their use of self-efficacy strategies have not. Findings from this study provide important suggestions for design and development of learning environments to promote the use or acquisition of students' self-regulated learning strategies.

Yang, Yongwei; Buckendahl, Chad W.; Juszkiewicz, Piotr J.; Bhola, Dennison S. (2005).  Evaluating Computer Automated Scoring: Issues, Methods, and an Empirical Illustration  Journal of Applied Testing Technology, 7, 3. 

With the continual progress of computer technologies, computer automated scoring (CAS) has become a popular tool for evaluating writing assessments. Research of applications of these methodologies to new types of performance assessments is still emerging. While research has generally shown a high agreement of CAS system generated scores with those produced by human raters, concerns and questions have been raised about appropriate analyses and validity of decisions/interpretations based on those scores. In this paper we expand the emerging discussions on validation strategies on CAS by illustrating several analyses can be accomplished with available data. These analyses compare the degree to which two CAS systems accurately score data from a structured interview using the original scores provided by human raters as the criterion. Results suggest key differences across the two systems as well as differences in the statistical procedures used to evaluate them. The use of several statistical and qualitative analyses is recommended for evaluating contemporary CAS systems.

Yang, Zongkai; Liu, Qingtang (2007).  Research and Development of Web-Based Virtual Online Classroom  Computers and Education, 48, 2. 

To build a web-based virtual learning environment depends on information technologies, concerns technology supporting learning methods and theories. A web-based virtual online classroom is designed and developed based on learning theories and streaming media technologies. And it is composed of two parts: instructional communicating environment (ICE) and collaborative learning environment (CLE). ICE provides learners with learning materials, lecture videos, and interactive environment etc. CLE supports active learning by providing the environment with learning tools, learning materials and contextual discussion for learners. The environments are designed with event-based synchronous strategies and e-learning technologies standards. Different users have different ideas about the use of learning tools in the virtual classroom. According to the questionnaire, teachers are accustomed to communicating and teaching face to face. They hope they could be able to control the teaching and learning process and observe learners behaviors like in the traditional classroom. Learners love to use such tools as chat-room, BBS, etc., to control their learning pace.

Yannibelli, Virginia; Godoy, Daniela; Amandi, Analia (2006).  A Genetic Algorithm Approach to Recognise Students' Learning Styles  Interactive Learning Environments, 14, 1. 

Learning styles encapsulate the preferences of the students, regarding how they learn. By including information about the student learning style, computer-based educational systems are able to adapt a course according to the individual characteristics of the students. In accomplishing this goal, educational systems have been mostly based on the use of questionnaires for establishing a student learning style. However, this method has shown to be not only time-consuming but also unreliable. A genetic algorithm approach to automatically identify the individual learning styles of students based on their actions while attending an academic course is presented in this paper. The application of a genetic algorithm to this domain allows us to both discover the learning styles of individual students as they attend different academic units, as well as track the changes on these styles that might occur over time.

Yamagata-Lynch, Lisa C. (2003).  How a Technology Professional Development Program Fits into Teachers' Work Life.  Teaching and Teacher Education, 19, 6. 

Investigated how a professional development program for integrating technology into school fit into teachers' work lives,by examining the activities of participating Indiana teachers as they introduced new classroom curricula. Observation and interview data indicated that program participation allowed teachers to share new curricula with peers and university staff. Program and district expectations created new pressures on teachers. Consequently, teachers managed their time to gain new skills and confidence.

Yamagata-Lynch, Lisa C. (2007).  Confronting Analytical Dilemmas for Understanding Complex Human Interactions in Design-Based Research from a Cultural-Historical Activity Theory (CHAT) Framework  Journal of the Learning Sciences, 16, 4. 

Understanding human activity in real-world situations often involves complicated data collection, analysis, and presentation methods. This article discusses how Cultural-Historical Activity Theory (CHAT) can inform design-based research practices that focus on understanding activity in real-world situations. I provide a sample data set with activity systems analyses of a yearlong teacher professional development program designed to foster technology integration into rural Indiana schools. I present the analytical dilemmas I faced while maintaining trustworthiness in the qualitative data analysis. Through the sample data analysis, I demonstrate how the school-wide technology reform initiative affected and was affected by classroom-based teacher technology implementation projects. Additionally, I introduce the theoretical findings from the data analyses that contribute to further development in activity systems analysis.  [Additional funding for this article was supported by the Ackerman Family Foundation. A version of this article was presented at the 2002 biannual meeting of the International Conference of the Learning Sciences.]

Yaman, Cetin (2008).  The Abilities of Physical Education Teachers in Educational Technologies and Multimedia  [Online Submission] 

In the field of education, information and communication technologies and multimedia tools have become more prevalent then ever that almost all schools can obtain. Physical education which is not only very important component of formal and informal education but also an important part of lifelong learning has been affected by these developments and physical education teachers has begun to use educational technologies and multimedia. On the other hand, because of some reasons like lack of technical facilities and inadequate in-service training, educational technologies and multimedia tools are either not used in physical education classes or used ineffectively. In this study, how often and which educational technologies and multimedia tools are used by physical education teachers and--if there are--the reasons for ineffective use of these tools are investigated. Moreover, based on the findings of the study, some suggestions for physical education teachers to use educational technologies better are made.  | [FULL TEXT]

Yaman, Metin (2007).  The Competence of Physical Education Teachers in Computer Use  [Online Submission] 

Computer-based and web-based applications are primary educational tools that are used in order to motivate students in today's schools. In the physical education field, educational applications related with the computer and the internet became more prevalent in order to present visual and interactive learning processes. On the other hand, some difficulties are encountered in the integration of computers to physical education and in the use of these tools by teachers. Physical education teachers have to develop their knowledge and skills in order to use computers as teaching tools and support and guide students to use these technologies for learning. The aim of this study is to find out how often physical education teachers use computers and related software for educational purposes. Based on the findings of the research, suggestions towards effective use of computers in physical education classes are made.  | [FULL TEXT]

Yaman, Metin (2007).  The Attitudes of the Physical Education Students Towards Internet   [Online Submission] 

Internet is a part of our life today. It offers educators alternative teaching methods. It provides us to get efficient and fast information, establishing contact with everyone and to have a chance for searching all types of data with its globalization effect. Internet facilities help physical education teachers to search lonely in order to get information in a stable and comfortable way. In addition to this, at educational areas, physical education students get various capacities and properties for their future life. In that sense, technology makes people to have self-differentiated features in order to get wide range of knowledge and about all issues and everyone has same opportunities for gathering this knowledge. The study is that attitudes of students about internet by considering their tendencies emerging with described statements to realize new generation perspectives whose are graduate and post graduate students. At this research study, questionnaire examined the consciousness of students towards internet to the sample of students whose are a hundred fifty nine in Sakarya University.  | [FULL TEXT]

Yudko, Errol; Hirokawa, Randy; Chi, Robert (2008).  Attitudes, Beliefs, and Attendance in a Hybrid Course  Computers & Education, 50, 4. 

Since online learning technology, such as streaming video, was introduced to the college distance-learning environment, there has been a need to study the attitudes of college students toward the use of this modality in hybrid courses. Understanding students' attitudes toward using online materials and the impact on class attendance is not only essential to ascertain how effectively the online content is delivered, it also helps teaching faculty prepare online courses and education programs. This paper studies the attitudes of college students' about online materials in a hybrid upper division communications class. Student attitudes towards combining distance-learning techniques with traditional lecture tended to be positive. Students held the belief that hybrid courses have a negative impact on attendance, but they did not self-report an actual impact. Students do believe that they benefit from this technology, but the belief is strongest in those who are most computer/Internet literate. How these attitudes/beliefs impact the student in the context of a rural culture will be discussed.

Yu, Chien; Durrington, Vance A. (2006).  Technology Standards for School Administrators: An Analysis of Practicing and Aspiring Administrators' Perceived Ability to Perform the Standards  NASSP Bulletin, 90, 4. 

This study investigated practicing and aspiring school administrators' perceived level of proficiency related to the Technology Standards for School Administrators adopted by the International Society for Technology in Education. Based on the mentor-mentee relationship, the study found there were no significant differences between mentors and mentees in their perceived ability to meet any of the Technology Standards for School Administrators. However, there was a significant difference between mentors and mentees on the social, legal, and ethical issues standard, with mentees showing a greater desire to pursue professional development in this standard area.

Yucel, Seda A. (2006).  E-Learning Approach in Teacher Training  [Online Submission] 

There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of students and an instructor actualize an online conference meeting in a computer environment) an asynchronized (where individuals actualize self-training in computer environments). Students have access to the course contents whenever they want and communicate with their peers or teachers via communication tools such as e-mail and forums. In order for the distance learning system to succeed in e-learning, the program should be planned as both synchronized and asynchronized.  | [FULL TEXT]

Yavuz, Soner (2007).  The Effects of Interactive Learning Environments on Cooperative Learning Achievement and Student Anxiety in Environmental Education  [Online Submission] 

All events in the world are caused by chemical events and reactions. One of the most important aims of life chemistry is bringing up individuals who have sensitivity towards the environment and environmental awareness; could apply their learnt knowledge to daily issues and problems; have the ability to comment and adopt their knowledge into different situations. In order to achieve these aims, it is of great importance to train students of all levels and create awareness in the society. Therefore, life chemistry has been emphasized together with what could be done about it and how it could be integrated into the curriculum including which applications should be done at which level. This study aimed to investigate the effect of distance education and technology assisted cooperative learning projects on students' achievement and attitude in "Chemistry events and concepts in our life". In the light of this aim, student achievement scores as outcomes of student cooperative learning projects were evaluated together with technology attitude scale.  | [FULL TEXT]

Yavuz, Soner; Morgil, Inci (2006).  Identification of Gas Components in Lighter by Gas Chromatography: An Experiment of the Undergraduate Instrumental Analysis Laboratory Which Can Be Used with Distance Learning Applications  [Online Submission] 

In the applications of instrumental analysis lessons, advanced instruments with the needed experiments are needed. During the lessons it is a fact that the more experiments are performed, the more learning will be. For this reason, experiments that do not last long and should be performed with more simple instruments and that increase students" attention with current events should be developed. It is thought that there is only propane gas in lighters used in daily life. However, in fact, in certain ratios, there are also other gases having similar structure besides propane gas. For these reasons, the identification of gas components in lighter has been thought. To enlighten this situation a simple experiment design has been planned. Keywords: Laboratory instruction; computer-based learning; gas chromatography; Instrumental methods; and distance learning.  | [FULL TEXT]

Yi, Youngjoo (2008).  Relay Writing in an Adolescent Online Community  Journal of Adolescent & Adult Literacy, 51, 8. 

"Welcome to Buckeye City" is an adolescent online community that was maintained by 25 Korean students who attended American schools. On the website, the students engaged in "relay writing"--a writing activity in which each person contributed a portion of an evolving story in a relayed manner. Relay writing offers teachers a new and valuable window into online literacy as well as adolescent literacy practices beyond school. The activity can help teachers understand adolescents' composing activities in voluntary (i.e., out-of-school) circumstances.

Yoon, Foo Seau; Ho, Jeanne; Hedberg, John G. (2006).  Teachers as Designers of Learning Environments  Computers in the Schools, 22, 3/4. 

This study examined how six Singapore teachers approached the design and implementation of a unit of work (topic) to demonstrate exemplary classroom practices that engage learners and use ICT in knowledge-generative rather than presentational activities. After a reflection and feedback session on the first lesson observation involving the researcher and the teacher, the teacher redesigned the lesson to enhance ICT use and involve students more actively in their learning. Our study revealed that there is a difference between students' physical engagement and cognitive engagement in a task and that the teacher, as a designer of the learning environment, needs to make explicit the cognitive processes involved in using the tool to ensure students' effective use of ICT. The teachers' understanding of what constitutes effective learning and their roles in students' learning determine how they design the learning environment. In essence, it is the teacher's skill in managing the "tripartite" partnership of IT tool, learning task, and teacher support that brings about higher levels of student engagement.

Yoon, Seung Won; Lim, Doo Hun (2008).  Team Learning Performance and Collaboration between Online and Blended Learning Delivery Groups  [Online Submission, Paper presented at the Academy of Human Resource Development International Research Conference in the Americas (Panama City, FL, Feb 20-24, 2008)] 

This study examined the impact of instructional variables on team learning outcomes and collaboration between online- and blended groups. Differences in team learning collaboration and instructional factors were found between the groups and significant relationships existed between them. From the findings, implications and discussions to improve existing practices of online or blended instruction were made.  | [FULL TEXT]

Yoon, Seung-won (2003).  In Search of Meaningful Online Learning Experiences  New Directions for Adult and Continuing Education, 2003, 100. 

This chapter reviews the strengths and challenges of online education and discusses how effective online education is a blend of pedagogy, technology, and organizational support. The author describes how an effectively coordinated online education program is able to foster meaningful learning experiences through unprecedented opportunities for educational interactivity. As key players in online education, the learners are at the forefront of exploring and experiencing new educational interactivity. As end users of a learning system, they are in a good position to evaluate whether an online program has strengths in pedagogy, technology, and organizational support and to determine whether a strong blend exists. They should not be passive recipients of online education. Instead, they need to be actively involved in the process of designing and executing changes to provide feedback to online education providers and improve their online learning experiences. Online learning is a powerful and effective tool for adult learners who want to learn by maximizing the use of expanded interaction opportunities in their work and personal environments.

Yoon, Seung-won (2004).  Two Group Development Patterns of Virtual Teams: Linear Progress and Adaptive Progression  [Online Submission, Paper presented at the Academy of Human Resource Development International Conference (AHRD) (Austin, TX, March 3-7, 2004) p1031-1038 (Symp. 47-3)] 

Examining the group processes of seven virtual learning teams and the distribution of observed behaviors from each team found two emerged group development patterns, Linear Progression and Adaptive Progression. Linear progression teams followed the linear sequence of orientation, scheduling, exploration, work and decision, progress check and evaluation, refinement and formatting, and termination. Adaptive progression teams found the evaluation of work progress or the outcome of group work was not satisfactory and made an adaptation to the team progress by revisiting one or more of the previous phases based upon needs identified to finish the project.  [For complete proceedings, see ED491481.] | [FULL TEXT]

Yoon, Seung-Won; Lim, Doo Hun (2007).  Strategic Blending: A Conceptual Framework to Improve Learning and Performance  International Journal on E-Learning, 6, 3. 

Although blended learning is touted as widespread and effective, few theories and models exist to explain what blending is, determine an ideal mix of various delivery media, and guide the practice of blending. After reviewing several definitions and models of blended learning, the authors present a conceptual framework for strategic blending, entitled Strategic Blended-Learning and Performance Solutions (SBLPS). It defines strategic blending as a purposeful mix of delivery media (particularly face-to-face and various forms of technologies) to improve learning/performance solutions, which are derived from the goals and needs of an organization. This framework proposes five procedural, interrelated phases that create strategically blended solutions for both instructional and noninstructional situations.

Yildirim, Zahide (2004).  Relationship between Achievement Goal Orientation and Collaboration in Project-Based Learning Process  [Online Submission] 

This study investigates students' achievement goal orientation in relation to their attitudes toward group work and perceptions of group members' collaboration behaviors. A total of 48 (33 males and 15 females) 4th year Instructional Technology Department students were taking Design, Development and Evaluation of Educational Software course at Middle East Technical University in the Spring term of the year 2003 formed the sample of this study. The study lasted 14 weeks. During this period the students worked in groups and developed 3D learning environments by using rapid prototyping approach and Active World. 3.3[C]. At the end of the semester a four-part survey questionnaire was given to students to collect data on background, achievement goal orientations, attitudes toward group work and perceptions of their group members' performances in terms of effective collaborative rubric. The data were analyzed by descriptive and inferential statistics. The correlation analysis showed no significant relationship between attitudes toward group work and profiles of achievement goal orientations. However there is a correlation between attitudes toward group work and how subjects perceive their team members' collaboration in regard to contribution to task, discussing and listening, and team functioning behaviors. Significant correlations were found between collaboration on contribution to task, discussing and listening, and team functioning behaviors. The results indicated that there was a significant relationship between mastery and ego orientations, negative relationship between GPA and work avoidant orientation. Finally males were significantly more work-avoidant than females.  | [FULL TEXT]

Yildirim, Zahide (2006).  Preservice Computer Teachers as Hypermedia Designers: The Impact of Hypermedia Authoring on Knowledge Acquisition and Retention  [Online Submission] 

This study aims to assess the impact of hypermedia designing as a cognitive tool on knowledge acquisition and retention in comparison to traditional instruction. A pretest-posttest control group design was used. The study included 48 second-year preservice computer teachers who enrolled in "Instructional Technology and Material Preparation" course at one of the universities in Turkey. The subjects were assigned to experimental and control groups through "matched-pair technique." Both groups were given a pretest to measure their prior achievement level in "Instructional Technology & Material Preparation" course content. While the control group was exposed to traditional instruction, the experimental group developed hypermedia on the course content in a constructivist learning context for 14 weeks. A posttest was given at the end of the treatment, and a retention test was given eight weeks after the treatment to both groups. The results showed that the use of hypermedia as a cognitive tool resulted in similar level of student achievement as traditional instruction.  | [FULL TEXT]

Yildiz, Melda N. (2002).  Analog and Digital Video Production Techniquest in Media Literacy Education. 

This research focuses on the importance of learning media literacy skills through simple production techniques on a video camera versus digital editing on a computer. It describes the results of analog and digital production groups and investigates the educational experiences with media. This qualitative and participatory research study conducted in Hingham, Massachusetts and Madison, Wisconsin from the spring of 2001 through the summer of 2001. There were 3 groups of 39 participants from K-12 background and they wanted to integrate video production and media literacy into their curriculum. The study examines how participants' teaching approaches are affected by different media production activities. It addresses their response to the use of video production in developing media literacy skills in the curriculum, and documents the pedagogical experiences of these educators who want to integrate new media and technologies into their curriculum. Results address issues about how by engaging in media production activities, participants experience the difficulties and unique characteristics of media production.  | [FULL TEXT]

Yilmaz, Harun; Cetinkaya, Bulent (2007).  Using an Online Portfolio Course in Assessing Students' Work  [Online Submission] 

New developments and advancements in informational technology bring about several alternative avenues for educators to select in supporting and evaluating their students' learning. Online portfolio is a fairly new technique in this regard. As the online education grows, use of online portfolio becomes more vital for educational programs. At Virginia Tech, in the program of Instructional Technology Master's of Art Degree (ITMA), an online portfolio evaluation course is designed with the goals of reviewing and evaluating students' achievements throughout their master's degree education as well as evaluating the program itself. Evaluation standards put forward by Association for Educational Communication and Technology (AECT) are used as a framework in developing this course. In this presentation, we first discuss types and content of portfolios and design principles for creating portfolios. Next, we describe the portfolio evaluation course and explain briefly evaluation processes involved in the course. We then discuss AECT standards and how the portfolio evaluation course was informed by these standards. Succeeding the close examination of this course and its use for the Virginia Tech case, we discuss which regulations and standards should be considered in order to successfully apply this online portfolio evaluation course in educational institutions in Turkey.  | [FULL TEXT]

Yilmaz, Kaya (2008).  Social Studies Teachers' Views of Learner-Centered Instruction  European Journal of Teacher Education, 31, 1. 

This study explored social studies teachers' views of learner-centered instruction and learning theories by employing the methods and procedures of the qualitative research tradition. In-depth, semi-structured interviews were conducted with the participants. The techniques and strategies of inductive qualitative data analysis were used to analyze the interview transcripts. The results showed that the participants had positive attitudes toward learner-centered instruction which they believed has the potential to make instruction engaging, enjoyable, involving, challenging, and relevant to students' learning. The teachers identified their teaching orientations more with the cognitive and constructivist approach than the behaviorist approach. The teachers' responses indicated the impact of the community on their views and practices.

Yilmaz, Ozgul; Tuzun, Hakan (2001).  Creating an Online Community by Using ICQ Active List. 

One of the important characteristics of Web-based courses is that they utilize different Internet tools to close the gap between the instructor and the learner. Although many different Internet tools (including course Web sites, e-mail, electronic mailing lists, threaded discussion group, chat, instant messaging, audio conferencing, and video conferencing) can be used today to close this gap, there are a number of problems with the existing tools. According to the literature, current problems with tools that support Web-based instruction include: finding appropriate software for students and instructors; access control to keep outsiders from disrupting class communication; training students and instructors in the use of various software packages; and cost of acquisition and use of appropriate tools. This paper introduces ICQ Active List, an Internet tool which can support a Web-based distance education community by eliminating all of these problems. The paper also discusses the issue of creating an online community, which is very important in Web-based courses, and it describes the principles that were followed in order to create such a community. Most of the principles and the experience can be used to create learning communities in Web-based courses.  | [FULL TEXT]

Yoshina, Joan M.; Harada, Violet H. (2006).  Engaging Students in Inquiry  School Library Media Activities Monthly, 22, 8. 

In a technologically advanced, media-saturated culture, children are often confronted with realities that are as disturbing as they are real. Educators search for ways to deal with events that are so compelling that everything else drowns in the tide. They search for ways to bring these events into the learning environment in a manner that is responsive to the needs of students and at the same time addresses required standards and meets federal guidelines. Some educators have found success through inquiry learning--a student-centered approach that provides opportunities for students to make choices that help determine the direction of their learning. Inquiry allows students to construct personal knowledge about issues and problems that is both personally meaningful and important to learn about. This article describes how educators can create an environment for students that encourages inquiry.

Yost, Patricia A. (2007).  Fitting the Pieces Together: Successful Technology Integration with Laptops   Learning & Leading with Technology, 35, 3. 

Two and a half years ago, the author relates how their middle schools embarked on a student laptop initiative that began as a pilot program and has continued to develop into a model for successful technology integration. Although they entered uncharted waters as far as laptop technology is concerned, there were some known principles that have guided them to success. The author also relates how they knew that truly successful technology integration would require a pedagogical focus rather than a technology skills focus. They also knew that the teachers and students already possessed substantial technology skills. Their objectives, therefore, were to help students use technology as a tool for higher-order thinking and learning and to help teachers use technology as a tool for promoting higher-order learning. In this article, the author provides a detailed explanation of how they fit all the pieces together to organize a successful technology integration program.

Yakin, Ilker, Sumuer, Evren (2007).  First Year Preservice Teachers' Attitudes toward Computers from Computer Education and Instructional Technology Department  [Online Submission] 

The purpose of the study is to explore the attitudes of first year university students towards computers. The study focuses on preservice teachers (N=46) included 33 male and 12 female from Middle East Technical University, Computer Education and Instructional Technology (CEIT) department. The study is delimited to first grade preservice teachers of CEIT department because computers are indispensable not only for their academic program but also for their professional development as teachers. The questionnaire included twenty items and demographics of the participants. Four independent variables; gender, having a computer, years of computer experience and competencies of computer skills; and one dependent variable (item scores) compose the instrument. The results of questionnaire were carefully scrutinized by statistical methods. Recommendations were provided for further studies to yield more application concerning attitudes toward computers.  | [FULL TEXT]

Yakushkina, Tatiana (2004).  Seven Years of Distance Education in Russia: First Outcomes  International Journal on E-Learning, 3, 2. 

In the year 2002, the federal experiment on creating and developing the system of distance education in Russia came to its end. This fact provokes the author to analyze the first outcomes of the beginning era of computer-based-learning in this country. The paper aims to review the development of distance education in the context of past and present difficulties, describe three main forms of distance learning technologies used in the country: case, Internet, and telecommunications; and outline the main forces and social needs that are turning distance education into one of the dominant strategies in modern Russian higher education.

Yuruk, Nejla (2007).  The Effect of Supplementing Instruction with Conceptual Change Texts on Students' Conceptions of Electrochemical Cells  Journal of Science Education and Technology, 16, 6. 

The aim of this study was to investigate the effectiveness of instruction supplemented by conceptual change texts (CCTs) over traditional instruction on students' understanding of electrochemical (galvanic and electrolytic) cell concepts. The participants of the study consisted of 64 students from the two classes of a high school located in Turkey. Classes were randomly assigned to experimental group, which was exposed to CCTs as a supplementary material, and to control group, which was exposed to traditional instruction. A 23-item multiple-choice test was developed assess students' conceptual understanding of electrochemical cells. This test was administered to both groups before and after the instruction. The results of ANCOVA indicated that students who were instructed by using CCTs had better conceptual understanding of electrochemical cells than those experiencing traditional instruction when their prior electrochemical cell concepts understanding was statistically controlled. The findings of this study suggest that CCTs can be used as a cost- and resource-effective supplement to classroom instruction to promote students' understanding science concepts.

Yadav, Aman (2008).  What Works for Them? Preservice Teachers' Perceptions of Their Learning from Video Cases  Action in Teacher Education, 29, 4. 

Although much has been written about the use of video cases--particularly, video cases in teacher preparation programs in the United States--little is known about what the consumers of video cases (i.e., preservice teachers) think about such cases and how they are implemented in teacher education courses. This research investigated preservice teachers' perceptions of the influence of video cases on their learning and how such cases were implemented in a literacy methods course--namely, using two approaches: scaffolded and open-ended. Interviews and a survey formed the sources of data. Results indicate that preservice teachers had a positive learning experience from the video cases and that the majority of them thought that the scaffolded implementation of video cases was more beneficial than the open-ended. Implications and directions on the use of video cases in teacher education are offered.

Yadav, Aman; Lundeberg, Mary; DeSchryver, Michael; Dirkin, Kathryn; Schiller, Nancy A.; Maier, Kimberly; Herreid, Clyde Freeman (2007).  Teaching Science with Case Studies: A National Survey of Faculty Perceptions of the Benefits and Challenges of Using Cases  Journal of College Science Teaching, 37, 1. 

To understand more about faculty perceptions of the instructional benefits of and barriers to using case studies, the authors surveyed 101 science faculty at universities and colleges in the United States and Canada. The results provided evidence that, overall, faculty think cases have a positive impact on student learning, critical thinking, and participation.

Yiong-Hwee, Teo; Churchill, Daniel (2007).  Using Sentence Openers to Support Students' Argumentation in an Online Learning Environment  Educational Media International, 44, 3. 

This article describes a study which was designed to explore how sentence openers supported students' construction of arguments in an online learning environment. The study involved a group of students from a teacher training institute in Singapore. As part of the overall teacher training program, the students attended a course that equipped them with skills to effectively examine pedagogical value and production qualities of digital videos, and to design some simple educational videos. Through the course, these students used the Knowledge Community online learning environment to critique, debate and negotiate the strengths and weaknesses of certain digital video clips. The study's strategy involved setting a discussion task for students and providing them with a set of carefully developed sentence openers to help them in constructing arguments. These posts were then collected and their content analyzed. In addition a selected number of students were also interviewed. The study results suggest that sentence openers offer an effective strategy to support students' construction of arguments in an online learning environment.

Yarnall, Louise; Carriere, Sara; Stanford, Tina; Manning, Carmen; Melton, Bob (2007).  What Happens to "Writing Across the Curriculum" with Handheld Devices?  Educational Technology Magazine: The Magazine for Managers of Change in Education, 47, 3. 

This article presents findings from research in a school district using handhelds to support writing across the curriculum. The authors report that handheld devices can be useful to foster classroom note-taking activities, assist students who have handwriting difficulties, and provide inspiration to teachers who want to create collaborative and creative writing activities for students. Guidance for educators and technology designers is also given.

Yarnall, Louise; Shechtman, Nicole; Penuel, William R. (2006).  Using Handheld Computers to Support Improved Classroom Assessment in Science: Results from a Field Trial  Journal of Science Education and Technology, 15, 2. 

A variety of handheld applications and curricular materials have been developed to support inquiry science learning in recent years, but there are few handheld-supported assessment activities available to teachers. In Project WHIRL, researchers from SRI International worked in partnership with teachers from Beaufort County School District (SC) to develop a suite of handheld software applications that could be used to support classroom assessment in upper elementary and middle school science classrooms. In this paper, we will analyze results from a field trial conducted in 2003-2004 with 18 teachers in the district, focusing on how teachers' enactment of handheld-supported assessment activities altered the frequency and quality of their assessment practices.

Yeh, Yu-Chu (2006).  The Interactive Effects of Personal Traits and Guided Practices on Preservice Teachers' Changes in Personal Teaching Efficacy  British Journal of Educational Technology, 37, 4. 

Personal teaching efficacy is associated with a teacher's effectiveness in the classroom. To enhance this efficacy in a computer-simulated training program, both personal traits and guided practices need to be considered concurrently. In this study, it was hypothesised that the interactive effects from the coupling of personal traits with guided practices would be a reliable predictor of the degree of improvement in personal teaching efficacy during computer-simulated training. One hundred and seventy-eight preservice teachers completed an interactive teaching experience via the "Computer Simulation for Teaching General Critical-thinking Skills" in which guided practices were integrated via specially designed teaching sequences and loops. The findings suggest that intrapersonal intelligence, critical-thinking dispositions and a judicial thinking style are related to self-awareness, analytical learning and reflective thinking and that in this study, these personal qualities seemingly interacted with guided practices, which resulted in reflective teaching and mastery experience. This, in turn, may very well have brought about improvement in the preservice teachers' personal teaching efficacy during the computer-simulated teaching.

Yeh, Yu-Chu (2007).  Aptitude-Treatment Interactions in Preservice Teachers' Behavior Change during Computer-Simulated Teaching  Computers and Education, 48, 3. 

Adapting training methods to specific teacher traits to best facilitate the training effects for preservice teachers is an important, yet neglected, topic in aptitude-treatment interaction research. This study investigated interactions between four personal traits (CT-dispositions, thinking styles, CT-skills, and intrapersonal intelligence) and two designed treatments on preservice teachers' behavior change during a computer-simulated teaching experience. One hundred and seventy-eight preservice teachers participated in this study. The CS-TGCTS simulation program was employed to measure the preservice teachers' actual use of effective teacher behaviors, as well as the four targeted personal traits which were measured by three Likert-scale inventories and one multiple-choice test. The results suggest that preservice teachers with high levels of CT-dispositions, CT-skills, and intrapersonal intelligence--as well as those with judicial or legislative thinking styles--are mindful, analytical, and reflective in their teaching practices and therefore more likely to continually improve their teaching skills.

Yelland, Nicola, Ed.; DeVoogd, Glenn, Ed. (2001).  Young Child. [SITE 2001 Section]. 

This document contains the following papers on the young child from the SITE (Society for Information Technology & Teacher Education) 2001 conference: (1) "Young Children and Technology: Building Computer Literacy" (Michael J. Bell and Caroline M. Crawford); (2) "Integrating Technology into the Young Child Lesson Plan" (Michael J. Bell and Caroline M. Crawford); (3) "Computer Science for Children" (Claudia Santos Fernandes and Paulo Fernando Blauth Menezes); (4) "Technology and Character Education of the Younger Generation" (Shujia He and Yuehua Zhang); (5) "Technology in Early Childhood: A Model for Teacher Training" (Patricia E. Ragan, Arthur Lacey, and Theodor Korithoski); and (6) "Lights, Camera, Action: Videoconferencing in Kindergarten" (Nancy Yost). Most papers contain references. | [FULL TEXT]

Yelland, Nicola, Ed.; DeVoogd, Glenn, Ed. (2002).  Young Child. [SITE 2002 Section]. 

This document contains the following papers on the young child from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "Young Children's Computer Use: Perspectives of Early Childhood Teacher Educators" (Mehmet Buldu); (2) "Using Technology To Support Preschool Teachers' Professional Development" (Julie Hirschler and Carol Darcy); and (3) "Computer Use within Learning Environments: Early Childhood Case Study" (Sylvia S. Martin, Randy L. Seevers, Caroline M. Crawford). Brief summaries of conference presentations on using technology in the primary grades, using technology to support student learning, and appropriate ways to incorporate technologies with grades K-2 are also included. Most papers contain references. | [FULL TEXT]

Yelland, Nicola; Masters, Jennifer (2007).  Rethinking Scaffolding in the Information Age  Computers and Education, 48, 3. 

This paper addresses the use of scaffolding in learning contexts that incorporate technologically based novel problems. We suggest that in computer contexts extended conceptualisations of scaffolding are needed in order to gain greater insights into teaching and learning processes. Our work has revealed that traditional forms of scaffolding, based on the ''expert's'' view of how the problem "should" be solved, need to be modified in order to accommodate the child's perspective and that three different types of scaffolding which we refer to as "cognitive," "technical" and "affective" can be conceptualized. This paper discusses the ways in which the performance of pairs of children is enhanced in such scaffolding contexts, to include more examples of metastrategic processes and strategies for problem-solving, than when the pairs are left to spontaneously solve the problems. This study provides additional support that cognitive, affective and technical scaffolding are beneficial for learning and that children are able to support each others learning via sharing strategies and articulating the reasons behind them to each other.

Yelon, Stephen (2006).  Face-to-Face or Online?: Choosing the Medium in Blended Training  Performance Improvement, 45, 3. 

Performance technologists have the opportunity to employ blended instruction, a combination of face-to-face and online teaching. Faced with the benefits of using the best of both of these forms of instruction in a single training program, performance technologists must make some thoughtful decisions to create a successful design for learning. Among the first and most challenging decisions are what is to be taught face to face, what is to be taught online, and what is to be taught using other media, such as text. Performance technologists need a systematic protocol based on instructional design that will help them choose the "right mix" of media. This article discusses four important steps that will help performance technologists produce effective blended instruction: (1) thinking about purposes and strategies of training methods; (2) assessing motivation to restructure; (3) checking media compatibility; and (4) accounting for resources. To produce effective blended instruction, first and foremost, be sure to design instructional methods well. Without attention to effective instructional methods, the adaptation of technology as part or all of the teaching process will only be a media gimmick.

Yukselturk, Erman; Inan, Fethi Ahmet (2006).  Examining the Factors Affecting Student Dropout in an Online Learning Environment  [Online Submission] 

This study examined the factors affecting student dropouts in an online certificate program. In this research, a combination of quantitative and qualitative methods was used. Online Course Dropout Survey was developed and used to determine which factors affect student attrition from the program. The dropout survey was sent by e-mail to 98 students who had dropped the program. Twenty-six students returned the survey. The findings show that the most important factor affecting student retention is finding sufficient time to study. Having personal problems and affordability of the program took second and third place.  | [FULL TEXT]

Yukselturk, Erman; Top, Ercan (2006).  Reconsidering Online Course Discussions: A Case Study  Journal of Educational Technology Systems, 34, 3. 

This study analyzed discussions in asynchronous and synchronous communication of a course given in the online Information Technologies Certificate Program, using Bales's Interaction Process Analysis model. This model focuses on Social Emotional (SE) and Task Oriented (TO) areas. The content analyses of asynchronous and synchronous communication transcripts showed that posted messages were related to both task- and social-oriented area, but mainly to task-oriented ones. The instructors' and participants' TO messages are mainly related with attempted answers to the questions. Instructors and the participants posted more positive reactions messages than negative reactions messages in the SE area. Also, semi-structured interviews with participants and instructors were conducted to investigate findings which revealed complementary results to the content analysis. Moreover, discussion list was used mainly by participants by asking questions or getting answers and instructors' guided chat sessions to discuss critical issues in course topics by asking questions.

Yoder, Lisa (2006).  A Simulated Journey  Teaching Pre K-8, 37, 2. 

Students learn best when they interact with new information on a personal level. It is a challenge for teachers to tightly align student experiences with the standards assessed on high-stakes tests. To achieve this goal in social studies, the author has turned increasingly to simulations where students find such activities engaging, and their flexibility allows the connection of history standards with those in geography, civics and economics more easily than using textbook passages alone. As the author continues to devise simulations that bring social studies benchmarks to life, she keeps several guidelines in mind. Having the standards in front of her at all times helps focus each activity. She states that debriefing through direct teaching, discussion and assignments is necessary so that her students will process what they have experienced. Thus, she has found that referring to the simulation allows students to apply what they have learned in a meaningful way and shows them that knowledge builds upon itself.

Yip, Florence W. M.; Kwan, Alvin C. M. (2006).  Online Vocabulary Games as a Tool for Teaching and Learning English Vocabulary  Educational Media International, 43, 3. 

Vocabulary learning is often perceived as boring by learners, especially for those who grew up in the digital age. This paper reports a study of the usefulness of online games in vocabulary learning for some undergraduate students. Three teachers and 100 engineering students participated in a quasi-experimental study for approximately nine weeks. The experimental group learnt some vocabulary from two carefully selected web sites with games, while the control group learnt the same vocabulary through activity-based lessons. A pre-test and post-test were conducted in the first and ninth weeks. The findings indicate that the experimental group outperformed the control group statistically in the post-test. The students in the experimental group generally preferred online learning supplemented with digital educational games to conventional activity-based lessons. The teachers thought highly of the online games, but they expressed concern that extra support was required if the online games were adopted as a core part of their teaching.

Yuen, Allan H. K. (2003).  Fostering Learning Communities in Classrooms: A Case Study of Hong Kong Schools.  Educational Media International, 40, 1-2. 

Discusses curricular innovation, educational reform, and the advancement of information and communications technologies and describes a study in Hong Kong that explored knowledge construction using a computer mediated communication platform called Knowledge Forum. Explains how primary schools participated in building learning communities through science projects and discusses the development of social processes.

Yuen, Allan H. K. (2006).  Learning to Program through Interactive Simulation  Educational Media International, 43, 3. 

Extensive studies have been conducted on programming knowledge, instructional environments and effective pedagogies in order to improve the teaching and learning of computer programming. However, there have been few studies on the usefulness and effectiveness of using simulation. The aim of this paper is two-fold: to describe the design and development of a computer-based simulation tool for learning computer programming and to report a case study of four students' learning experiences using the simulation tool, which provides a learning environment in the context of daily life. In solving the problem posed by the simulation tool, students are encouraged to think and construct their own solutions. Three categories with respect to students' learning processes were observed in the study, namely dynamic learning experience, fostering cognitive approaches and stimulating attitude change. Implications of the simulation for learning programming are also discussed. It is hoped that the simulation tool will inspire students to look beyond a specific simulation and transfer insights gained from the simulation to the learning of computer programming.

Yli-Luoma, Pertti V. J.; Naeve, Ambjorn (2006).  Towards a Semantic E-Learning Theory by Using a Modelling Approach  British Journal of Educational Technology, 37, 3. 

In the present study, a semantic perspective on e-learning theory is advanced and a modelling approach is used. This modelling approach towards the new learning theory is based on the four SECI phases of knowledge conversion: Socialisation, Externalisation, Combination and Internalisation, introduced by Nonaka in 1994, and involving two levels of knowledge--tacit and explicit. In the Socialisation phase, the teacher-student interaction activates the exploratory learning behaviour. This phase is emotionally and socially loaded. The Externalisation phase is partly emotional but a cognitive dimension is also needed, which requires creativity. This phase works optimally if it is collaborative in nature. In the Combination phase, an ability for hypothetical-deductive thinking is needed for the modelling approach. During the Internalisation phase, the learning process requires that students engage in seeking to understand and explain natural phenomena, which further demands testing of the theoretical concepts.

Yechiam, Eldad (2006).  Why Are Macros Not Used? A Brief Review and an Approach for Improving Training  Computers and Education, 46, 2. 

Macros are programming scripts that can be generated by recording users' actions. It appears that despite their potential for reducing monotonous work, they are under-used by non-programmers. The present paper reviews the literature on the use of macros. Included is an original study that examines the effect of adding the "search and replace" option as an alternative to using macros in a hypothetical task. It is concluded that the problem of not using macros is due, in part, to motivational biases. Motivational biases emerge even after macro training because simpler alternatives that "compete" with macros are more attractive to users. These biases can be addressed through the training process. Some training principles for a strategically competitive real-world environment are presented. | [FULL TEXT]

Yablon, Yaacov B. (2007).  Feeling Close from a Distance: Peace Encounters via Internet Technology  New Directions for Youth Development, 2007, 116. 

In regions of intractable conflicts, daily circumstances and overall reality allow very narrow opportunities to bring members of conflict groups together in order to modify their social relationships. Internet-based communications were the backbone of a three-month program designed to address the Jewish-Arab conflict between Israeli Jewish youth and Arab youth to enable students to discuss issues such as equality, democracy, tolerance, and peace. This afterschool program, known as "Feeling Close from a Distance" is based mainly on Internet interaction between the groups, but also includes face-to-face meetings at both the start and the end of the program and guided group discussions for each side separately. This program was designed for tenth-grade Israeli Jewish and Arab students from four schools (two Jewish and two Arab) and took place after the end of school day three times a week for three months. The virtual world of the Internet provides the base for a meaningful interaction while affording a sufficient feeling of safety for personal disclosure and intergroup contact. Using school facilities, and especially computers and Internet infrastructure, enabled all students to participate. As an afterschool program, such intergroup interaction received much attention and support, and students who were not part of it showed interest and were curious about it. Such community support in peace encounters plays an important role in the success of any peace program and enhances the discussion of peace among all students in the school.

Ysseldyke, Jim; Bolt, Daniel M. (2007).  Effect of Technology-Enhanced Continuous Progress Monitoring on Math Achievement  School Psychology Review, 36, 3. 

We examined the extent to which use of a technology-enhanced continuous progress monitoring system would enhance the results of math instruction, examined variability in teacher implementation of the program, and compared math results in classrooms in which teachers did and did not use the system. Classrooms were randomly assigned to within-school experimental and control groups. Participating students were pre- and post-tested using two standardized, nationally normed tests of math achievement. When teachers implemented the continuous progress monitoring system as intended, and when they used the data from the system to manage and differentiate instruction, students gained significantly more than those for whom implementation was limited or nil. Failure to take into account intervention integrity would have made it look like continuous progress monitoring did not enhance math results.

Yun, Chung-il (2007).  Teacher's Primary Role for Education Reform: Equalizing Learning Outcomes  Asia Pacific Education Review, 8, 2. 

When a teacher plans instruction, he has in mind some prototypical students or group: someone like himself or some group similar to his in ability. With this conception of the prototypical students or group, he teaches only one-third of students to reach a level of achievement. At the end of semester, most teachers give their grades, generally reflecting students' IQ scores, according to a normal distribution curve. There are good learners and poor learners, faster learners and slow learners in any classroom, mainly due to their inborn abilities or environment. We believe that all people are created equal, and deserve equal educational opportunity. Therefore, educational outcomes should be equal for all students in general basic education. Equality of learning outcomes and vertical equality in the learning process are very hard to achieve. Nevertheless, it has to be an ideal goal of schooling and a long-range objective of education reform. In accordance with the goal of schooling and education reform, the principal role of teachers should be teach all students to master their subject.

Yushau, B. (2004).  Using MathCAD to Teach One-Dimensional Graphs  International Journal of Mathematical Education in Science and Technology, 35, 4. 

Topics such as linear and nonlinear equations and inequalities, compound inequalities, linear and nonlinear absolute value equations and inequalities, rational equations and inequality are commonly found in college algebra and precalculus textbooks. What is common about these topics is the fact that their solutions and graphs lie in the real line one-dimensional. However, sketching these graphs using computer software and graphing utilities is not straightforward. In this note we show how to use MathCAD to address this problem. The approach is simple and can be used by teachers in teaching almost all topics whose graphs and solutions lie in the real line. The method encourages students to explore mathematical models in these topics.

Yushau, B.; Bokhari, M. A.; Wessels, D. C. J. (2004).  Computer Aided Learning of Mathematics: Software Evaluation  Mathematics and Computer Education, 38, 2. 

Computer Aided Learning of Mathematics (CALM) has been in use for some time in the Prep-Year Mathematics Program at King Fahd University of Petroleum & Minerals. Different kinds of software (both locally designed and imported) have been used in the quest of optimizing the recitation/problem session hour of the mathematics classes. This paper describes the software selection processes, and the in-classroom evaluation of the software. The attitude of teachers and students towards selected software was positive. A majority of the students believed that they had benefited from the software, and the software indeed "aided" them in learning mathematics. The teachers enjoyed generating quizzes and tests using Test Bank, and the students enjoyed the use of Online testing to do their quizzes. Based on the findings of this experiment, the software was recommended for adoption in all mathematics courses of the Prep-Year Mathematics Program.

Yusuf, Mudasiru Olalere (2006).  Problems and Prospects of Open and Distance Education in Nigeria  [Online Submission] 

Distance education as a mean of providing access to education, particularly tertiary level education, has gained great prominence in the world. Nigeria has taken giant steps of recent to introduce open and distance education programme. This paper explores the major terms inherent in open and distance education, its potentials, possible factors that may inhibit successful implementation of the programme, and the use of low and high technological tools for its implementation. The paper recommended the use of Organisation Element Model (OEM) as suggested by (Kaufman, Watkins & Guerra, 2001) for its planning and implementation, and also stressed the need for improvement in electricity and communication services. | [FULL TEXT]

Yusuf, Mudasiru Olalere; Falade, Ayotunde Atanda (2005).  Media in Distance Learning: The Nigerian National Teachers Institute Distance Education Programme  [Online Submission] 

This study investigated the use of media by distance learners enrolled in the NTI distance education programme. Two hundred and fifty five distance learners drawn from Oyo State, Nigeria, completed a questionnaire to determine the use of media, and factors militating against their effective use by distance learners. Research data were analyzed using percentages. The findings indicated that face-to-face contact and print related media were the major media used for learning. The findings also indicated that lack of fund, ICT facilities, electricity, among others; militate against the use of technology media. Recommendations were made for the provision of basic infrastructures to facilitate the integration of technology in distance education, in Nigeria.  | [FULL TEXT]

Yerrick, Randy; Ross, Donna; Molebash, Philip (2005).  Too Close for Comfort: Real-Time Science Teaching Reflections via Digital Video Editing  Journal of Science Teacher Education, 16, 4. 

This study examined the use of digital video editing as the main venue for fostering reflection. The impact of digital video editing technology on preservice teachers' beliefs included shifts in (a) reflections regarding children's thinking, (b) planning and instruction informed by reflection, and (c) notions of teaching expertise and requisite knowledge. Results were based on an instructional approach emphasizing the exploration of preservice teachers' own planning and teaching as they edited their own video accounts. These findings contrast typical video usage in teacher preparation in which teachers reflect upon the practice of others. Implications for teacher education programs and future research are discussed.

Yerushalmy, Michal (2000).  Problem Solving Strategies and Mathematical Resources: A Longitudinal View on Problem Solving in a Function Based Approach to Algebra.  Educational Studies in Mathematics, 43, 2. 

Analyzes student construction of function-based problem solving methods in introductory algebra. Describes longitudinal observation of a pair of students that studied algebra for three years using the function approach including intensive use of graphing technology. Offers terms for describing and explaining what and how do learners appreciate and make out of solving introductory school algebra problems. 

Yerushalmy, Michal (2005).  Functions of Interactive Visual Representations in Interactive Mathematical Textbooks  International Journal of Computers for Mathematical Learning, 10, 3. 

The paper explores changes in technology that have implications for the teaching and learning of school mathematics. To this end, it examines aspects of interactive mathematical textbooks; specifically it analyzes functions authors may intend to be carried out by embedded interactive diagrams. The paper analyzes theoretical as well as practical lessons that I learned while designing such a book. It is the purpose of this article to provide a rough, preliminary collection of categories of diagram function that would allow an orderly discussion of the subject. While this is not an empirical study, the hypotheses about student practices with interactive diagrams are based on a long series of studies related to the learning of algebra in a technologically-rich environment.

Yu, Fu-Yun (2001).  Effective Group Work To Enhance Student Achievement and Pro-Social Behaviors in a Computer-Based Science Learning Environment.  Journal of Educational Technology Systems, 29, 2. 

Describes a study of fifth-grade Taiwanese students that examined the instructional effects of two grouping methods, cooperation with or without inter-group competition, on student academic achievement and pro-social behaviors in a computer-based science learning environment. Discusses implications for cooperative learning.

Yu, Fu-Yun (2003).  The Mediating Effects of Anonymity and Proximity in an Online Synchronized Competitive Learning Environment  Journal of Educational Computing Research, 29, 2. 

Since past studies showing that competition has negative effects on group process were primarily conducted in traditional classrooms involving face-to-face situations, this study extends past research by investigating whether the negative effects associated with face-to-face team competition can be mitigated with the support of networking technologies where opponents' identity or proximity can be manipulated and concealed. Three fourth-grade classes were randomly assigned to three different treatment conditions to participate in the study. A synchronous competitive learning system, named "Joyce," was devised to have pairs of students compete by answering questions with another randomly assigned pair of opponents over three instructional sessions. Results from the study indicated that students in the face-to-face team competition condition rated significantly less favorably on inner-group processing than those in the decreased proximity and anonymity conditions at 0.009 level, and 0.067 level, respectively. Data analysis on students' perceptions toward classroom climate revealed that students in the anonymity condition rated significantly more favorably on classroom climate than those in the other two conditions (0.000 level). The results of this study suggest that to promote effective interactions within learning groups and to cultivate a more regulated classroom learning atmosphere, networked team competition where opponents are not identified may be the preferred instructional strategy to adopt, as compared to face-to-face team competition. The findings also suggest that designers of competitive game-based learning systems should include the feature of anonymity in their system to support student learning. The following are appended: (1) Student Perceptual Impressions of In-Group Processing; and (2) Student Perceptual Impressions of Classroom Climate.

Yu, Fu-Yun; Liu, Yu-Hsin; Chan, Tak-Wai (2005).  A Web-Based Learning System for Question-Posing and Peer Assessment  Innovations in Education & Teaching International, 42, 4. 

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.

Yeo, Roland K. (2005).  Problem-Based Learning in Tertiary Education: Teaching Old "Dogs" New Tricks?  Education & Training, 47, 7. 

Purpose--The paper sets out to explore the challenges of problem-based learning (PBL) in tertiary education and to propose a framework with implications for practice and learning. Design/Methodology/Approach--A total of 18 tertiary students divided into three groups participated in the focus group discussions. A quantitative instrument was used as triangulation to gather data on 15 statements through Likert scale ratings. In addition, semi-structured interviews were conducted with eight tertiary PBL facilitators. Findings--Quotes from the participants are used to support the key themes and issues that have emerged from the data. Quantitative data in the form of numerical figures and bar charts are used to support certain important issues. Research Limitations/Implications--The main limitation is that this study was carried out within a single context--the Temasek Engineering School. The data collected might be restricted to PBL experiences in the engineering field. However, this study provides implications for further research, including comparative studies. Practical Implications--The successful development of PBL will depend on re-establishing the strategic direction of PBL within a certain context, evaluating the social and learning structures associated with power distribution, and providing non-routine rigorous educational systems to enhance learning. Originality/Value--The value is the balanced approach adopted in this study with outcomes that are of concern to a variety of people, including students, teachers and administrators. The PBL framework is constructed based on both educational and organizational learning theories.

York, Sherry (2004).  Integrating Literature and the Arts into Technology Based Instruction: A New Unit Model for Educators  Library Media Connection, 23, 1. 

The ongoing introduction of new technologies continues to reframe the dialogue on appropriate, effective instruction. While technology is certainly a tool to help students master content, it also offers higher level experiences that allow students to apply learning in meaningful ways.

Yuzer, T. Volkan; Kurubacak, Gulsun (2004).  Producing Interactive Educational Radio Programs for Distance Education  [Online Submission] 

It is not surprising that the interactivity affects radio and its applications. Besides, after radio began its first broadcasting, new inventions affected its development two ways: 1) the first one was the technological developments of sciences. For instance, the invention of transistors made it possible to create very small radio machines, and also the use of FM broadcastings were able to deliver the first stereo programs, and 2) the last one is the program dimensions of radio broadcastings. The various program styles and formats of radio have been broadcasted gradually for many years, such as countless music, drama, entertainment, culture, documentary, sporting events, news or education programs. Both the technical dimensions and program producing processes of radio can affect the use of interactive educational radio programs. Accordingly, the main purpose of this article is to explain the infrastructure of interactive educational radio programs, and to introduce a framework about how to develop interactive educational radio programs in e-learning systems.  | [FULL TEXT]

Yuzer, Volkan; Kurubacak, Gulsun (2003).  A Framework for Integrating Enhanced TV (ETV) into Distance Education  [Online Submission] 

The main purpose of this paper is to create digital media design, production, and programming standards for Enhanced TV (ETV) in distance education milieus. ETV, commonly known as Interactive Television, provides increased learner control over viewing and interacting in virtual educational settings. This essential aspect of ETV emphasizes two-way collaborations among distance learners in virtual milieus. Also, a framework for ETV applications in distance education will be developed and discussed to ensure learning purposes for not only educators who integrate distance online activities into their traditional courses, but also educators who deliver courses via distance online. This framework provides necessary and useful information to distance education producers developing ETV programming and methods and improves their understanding of ETV technology applications in virtual milieus.  | [FULL TEXT]

Yeung, Yau-Yuen (2004).  A Learner-Centered Approach for Training Science Teachers through Virtual Reality and 3D Visualization Technologies: Practical Experience for Sharing  [Online Submission, Paper presented at the International Forum on Education Reform (4th, Bangkok, Thailand, Sep 6-10, 2004)] 

This paper presentation will report on how some science educators at the Science Department of The Hong Kong Institute of Education have successfully employed an array of innovative learning media such as three-dimensional (3D) and virtual reality (VR) technologies to create seven sets of resource kits, most of which are being placed on the Internet (website address http://www.ied.edu.hk/has/ised/3dvr.htm%29 to provide a wide variety of self-learning materials to support the effective training of science teachers. Since a decade ago, it has been perceived that virtual reality would re-shape our socio-cultural life in the 21st century because it has a wide diversity of impressive and practical applications such as 3D medical imaging, product and architectural design, visualization of complex scientific data, molecular/crystal modeling, games/entertainment, training and education. With the rapid advancement in 3D and computer technologies, VR has become much more user-friendly and affordable in prices and so within a few years, it will likely be incorporated as a part of the IT in education movement as advocated by many national/local governments in their educational reform agenda. Furthermore, it is quite feasible to develop various kinds of teaching and learning resources in Science using certain kinds of "lightweight" (relatively simple and inexpensive) VR and 3D visualization technologies. Based on our professional experience in teaching various science topics, we have uncovered and identified many topics which are well-known to cause obstacles/difficulties to the students (and in particular the physics subject) but they can be taught and learned more effectively with the aid of 3D visualization and/or virtual reality (Yeung, 2002). Examples of those 3D/VR learning objects or courseware that we have developed (Wang & Yeung, 2001) specifically for training science teachers include: A Problem on Uniform Motion and Acceleration, Basic Optics in 3D, Virtual Reality Crystal Lattices, The Earth and the Moon around the Sun, and Human Skull and interactive 3D molecules of some common chemical or biological substances. Those 3D and VR resources could be used for the learning and teaching of mechanics, optics, materials science, astronomy, molecular biology and chemistry etc. It is widely believed (Youngblut, 1998) that they are capable of enhancing student-centered (or self-organized) learning because of various unique features and educational values as embedded in using 3D and VR media for learning. Furthermore, those self-learning resources can help students develop their ability to visualize, understand and mentally construct the details of complex scientific data and models which will otherwise be lost, distorted or easily misinterpreted in planar 2D projection (or monoscopic images). A questionnaire survey had been administered to 361 student-teachers to collect information about their prior knowledge, attitude and evaluation of these innovative learning technologies. The preliminary survey findings which provide empirical evidences for supporting our learner-centered approach will be presented and discussed in this paper together with some educational values and implications for the learning and teaching of certain science topics in the school environment. | [FULL TEXT]

Yates, Jan M. (2003).  Interactive Distance Learning in PreK-12 Settings: A Handbook of Possibilities. 

This handbook can help PreK-12 educators make the transition from technology-based learning modalities and integrate elements of distance learning into their curriculum. With emphasis on Internet-based delivery formats, the book presents the latest research and proven techniques for creating effective distance learning opportunities that enhance student achievement. Contents include: "An Introduction to the Use of Interactive Distance Learning Technologies"; "Background of Interactive Distance Learning Technologies"; "Models of Interactive Distance Learning Activities"; "Interactive Distance Learning Settings"; "Interactive Distance Learning Technology Applications; "Support for Interactive Distance Learning Activities"; and "Evaluation of Interactive Distance Learning Activities." The selected resources and vendor information listed in this book are not intended to be exhaustive. Includes an afterword and an index.

Yates, Kenneth A.; Feldon, David F. (2004).  The Value of Modularity in Instructional Design: Implications for Improved Validity in the Evaluation of New Techniques in Distance Learning  [Association for Educational Communications and Technology] 

In the development of distance learning, advances in cognitive science merge with new technology to deliver instruction worldwide. However, one major difficulty in evaluating the efficacy of these tools is determining which elements of instruction truly lead to observed changes in student performance. As content, pedagogical methods, and media are intertwined, identifying the "active ingredients" is an essential element of facilitating training that is of high quality and minimizes development costs (Clark & Estes, 2000). To accurately evaluate applications in the field, researchers must be able to identify specific instructional components, make decisions on who and what will be subject to treatment, and accurately draw inferences regarding causal interactions without the control offered by a laboratory. The purpose of this paper is to briefly review current use of various research methods for evaluating instructional technologies, discuss previous solutions to balancing the conflicting demands of internal and external validity, and then to propose a new research design that achieves this goal in a manner compatible with many instructional technology applications. | [FULL TEXT]

Yen, Chiaming; Li, Wu-Jeng (2003).  Web-Based Learning and Instruction Support System for Pneumatics  Computers & Education, 41, 2. 

This research presents a Web-based learning and instructional system for Pneumatics. The system includes course material, remote data acquisition modules, and a pneumatic laboratory set. The course material is in the HTML format accompanied with text, still and animated images, simulation programs, and computer aided design tools. The data acquisition modules of the system can be connected through the computer I/O with actual devices to verify and implement simulation results to enhance the corresponding pneumatics learning. Therefore, this Web-based learning and instruction support system can be used to assist the pneumatics instruction, computer aided sequential control design and pneumatic laboratory practice. The course material is organized by chapters and sections, leads users from pneumatic devices to pneumatic systems. Programmable logic controller, PC-based sequential control, internet remote monitoring, and Web-based sequential control are also covered. In this study, combinations of software devices and hardware system circuit were used to demonstrate the motion of controlled system. To assist instruction for a pneumatics course, computer-aided pneumatic circuit design software and computer-aided electric circuit design software were fully integrated. In combining with the remote data acquisition modules, the Web-based sequential controller can be used to conduct pneumatic experiment. To gain consistency, this instructional system is mounted on a previously developed instructional platform. Under this Java-based platform, users can apply the communication tools of the platform to gain efficiency while in a non-co-located multiuser session. A database server is used to store circuit designs for all users. And, because the software has collaborative function, it allows all users to design on same circuits collaboratively.

Yokaichiya, Daniela K.; Galembeck, Eduardo; Torres, Bayardo B. (2004).  Adapting a Biochemistry Course to Distance Education  Biochemistry and Molecular Biology Education, 32, 1. 

Internet-based distance education seems to be an attractive alternative to offer courses dealing with specific topics that are not conveniently explored in undergraduate courses. This is a good way to provide access to the recent and updated discoveries in this research area and to reach people who could not take the classes in the traditional mode. Using the communication advantages available via the Internet, we adapted the course "Biochemistry of Nutrition," first offered as a summer course to be entirely carried out at distance. The adaptation explored the use of online tools such as E-mail communication among students and teachers, computer conferencing in small groups to discuss specific subjects, and texts and software downloads to be used as main references. Graduate students had their first real experience as teachers, which proved to be very productive for both the development of the Internet version of the course and their integration with undergraduate students.

Yahya, Yazrina; Jenkins, John; Yusoff, Mohammed (2002).  The Development of the Learning Object Standard Using a Pedagogic Approach: A Comparative Study. 

Education is moving towards revenue generation from such channels as electronic learning, distance learning and virtual education. Hence learning technology standards are critical to the sector's success. Existing learning technology standards have focused on various topics such as metadata, question and test interoperability and others. However, the metadata standards play an important role in the success of electronic learning. This is due to the fact that metadata is the standard for learning object, which is the main concept that allows interoperability and reusability to occur. Although bodies or consortia such as IEEE LTSC (Learning Technology Standards Committee), IMS (Instructional Management System) and others had developed the metadata standards, there is concern about the features embedded in these standards. To achieve a more meaningful learning process, a learning object needs to comprehend more than technical features. Features such as pedagogic, community and context are important, as they will provide a more far-reaching description of what the learning object is about. The objective of this research is to obtain the detail elements of the metadata standards and enhance it by inserting the necessary elements related to the above features. The learning theories such as Instructional Design Theory, Constructivism Instructional Design Theory and Design Potential Approach were used to derive the elements associated to the above features. The results of this study are in the form of elements that can be embedded into the existing standards. Includes two figures and three tables. | [FULL TEXT]

Yair, Yoav; Schur, Yaron; Mintz, Rachel (2003).  A "Thinking Journey" to the Planets Using Scientific Visualization Technologies: Implications to Astronomy Education.  Journal of Science Education and Technology, 12, 1. 

Presents a novel approach to teaching astronomy and planetary sciences centered on visual images and simulations of planetary objects. Focuses on the study of the moon and the planet Mars by means of observations, interpretation, and comparison to planet Earth. 

Yaghi, Hussein M.; Ghaith, Ghazi M. (2002).  Correlates of Computing Confidence among Teachers in an International Setting.  Computers in the Schools, 19, 1-2. 

Discussion of the role of teachers' confidence in using computers in the successful implementation of information technology in education focuses on a study that investigated common factors that could be used as indicators of computing confidence among a group of teachers who work in schools that use computers in their educational programs in Lebanon.

Yearwood, David; Spangler, Ronald (2002).  Practical Suggestions for Integrating Technology into Classroom Instruction.  ATEA Journal, 29, 4. 

Defines instructional technology and offers a rationale for using it in the classroom for writing enhancement, reasoning development, and comprehension improvement. Contains 22 references.

Yee, Roger, Ed. (2002).  Educational Environments. 

This book presents examples of the United States' most innovative new educational facilities for decision makers developing educational facilities of the future. It showcases some of the most recent and significant institutional projects from a number of the United States' top architecture and design firms. The architecture and interior design featured in the book illustrate how educational facilities create a value for their owners, making long-term investments in building products, interior furnishings, and technological infrastructure to establish enduring physical assets that optimize life cycle costs. The projects in this book are visual evidence of how designers and planners are meeting the challenge of constructing learning spaces with creativity and vision. Glossy color photos accompany each description. The book concludes with "Can Johnny Compute?" (Roger Yee), which discusses the need for a massive and very expensive overhaul needed to make U.S. schools competitive in the new millennium.

Yepes-Baraya, Mario (2000).  Lessons Learned from the Evaluation of Alliance+: An Internet-in-Education Professional Development Program. 

This paper provides an evaluator's perspective on the main activities and lessons learned from the evaluation of Alliance+ in the program's first year of operation. The Alliance+ project is a national training program funded by the U.S. Department of Education with contributions from project partners and the participating school systems. The program's goal is to provide hands-on training for K-12 teachers to integrate the Internet resources into their classroom curricula and improve science and mathematics education. The program uses a two-tiered model in which community college faculty train cadres of educators (mentor teachers) in the 30-hour graduate course. Evaluation criteria and first-year findings are presented for each component of the logic model used to build the program. These components were: (1) Internet connectivity and access; (2) training course and curriculum; (3) specific curriculum models to integrate technology into the classroom; (4) mentoring and support; (5) structural changes; and (6) trained teachers. Findings are based on site visits, a teacher questionnaire completed by 96 teacher mentors, and focus groups of teachers. The first-year evaluation has produced a number of significant findings that are being used to improve the program and extend its activities. | [FULL TEXT]

Yu, Byeong-Min; Kim, Kyong-Jee; Roh, Seak-Zoon (2001).  A User Analysis for Web-Based Distance Education. 

This study identified direct and indirect effects of Web users' age, gender, technical training, computer and Web competencies, perceived usefulness of the Web, and perceived needs of the Web on their Web use. A theoretical model for the variables that affect individual differences in Web use was conceptualized through related literature and research reviews in the areas of computers, online networking, and the World Wide Web. In this study, an ex post facto design was employed to investigate factors that were related to Web use. Results revealed that there was a negative total effect of the age of participants on the amount of time spent using the Web. Also, their perceived needs of Web use, technical training they had received, perceived usefulness of the Web, and their computer and Web competencies had positive direct effects on their Web use. In particular, young participants spent more time using the Web and showed slightly more positive perception on the usefulness of the Web than more mature participants did. The results also showed that there were gender differences in the participants' computer and Web competencies in which the male participants showed a higher level of competency in Web use. Overall, the findings of this study suggest that basic skills and knowledge of Web use should be provided formally or informally to learners in order to facilitate the Web use for participants of Web-based instruction. It is also recommended that communication channels be provided for participants of Web-based instruction in order to facilitate their Web use.   | [FULL TEXT]

Yau, Ray (2000).  Technology and Equity.  Principal Leadership, 1, 4. 

The grand shift toward a technology-driven model for education has raised many questions concerning traditionally underserved students' access to technological resources and to adequately trained teachers. Guidelines for equalizing resources and providing instructional software for limited-English-speaking students at district and school levels are given.