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Journal of Research on Computing in Education

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JRTE: Journal of Research on Technology in Education
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Fall_20071/JRTE_Volume_40_Number_1_Fall_2007.htm

Volume 40 Number 1 Fall 2007

A Task-Centered Instructional Strategy

M. David Merrill
Florida State University, Brigham Young University-Hawaii, and Utah State University

Abstract

Based on a review of instructional design models, previous papers identified first principles of
instruction. These principles prescribe a cycle of instruction consisting of activation,
demonstration, application, and integration. These instructional phases are best implemented in
the context of real-world tasks. A Pebble-in-the-Pond approach to instructional development
prescribes a task-centered, content-first instructional design procedure, which implements these
first principles in the resulting instructional products. This conceptual paper elaborates the
component analysis and instructional strategy phases of this instructional design model. This
paper also integrates previous instructional strategy prescriptions from Component Display
Theory with the content components of knowledge objects. The strategy for teaching within the
context of a whole task consists of applying strategy components to these various knowledge
components in a way that enables learners to see their interrelationships and their relationship
to the whole. The resulting instructional strategy is a guided task-centered approach as
contrasted with more learner-centered problem-based approaches to instructional design. The
application of this component analysis and task-centered instructional strategy is illustrated.

Digital Games in Education: The Design of Games-Based Learning

Environments

Begoña Gros
University of Barcelona

Abstract

In recent years, electronic games have assumed an important place in the lives of children and
adolescents. Children acquire digital literacy informally, through play, and neither schools nor
other educational institutions take sufficient account of this important aspect. We consider that
multimedia design for training and education should combine the most powerful features of
interactive multimedia design with the most effective principles of technologically-mediated
learning. An examination of the evolution of the design of videogames is a good way to analyze
the main contributions and characteristics of games-based learning environments. At the same
time, we will discuss the main obstacles and challenges to the use of games for learning.

Learner Involvement in Instruction on a Complex Cognitive Task:

Application of a Composite Measure of Performance and Mental Effort

A. Aubteen Darabi and David W. Nelson

Florida State University
Fred Paas
Open University of the Netherlands
This study presents an application of a measure of learner involvement developed by Paas,
Tuovinen, van Merrienboer, and Darabi (2005). These authors combined learners’ performance
scores with their perceived mental effort invested in instruction and used it to assess learner
involvement in instructional conditions. The present study examines the differentiating
attributes of the Paas et al. learner involvement measure by using data collected in an
experiment that investigated the effectiveness of three computer-based instructional strategies:
(a) conventional problem solving, (b) product-oriented worked examples, and (c) process-
oriented worked examples. As hypothesized, learners using worked example strategies showed
higher involvement scores than those in conventional problem solving. However, no differences
in learner involvement were found between the two worked-example strategies. The implications
of these findings for designing instructional strategies and suggestions for further research are
discussed.

Effect of Problem Solving Support and Cognitive Styles on Idea

Generation: Implications for Technology-Enhanced

Slavi Stoyanov and Paul Kirschner

Open University of the Netherlands

Abstract

This study investigated the effect of two problem-solving techniques: (a) free-association with a
direct reference to the problem, called shortly direct, and (b) free-association with a remote and
postponed reference to the problem, called remote, on fluency and originality of ideas in solving
ill-structured problems. The research design controlled for possible effects of cognitive style for
problem-solving—adaptor versus innovator. The results showed that both groups significantly
outscored a control group on fluency and originality. The remote group outperformed the direct
and control groups on originality, but not on fluency. Innovators scored significantly better than
adaptors in the control group on fluency, but not on originality. No significant difference was
found between innovators and adaptors in both direct and remote groups. There was no
statistical indication for an interaction effect between treatment and cognitive style. Based upon
the results of this study, four implications for learning and instruction have been formulated for
designing and developing technological arrangements for learning to solve ill-structured
problems. These guidelines will support designers in developing instructional design solutions in
educational technology applications.

In-Depth Analysis of the Felder-Silverman Learning Style Dimensions

Sabine Graf
Vienna University of Technology, Austria
Silvia Rita Viola and Tommaso Leo
Universita’ Politecnica delle Marche, Italy
Kinshuk
Athabasca University, Canada

Abstract

Learning styles are increasingly being incorporated into technology-enhanced learning.

Appropriately, a great deal of recent research work is occurring in this area. As more information
and details about learning styles becomes available, learning styles can be better
accommodated and integrated into all aspects of educational technology. The aim of this paper
is to analyse data about learning styles with respect to the Felder-Silverman learning style model
(FSLSM) in order to provide a more detailed description of learning style dimensions. The
analyses show the most representative characteristics of each learning style dimension as well
as how representative these characteristics are. As a result, we provide additional information
about the learning style dimensions of FSLSM. This information is especially important when
learning styles are incorporated in technology-enhanced learning.

Presence and Positioning as Components of Online Instructor Persona

Vanessa Paz Dennen

Florida State University
Abstract

Instructor persona in online discussion may set the tone for a variety of course outcomes.
Instructors establish persona via both presence (amount of instructor posts) and position
(interaction relative to those in the student role). In this paper, three online classes were studied
using positioning theory as a grounding framework to elicit ways in which instructors self-
position as well as how their students position them, and the relative impact of these positions
along with presence levels on persona development. Findings demonstrate that both instructor
activity levels and use of performative position statements likely impact student expectations,
and that students are unlikely to engage in instructor positioning that falls outside the standard
definition of the traditional instructor role unless doing so has been modeled by the instructor
him/herself.

Collaborative Learning Through Chat Discussions and Argument

Diagrams in Secondary School

Miika Marttunen and Leena Laurinen

University of Jyväskylä, Finland

Abstract

This study clarifies whether secondary school students develop their argumentation skills
through reading and collaboration. The students first constructed an individual argument
diagram on genetically modified organisms, read three articles, and improved their diagrams.
Next, they engaged in a chat debate, reflected on their debate by constructing a collaborative
argument diagram on it, and finally finished their individual diagrams. The analyses compared
the diagrams students finished after the debate and reflection with the diagrams they
constructed before the debate. Collaboration not only encouraged students to elaborate their
previous arguments but also helped them to recall and create ideas and arguments.

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Volume 39 Number 4 Summer 2007

Student and Teacher Views About Technology: A Tale of Two Cities?

Quing Li, Ph.D

Associate Professor,
Faculty of Education
University of Calgary

Abstract

The purpose of this study is to critically examine teachers’ and their students’ views about
technology integration in schools focusing on the following questions:

• What are students’ perceptions about technology integration in schools?

• What are teachers’ views about using technology in teaching and learning?

• What do teachers say about the “oversold, underused” phenomenon of technology in schools?

Data were collected from 15 secondary mathematics and science teachers and 450 secondary
students. The results suggest that teachers’ attitude towards technology uses in schools tends
to be negative, while student attitudes can be summarized as enthusiastic. Most importantly,
the fearfulness of being replaced by computers contributes to the “oversold, underused”
phenomenon.
Technology as a Catalyst for Change: The Role of Professional
Development

Nita J. Matzen and Julie A. Edmunds

SERVE Center at University of North Carolina-Greensboro

Abstract

This paper presents an analysis of results from an evaluation of The Centers for Quality Teaching
and Learning, a professional development program placing technology in the context of student-
centered instructional practices. This analysis focuses on the relationship between the
professional development and teachers’ use of technology in their classroom and their general
instructional practices. The results from this study indicate teachers increased their use of
technology in ways viewed as more constructivist, regardless of their broader instructional
practices. One possible explanation may be the instructional context of the professional
development that teachers experience.

Perceptions of Open Source Versus Commercial Software: Is Higher

Education Still on the Fence?

Shahron Williams van Rooij

Datatel, Inc.

Abstract

This exploratory study investigated the perceptions of technology and academic decisionmakers
about open source benefits and risks versus commercial software applications. The study also
explored reactions to a concept for outsourcing campus-wide deployment and maintenance of
open source. Data collected from telephone interviews were analyzed, emergent themes
identified, and a model of differentiators of open source versus commercial software was
created, which was then used to evaluate reactions to the outsourcing concept. Interviews
revealed perceived barriers to open source adoption and the extent to which the outsourcing
concept could alleviate risks. Recommendations for overcoming adoption barriers are offered
and future research opportunities identified to ensure that open source software applications are
both technically efficient and supportive of engaged learning.

Volume 39 Number 3 Spring 2007

Beginning Teachers' Technology Use: First Year Teacher Development

and the Institutional Context's affect on New Teachers' Instructional
Technology Use with Students

Jon M. Clausen
Ball State University

Abstract

This empirical research study addresses the issues of new teacher development and the role of
the institutional context on new teachers' instructional technology use. The study examines two
first year teachers, their development during their initial year of classroom experience, and how
the institutional context they entered affected their instructional decisions about technology use
with students. Results underscore the challenges many beginning teachers face and how those
challenges affect instructional decisions of beginning teachers. Results also stress the
importance of the institutional context in valuing beginning teachers' instructional decisions
about technology use with students.
Teacher concerns during initial implementation of a one-to-one laptop
initiative at the middle school level

Loretta Donovan
California State University, Fullerton
Kendall Hartley and Neal Strudler
University of Nevada, Las Vegas

Abstract

Many schools are initiating projects that place laptop computers into the hands of each student
and teacher in the school. These projects entail a great deal of planning and investment by all
involved. The teachers in these schools are faced with significant challenges as they prepare for
teaching in classrooms where every student has a computer. Using the Concerns-Based Adoption
Model of change, this study investigated the concerns of teachers in the early stages of a one-
to-one laptop initiative. The results of the study indicate that teachers fall into two relatively
well-defined categories in terms of their concerns regarding the innovation. The majority of
teachers have genuine concerns about how the introduction of laptop computers into the school
environment will impact them personally. A lesser number have concerns about how they will be
able to best use the laptops to meet the needs of the students. Implications for professional
development include differentiating training based on teacher concerns, ensuring teachers have
a voice in the process and are well-informed of decisions pertaining to the adoption, and
implementation of the innovation.

Asynchronous Discussions and Assessment in Online Learning

Selma Vonderwell
Cleveland State University
Xin Liang and Kay Alderman
The University of Akron

Abstract

This case study explored asynchronous online discussions, assessment processes, and the
meaning students derived from their experiences in five online graduate courses at the Colleges
of Education of two Midwestern higher education institutions. The findings suggest that
asynchronous online discussions facilitate a multidimensional process of assessment
demonstrated in the aspects of structure, self-regulatory activities, learner autonomy, learning
community and student writing skills. The students valued the discussions as an essential
component of their online learning. Further research is needed to understand the characteristics
of online assessment, and what assessment strategies or criteria enhance assessment and
learning.