The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

Implementing a Game for Supporting Learning in Mathematics  pp230-242

Aikaterini Katmada, Apostolos Mavridis, Thrasyvoulos Tsiatsos

© Jun 2014 Volume 12 Issue 3, Special Edition for ECGBL 2013, Editor: Carlos Vaz de Carvalho and Paula Escudeiro, pp227 - 311

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Abstract

Abstract: This paper focuses on the design, implementation and evaluation of an online game for elementary and middle school mathematics. Its aim is twofold: (a) the development of the prototype of a flexible and adaptable computer game, and (b) the e valuation of this prototype, as to its usability and technical aspects. The particular computer game was created in an attempt to facilitate the teaching of mathematics, a subject that is often regarded as complicated by students of all ages. Apart from t he game, an administration website was also constructed, so that the educator can configure the game, without that requiring any programming skills. More specifically, the educator can use the administration website in order to alter several of the games parameters, such as the content and total number of its questions.The game was evaluated in real school settings, both through a pilot study with 12 students and a longterm intervention with 37 students that lasted 14 weeks. The results indicated that th e students opinion about the game was positive, and suggest that with some extensions the game could be used as an effective learning tool. Finally, some corresponding conclusions and future improvements to the game are being discussed on the basis of th e findings.

 

Keywords: Keywords: 2D Digital Game Based Learning, Primary education, Secondary Education, Mathematics

 

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Journal Article

Pilot Program of Online Learning in Three Small High Schools: Considerations of Learning Styles  pp353-366

Abigail Garthwait

© Jul 2014 Volume 12 Issue 4, Editor: Dr Rikke Ørngreen and Dr Karin Tweddell Levinsen, pp313 - 410

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Abstract

Abstract: This case study was conducted in three schools in Maine, United States. The goal of this qualitative research was two‑fold: to describe the process used by a small educational consortium as it initiated formal online education, and to view this experience through the lens of students' preferred learning styles. The United States does not have a national curriculum. While the government of Maine offers some state‑level support for schools, many educational issues and initiatives are controlled a t the local level. Additionally, Maine is one of the most rural states in the country and the isolated nature of these schools adds to the dearth of curricular opportunities for students ages 14‑18. Data was collected using the Felder & Solomon (1993) Learning Styles Questionnaire and semi‑structured, bi‑semester interviews with ten students. Open and axial coding was used to identify themes, which were subsequently triangulated with a document review and the two sets of interviews with the three adul t coordinators. Findings fell within two groupings: data that substantiated prior research, and data that offer contradictory conclusions. Learning styles have an important place in online learning. However transactional distance, teacher response time, group work, and school filtering issues also emerged as critical. Conclusions carry implications for online educators, school administrators, and policy makers

 

Keywords: Keywords: online education, secondary education, learning styles, case study, transactional distance

 

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Journal Article

Effect of a Metacognitive Scaffolding on Information Web Search  pp91-106

Adriana Huertas-Bustos, Omar López-Vargas, Luis Sanabria-Rodríguez

© Oct 2018 Volume 16 Issue 2, Editor: Rikke Ørngreen and Karin Levinsen, pp79 - 106

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Abstract

Abstract: The objective of the research was to determine the effect that a metacognitive scaffolding for Web information searches exercises on the development oh school students, through a general chemistry course in a blended learning modality. One hundred and four students from a school of the city of Bogotá D.C.‑Colombia participated in the study. The research followed a quasi‑experimental design with a pretest and posttest. Three tenth‑grade groups, previously established, worked with a b‑learning environment with three versions: the first group worked with a fixed scaffolding, the second with an optional scaffolding, and the third group interacted with a b‑learning environment without any type of scaffolding whatsoever. The Metacognitive Awareness Inventory (MAI) test was used to measure metacognitive abilities before and after data treatment. To analyze the data, a Multivariate Analysis of Covariance (MANCOVA) was conducted, which showed that the fixed scaffolding favors the development of metacognitive abilities, especially those related to procedural knowledge, planning, organization, monitoring, and evaluation. This tool, possibly based on the analysis and reflection of their own performance in task development, allowed students to consolidate structured strategies in Web information searches. In contrast, the use of the optional scaffolding did not exhibit the expected results since it was not used by a high percentage of students. These findings, among others, are discussed in the study.

 

Keywords: Scaffolding, information search, metacognitive ability, b-learning environment, secondary education.

 

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Journal Issue

Volume 16 Issue 2 / Oct 2018  pp79‑106

Editor: Rikke Ørngreen, Karin Levinsen

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Keywords: Thesis, higher education, blended supervision, quality improvement, Scaffolding, information search, metacognitive ability, b-learning environment, secondary education

 

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