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Journal Issue
Volume 10 Issue 4, ICEL 2012 / Oct 2012  pp360‑440

Editor: Paul Lam

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Students’ use of Asynchronous Voice Discussion in a Blended‑Learning Environment: A study of two undergraduate classes  pp360‑367

Khe Foon Hew, Wing Sum Cheung

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Review of Use of Animation as a Supplementary Learning Material of Physiology Content in Four Academic Years  pp368‑377

Isabel Hwang, Michael Tam, Shun Leung Lam, Paul Lam

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An innovative research on the usage of facebook in the higher education context of Hong Kong  pp378‑386

Louis Lam

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Digital Devices in Classroom – Hesitations of Teachers‑to‑be  pp387‑395

Paul Lam, Aiden Tong

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Learning Paramedic Science Skills From a First Person Point of View  pp396‑406

Kathy Lynch, Nigel Barr, Florin Oprescu

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‘As a student, I do think that the learning effectiveness of electronic portfolios depends, to quite a large extent, on the attitude of students!’  pp407‑416

Jane Mok

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Multi‑disciplinary Learning through a Database Development Project  pp417‑427

Vincent Ng, Chloe Lau, Pearl Shum

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A Framework for Measuring Student Learning Gains and Engagement in an Introductory Computing Course: A Preliminary Report of Findings  pp428‑440

Billy Lim, Bryan Hosack, Paul Vogt

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This paper describes a framework for measuring student learning gains and engagement in a Computer Science 1 (CS 1) / Information Systems 1 (IS 1) course. The framework is designed for a CS1/IS1 course as it has been traditionally taught over the years as well as when it is taught using a new pedagogical approach with Web services. It enables the new approach to be compared with the traditional way of teaching the courses in terms of student self‑assessment of learning gains, student assessment of their engagement with the subject matter, and researcher assessment of student learning gains as measured by performance on a researcher‑designed examination. The framework includes a comprehensive pre‑test and post‑test for students in the control and treatment sections to complete, a common assessment exam module for all students to take, and a faculty survey for the instructors to complete. This enables the researchers to answer many questions regarding the effectiveness of the Web service approach, including “Do students using the Web service approach perform better in the common assessment exam module?” and “Do students and faculty members find the Web service approach more engaging?” Results from the first semester of a 3‑year multi‑university study are discussed. 


Keywords: learning gains, introductory computing course, web services, learning engagement, SALG


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