Chee-Kit Looi
Kent Ridge Digital Labs 11 Science Park Road, Singapore Science Park II Singapore 117685cheekit@iti.gov.sg
MultiUser environments such as MultiUser Dimensions (MUDs) and MUDs Object-Oriented (MOOs) are text-based collaborative learning environments that are intended to promote the constructivist approach to learning. More recently, they have been integrated with the World Wide Web (WWW), thus harnessing the graphics and multimedia-rich environments available therein. Learners, no longer restricted to text-based objects, can directly experience, manipulate, and create objects in their rich multimedia form. MUDs and MOOs are augmented with synchronous multimedia collaboration technology that provided simultaneous control and viewing of shared documents and applications. In this paper, we propose that multimedia-enhanced MUDs and MOOs (known as WOOs) are open-ended environments that can be used to support different models of learning, such as instruction, construction, communication, social and situated learning.
Preservice Teachers As Mentors Using Telecommunications
Kathryn LaMaster
Department of Exercise and Nutritional Sciences San Diego State University, 5500 Campanile Drive San Diego, CA 92182-7251, USAlamaster@mail.sdsu.edu
Deborah Tannehill
The Ohio State University 1800 Cannon Drive Columbus, OH 43210-1200, USAThis study was designed to examine telecommunications among preservice teachers during an early field experience. The purpose of this study was to determine if field experience students could provide one another with support, guidance, and “how to” relative to teaching their lessons, and to gain the students’ perspective on the use of electronic communication in the field experience process. Subjects were 23 physical education majors who were enrolled in a secondary teaching methods course. Data sources for this study were email teaching questions, responding to peers’ questions, weekly journals, surveys, email logs, and group interviews. Upon completion of the study these preservice teachers were able to reflect upon their teaching, post a question to peers, respond to peers’ questions, and interpret the pedagogical feedback they received. As a result of peer feedback subjects were able to make changes to their upcoming teaching plans. They also experienced a significant increase in their perceived self-efficacy toward using email. Subjects were also able to identify multiple benefits and insights concerning their teaching and the use of email upon completion of this study.
An Exploratory Study of Internet Addiction, Usage and Communication Pleasure—The Taiwan’s Case
Chien Chou and Jung Chou
Institute of Communication Studies National Chiao Tung University, 1001 Ta-Hsueh Road Hsinchu, Taiwancchou@cc.nctu.edu.tw
Nay-Ching Nancy Tyan Department of Elementary Education National Taipei Teachers’ College Hsinchu, TaiwanThis exploratory study explores Internet addiction among some of the Taiwan’s Internet users. Also covered is a discussion of Internet as a form of addiction, related literature on this issue, and the Play Theory of Mass Communication. One hundred and four valid surveys were collected through a local BBS, with results indicting Internet addiction scores are positively correlated with total communication pleasure scores. The Internet addiction scores were also positively correlated with the BBSs use hours and total Internet use hours. Results concluded that higher communication pleasure, higher BBSs hours, or higher Internet hours correlated to higher Internet addiction scores, vice versa. However, the data analysis did not show a significantly positive correlation between communication pleasure scores and Internet use hours, with some exceptions. Research issues are also discussed.
The Dictionary Of Cognitive Science: One Approach To Teaching Students How To Create Their Own WWW Instructional Materials
Michael R.W. Dawson and David A. Medler
Biological Computation Project Department of Psychology, University of Alberta Edmonton, Alberta, CANADA, T6G 2E9Mike@psych.ualberta.ca
Nowadays, it is not enough for instructors to use World Wide Web (WWW) pages to enhance a course’s content—instructors must also start to teach students how to design course-related WWW pages of their own. This paper introduces one kind of course assignment that we have used to accomplish this goal. Students were required to write definitions of cognitive science terms in a format that permits them to be added directly to a WWW site. From the perspective of the students, the assignment was an informative introduction to the creation of WWW materials. From the perspective of the instructor, the project was maintained without excessive demands on time and resources. From the perspective of the WWW itself, the assignment resulted in a product that many other users found beneficial. In our opinion, this kind of project has great potential for contributing to other kinds of psychology courses.
Integrating Desktop Videoconferencing into Middle School Classrooms and Teacher Education
Lauren Cifuentes, Caroline Beller, and José Portela
Department of Educational Curriculum and Instruction College of Education, Texas A&M University College Station, TX 77843-4232, USAe-mail: laurenc@tamu.edu
e-mail: cbeller@tenet.edu
e-mail: j-portela@tamu.edu
This study describes participants’ reactions to school/university activities that were enhanced by connecting distant sites via desktop videoconferencing. Teachers, school students, university faculty, and preservice teachers designed and/or conducted activities that provided unique experiences for individuals to collaboratively problem-solve and obtain multiple perspectives during learning. The study describes desktop videoconferencing activities, describes participants’ reactions to those activities, and identifies and discusses variables that promote and/or limit learning through such activities.