ERIC ED496300: Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (25th, Dallas, Texas, 2002). Volume 1

515 Pages·2002·2.6 MB·English

by  ERIC

2002 Annual Proceedings - Dallas: Volume #1
of
Selected Research and Development Papers
Presented at
The National Convention of the Association for Educational Communications and Technology
Sponsored by the Research and Theory Division
Dallas, TX
2002

Editors
Michael Simonson
Program Professor
Instructional Technology and Distance Education
Nova Southeastern University
Fischler Graduate School of Education and Human Services
North Miami Beach, FL
And
Margaret Crawford
Information Specialist
Mason City Public Schools
Mason City, IA
Previous Proceedings Published in ERIC

Year Location ED Number
1979 New Orleans 171329
1980 Denver 194061
1981 Philadelphia 207487
1982 Dallas 223191 – 223326
1983 New Orleans 231337
1984 Dallas 243411
1985 Anaheim 256301
1986 Las Vegas 267753
1987 Atlanta 285518
1988 New Orleans 295621
1989 Dallas 308805
1990 Anaheim 323912
1991 Orlando 334969
1992 Washington, D.C. 347970 – 348041
1993 New Orleans 362144
1994 Nashville 373774
1995 Anaheim 383284
1996 Indianapolis 397772
1997 Albuquerque 409832
1998 St. Louis 423819
1999 Houston 1038227
2000 Long Beach 1060630
2000 Denver 1098816
2001 Atlanta

i i
Preface

For the twenty-fifth year, the Research and Theory Division of the Association for Educational Communications and
Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were
presented at the National AECT Convention in Dallas, TX. A limited quantity of these Proceedings were printed
and sold in both hardcopy and electronic versions. It is also available on microfiche through the Educational
Resources Clearinghouse (ERIC) System.

The Proceedings of AECT’s Convention are published in two volumes. Volume #1 contains papers dealing
primarily with research and development topics. Papers dealing with instruction and training issues are contained in
Volume #2. Volume #2 contains over 60 papers.

REFEREEING PROCESS: Papers selected for presentation at the AECT Convention and included in these
Proceedings were subjected to a reviewing process. All references to authorship were removed from proposals
before they were submitted to referees for review. Approximately fifty percent of the manuscripts submitted for
consideration were selected for presentation at the convention and for publication in these Proceedings. the papers
contained in this document represent some of the most current thinking in educational communications and
technology.

M. R. Simonson
Editor

Wilhelmina Savenye Doug Smith Simon Hooper
Rhonda Robinson Joan Mazur P.K. Jamison
Ward Cates Andrea Peach Frank Harvey
Susan Land Nathan Lowell Rita Richey
Michele Domisch David Jonassen Barbara Seels
Kathy Wagner Mike Hannafin Marty Tessmer
Bob Hannafin Al Januszewski Brent Wilson
Harriette Spiegel Deborah Lowther Tim Newby
Charlie Reigeluth Greg Sherman Tom Reeves
Frank Harvey Mike Simonson Heidi Schnackenberg
Rhonda Robinson Scott Adams Delia Neuman
Steve Crooks Ali Carr Loyd Rieber
Jonathan Brinkerhoff Gary Morrison Xiadong Lin
Shujen Chang Robert Reiser William Win
Walter Dick Melissa Gibson Kevin Moore
Kathy Schuh Stephen Gance Richard Howell
Amy Leh Carol Koroghlanian
Bernda Bannan-Ritland Marcy Driscoll
Kathryn Wong Denis Hlynka
John Burton Brock Allen
Barbara Lockee Edward Caffarella
Kathy Cennamo Ann De Vaney
Glen Holmes Philip Doughty
Nancye McCrary Frank Dwyer
Chris Miller Peg Ertmer
Hosseim Vaez Scott Grabinger
Gary Anglin Janette R. Hill
ii i
2002 AECT – Dallas
Proceedings Order Form

Name:________________________________________________________________________

Affiliation:____________________________________________________________________

Address:______________________________________________________________________

City, State, Zip: ________________________________________________________________

Shipping Address:______________________________________________________________

Shipping City, State, Zip: ________________________________________________________

Email Address: ________________________________________________________________

Phone Number: ________________________________________________________________

Additional Phone Number:________________________________________________________

Orders:
Please fill in and return, with payment, to Michael Simonson, Nova Southeastern University
1750 NE 167th Street. North Miami Beach, FL 33162
Make checks payable to ‘Proceedings’.
VOLUME #1: RESEARCH PAPERS
Printed Version: Number of Copies_____________ @$80.00 each, Total __________

Electronic Version: Number of Copies_____________ @$80.00 each, Total __________

Both the Printed and Electronic: @ 120.00 Combined , Total__________

VOLUME #2: INSTRUCTION PAPERS
Electronic Version (No Printed Version): Number of Copies_____________ @$80.00 each, Total __________

Total Enclosed: $__________

VOLUME #1 & #2 Number of Copies @$120 per set

NOTE: 2000, 2001 and 2002 – Proceedings are available, also.

iv
Table of Contents

First Online Collaborative Learning Experiences of Freshmen Students in Turkey......................1
Cengiz Hakan Aydin....................................................................................................................................................................1
A Comparative Study of a Project-Based Course: Face to Face and Online..................................6
Bonnie Armstrong, Hong Gao and E Shen.............................................................................................................................6
Relative effectiveness of individual differences and varied instructional strategies: A meta-
analytic assessment.......................................................................................................................17
Rose M. Baker and Francis M. Dwyer..................................................................................................................................17
Examining Online Interactions in Two Graduate Courses...........................................................28
Danilo M. Baylen and Christine K. Sorensen.......................................................................................................................28
What Effects do Beliefs About Teaching and Learning, and Attitudes About Technology Use
have on Level of Technology Implementation for Elementary Teachers in K-5 School Settings?
.......................................................................................................................................................36
Paula Bigatel..............................................................................................................................................................................36
The Development of the Web-Based Training Evaluation Questionnaire...................................45
Doris U. Bolliger.......................................................................................................................................................................45
The Affects of an Online Course on Turkish Undergraduate Students’ Perceived Computer Self-
Efficacy and General Self-Efficacy..............................................................................................49
Mujgan Bozkaya........................................................................................................................................................................49
School districts’ web sites: How accessible are they?..................................................................53
Marty Bray, Claudia Flowers and Robert Algozzine..........................................................................................................53
An Assessment of Students’ Preexisting Computer Skills and Attitudes Toward Internet-
Delivered Instruction.....................................................................................................................60
Jonathan Brinkerhoff and Carol Koroghlanian...................................................................................................................60
The Library Media Specialist and the Health Educator: Collaborating to Meet Students’ Needs
.......................................................................................................................................................71
Rebecca P. Butler and Judy Rabak-Wagener.......................................................................................................................71
The Effectiveness of Simulation in an On-line Networking Course............................................78
Brian H. Cameron.....................................................................................................................................................................78
Students’ Learning Styles and Collaboration in Project-based Learning of Web Page
Development.................................................................................................................................82
Li-Ling Chen..............................................................................................................................................................................82
Handheld, Wireless Computers: How They Can Improve Learning and Instruction...................93
Sue-Jen Chen, Mahnaz Moallem and Hengameh Kermani...............................................................................................93
Action Research of Constructivist Approach to Integrate Technology in Support of Standards-
based Science Curriculum Development in Teacher Education...................................................98
C. Candace Chou.......................................................................................................................................................................98
A Qualitative Inquiry of Pedagogical Symbiosis: Reconciliation of Mixed Cultures................105
Richard Cornell, Cheng-Chang Pan, Ming-Hsiu Tsai, Yedong Tao, Ping-Ye Tsai, and Heng-Yu Ku....................105
Building an Online Instructional Design Community................................................................118
Suzy Cox and Russell T. Osguthorpe..................................................................................................................................118
Constructing Learners in 3D: An Investigation of Design Affordances and Constraints of Active
Worlds Educational Universe.....................................................................................................124
Michele D. Dickey..................................................................................................................................................................124
Learning in Complex Domains...................................................................................................131
Deniz Eseryel...........................................................................................................................................................................131
A Critical-Realist Response to the Postmodern Agenda in IT...................................................140
Michael A. Evans....................................................................................................................................................................140
v
Evaluation Results from Distance Learning Courses for U.S. Department of Education Middle
School Coordinators....................................................................................................................148
Scott W. Formica, Wayne M. Harding and Paul J. Giguere..........................................................................................148
2001 AECT Member Needs Survey...........................................................................................156
Theodore Frick, Richard Stanley Dabrowski, Preston Paul Parker, Homer Paul Robertson, Deepak Prem
Subramony, and Philip Harris.............................................................................................................................................156
Star Instructional Design: Evaluation of Web-Based Instruction in Medical Science...............167
Theodore Frick, Carol Watson, Theresa Cullen and Sungwook Han...........................................................................167
A Communications Protocol in a Synchronous Chat Environment: Student Satisfaction in a Web-
based Computer Science Course.................................................................................................173
Paul J. Giguere.......................................................................................................................................................................173
Motivational Level of a Computer-based Simulation: A Formative Evaluation of the US Army
Recruiting Simulation (USAREC)..............................................................................................179
David Wen-hao Huang and Tristan Johnson....................................................................................................................179
Supporting Teachers’ Performance and Student Learning Using a Wireless Handheld-based
Assessment and Discussion Tool................................................................................................187
Tristan E. Johnson, Eva M. Ross, Reed L. Clayson, and Aiman Abdulla.....................................................................187
Understanding E-dropout?..........................................................................................................198
JuSung Jun...............................................................................................................................................................................198
Power Relationships Among Adult Learners In Online Discussions.........................................205
JuSung Jun and Thomas Valentine......................................................................................................................................205
Technology-Literate Students? Results From a Survey of Freshman Students at Colorado State
University....................................................................................................................................213
Karen Kaminski, Peter Seel and Kevin Cullen..................................................................................................................213
The Medium is the Message Revisited.......................................................................................220
Robert Kenny...........................................................................................................................................................................220
A Case Study on International Students’ Attitudes Toward Their First On-Line Learning
Experience...................................................................................................................................230
Heng-Yu Ku and Linda L. Lohr...........................................................................................................................................230
Are Professors Ready for the Technology Age?.........................................................................238
Carmen L. Lamboy and A. Jared Bucker...........................................................................................................................238
Developing and Using Case Studies to Encourage Reflective Practice in Teacher Preparation247
Valerie Larsen, Marti Julian and Terri L. Demmon........................................................................................................247
Reflections on Educational Technology and System Science....................................................254
In-Sook Lee..............................................................................................................................................................................254
Using Interactive Videoconferencing Technology for Fostering Cross-Cultural Understanding:
The Case of ISIS (International Studies for Indiana Schools)....................................................264
Mimi (Miyoung) Lee and Deb Hutton.................................................................................................................................264
Assisting Faculty With Technology Integration: A Case Study Of A Student/faculty Mentoring
Program.......................................................................................................................................269
Qian Li, Ann Thompson and Denise Schmidt....................................................................................................................269
The Effects of Peer Feedback in Technology Classes................................................................277
Pei-Lin Liu, James E. Gall, and Heng-Yu Ku....................................................................................................................277
Policy Perspectives on Selected Virtual Universities in the United States.................................284
Douglas McCoy and Christine Sorensen...........................................................................................................................284
Creating an Organic Knowledge-Building Environment Within an Asynchrous Distributed
Learning Context.........................................................................................................................300
Leslie Moller, Gustavo E. Prestera, Douglas Harvey, Margaret Downs-Keller, and Jo-Ann McCausland..........300
Using Invariant Scales of Measurement and Principled Design Experiments to Increase
Performance in a Domain of Learning........................................................................................311
v i
Van A. Newby and Jared Schaalje.......................................................................................................................................311
The Effect of Question Type and Grouping Strategy on Learning from a Multimedia Database
.....................................................................................................................................................321
Mary C. Niemczyk and Wilhelmina C. Savenye................................................................................................................321
Faculty Perceptions of Web-based Distance Learning: Implications for Adoption of Related
Technologies...............................................................................................................................333
Bessie Nkonge and Japhet H. Nkonge................................................................................................................................333
Effects of Web-based Self-regulated Learning Support Tool in a Post-Secondary Course.......340
Hyungkook Park.....................................................................................................................................................................340
Teachers’ Beliefs about Student-Centered Learning: A Case Study..........................................348
Susan Pedersen and Min Liu................................................................................................................................................348
Attitudes About Computer Use Among Preservice Teachers.....................................................357
Kay A. Persichitte, Edward P. Caffarella, Cynthia Conn, Maninsh Javeri, and Donna Ferguson Pabst..............357
The Influence of an Instructional Technology Course on Future Teaching Practice:................363
Christine M. Remley...............................................................................................................................................................363
Cultural Conceptions about Computer Technologies of Hispanic Women in an Adult Literacy
Progra..........................................................................................................................................372
Lizzette Rivera and Karen L. Murphy.................................................................................................................................372
Technology Integration and Innovative Teaching Through Collaboration, Reflection and
Modeling: Research Results from Implementation of a Staff Development Model..................379
Eva M. Ross, Tristan E. Johnson and Peggy A. Ertmer..................................................................................................379
English language learning via desktop videoconferencing: A pilot study..................................390
Yu Chih Doris Shih.................................................................................................................................................................390
The Influence of Inquiry-Based Multimedia Learning Environment on Scientific Problem-
Solving Skills Among Ninth-Grade Students Across Gender Differences................................395
Namsoo Shin and Steven McGee.........................................................................................................................................395
Technology Competencies of Rural School District Administrators and Instructional Technology
Decision Making.........................................................................................................................404
Marilyn J. Staffo.....................................................................................................................................................................404
Understanding Why Faculty Use (or Don't Use) IT: Implementation of Instructional Technology
from an Organizational Culture Perspective...............................................................................413
Susan Stansberry and Edward L. Harris............................................................................................................................413
Dale’s Cone Revisited: Critically Examining the Misapplication of a Nebulous Theory to Guide
Practice........................................................................................................................................423
Deepak Prem Subramony......................................................................................................................................................423
What Types of Technology Do Middle School Teachers Really Use?......................................429
Berhane Teclehaimano and Dwayne DeMedio.................................................................................................................429
Affective video and problem solving within a Web-environment..............................................433
Ria Verleur and Plon W. Verhagen.....................................................................................................................................433
Critical Thinking and Discourse in Distance Education and in Traditional Education: Challenges
and Opportunities........................................................................................................................440
Lya Visser, Yusra Laila Visser, Gary Anglin, Carmen Lamboy, Bruce Roemmelt, and Howard Solomon...........440
Educational technology in People’s Republic of China: Problems and solutions from leadership
perspective..................................................................................................................................443
Charles Xiaoxue Wang, Fengxiong Wang and Pin Su.....................................................................................................443
Effect of varied concept mapping strategies in facilitating achievement of different educational
objectives in a web-based learning environment........................................................................450
Charles Xiaoxue Wang and Francis Dwyer......................................................................................................................450
Impact of Vicarious Learning Experiences and Goal Setting on Preservice Teachers’ Self-
Efficacy for Technology Integration: A Pilot Study...................................................................459
vi i
Ling Wang................................................................................................................................................................................459
The Nature of Dialogue: A Reconceptualization of Clark and Kozma ......................................463
Carol Watson, Ana Correia, Mimi (Miyoung) Lee and Thomas Schwen.....................................................................463
Teachers Get into the Groove .....................................................................................................471
Pamela A. White and Chaoyan Dong.................................................................................................................................471
An Examination of the ARCS Model: The Impact of Relevance, Activation and the Model as a
Whole on Learning......................................................................................................................478
Lynn M. Wietecha and Rita C. Richey................................................................................................................................478
Integrating Technology into a Secondary Education Teacher Preparation Program..................491
M. Jeanne Yanes and James B. Curts.................................................................................................................................491
Gender Differences in Middle School Students’ Attitudes towards the Educational Uses of the
Internet and the Internet Usage...................................................................................................500
Ozgul Yilmaz and Hakan Tuzun..............................................................................................500
vi ii
First Online Collaborative Learning Experiences of Freshmen Students in
Turkey

Cengiz Hakan Aydin
Anadolu University
School of Communication Sciences
Eskisehir, Turkey

Abstract
In literature, there is very few significant study on the effectiveness of online collaborative learning on
students who had no prior experience of collaboration. This presentation describes a case study in which attitudes
of students who had no prior experience in online learning and collaborative learning toward online collaborative
learning in Turkey were investigated. Data have been collected by using a Likert type questionnaire and interviews.
Students mostly expressed positive attitudes toward online learning while they indicated negative attitudes toward
collaborative learning. These negative attitudes associated with the preconceptions of learners about collaboration
and not enough prior experience to develop interpersonal skills. However, majority of the students pointed out that
they would like to take similar courses online and study collaboratively.
Introduction
The field of education has witnessed impressive changes during the last decade with the developments of
new communication technologies. These technologies helped faculties provide more interactive learning and apply
new pedagogical approaches in their courses.
One of these approaches that the communication technologies, especially Internet enabled is collaborative
learning. Literature has revealed that collaborative learning in classroom settings offer many benefits such as active
learning and peer interaction for learners. Many of these studies were carefully controlled to test the hypothesis that
collaborative learning was more effective then other modes of instructional delivery. The evidence for the
effectiveness of peer teaching is well accepted for a wide range of goals, content, and students. This effectiveness
has been repeatedly documented for the past 90 years. Klemm (1994) reports that over 575 experimental and 100
correlation studies have been conducted by a wide variety of researchers who tested subjects of differing age,
cultures, and geographical areas. Most of these studies have revealed that collaborative learning is more effective
than most other approaches. The reasons of this effectiveness summarized by Smith (1993) as: (1) the student who
learns best is the one who organizes, summarizes, elaborates, explains, and defends; (2) more learning occurs in an
environment of peer support and encouragement because students eagerly work harder and longer; (3) students learn
more when they're doing things they enjoy.
Developing body of research on online collaborative learning has also shown that students get benefits
from distance and/or online collaboration. The researchers and writers such as Mason and Kaye (1990), Harasim
(1990), Henri and Rigault (1996) have described the potential of the Internet as an interactive environment that
would enable collaborative group learning and would change the nature of distance education from an autonomous,
isolated experience to a potentially social constructivist environment.
In the years that the Internet has come into more widespread use for tertiary learning, online collaborative
learning has become more commonly accepted as an effective strategy that is now made possible by the technology.
Although literature has shown that online collaborative learning has become a hot topic for researchers and
practitioners all over the world, there is almost no or a few significant study on the effectiveness of online
collaborative learning on students who had no prior experience of collaboration, especially in Turkey.
Collaborative Learning in Turkey
In Turkey, most of the instruction almost all levels of education except higher education have a very
instructive structure. Teachers use textbooks, which are recommended by the Ministry of Education and prepared
according to the curriculum, during the instruction. They mostly present the instruction orally and conduct drill and
practice sessions. Sometimes enthusiastic teachers provide opportunity for students to do hands on activities,
discussions, inquiries. Although the Ministry of Education has recently started to encourage teachers to use
collaborative activities in their classes, almost no teachers use this approach due to lack of skills and time. So the
Turkish higher education students are not used to work in teams.
In addition, online education is not common in primary and secondary education in Turkey. So that almost
all Turkish students come to universities with no online learning experience. Even worst, almost half of them enter
universities with a few computer literacy skills.
Purpose and Method of the Study
This paper describes a study in which attitudes of undergraduate students who had had no online learning
and collaborative learning experience before having taken “Introduction to Educational Communications” course
online in School of Communication Sciences Anadolu University in Turkey are investigated. In other words, the
main focus of this study was to explore the attitudes of the students toward online collaborative education.
“Introduction to Educational Communications” is a 14 weeks long compulsory course for the freshmen
students in the Educational Communications and Planning Department. After three hours workshop on online
learning, collaborative learning and online collaborative learning, the students were asked to participate voluntarily
the study and take the course online. Only 19 out of 45 students, who enrolled this course, participated to the study
as the subject group.
After two weeks of preliminary preparations, subjects took the course entirely online during the spring
2001 academic semester. WebCT was used as the online learning and management environment. At the end of the
course they were asked to fill the questionnaire and attend the interviews. For the data collection, a thirty items
Likert type questionnaire was used. First ten items in the questionnaire were developed to learn the students’
reaction on online learning and the last ten items were related to the collaborative learning. Also, interviews were
conducted with the four of the randomly selected students to get a better in-sight about the students’ responses. The
participants’ final grades are used for measuring their achievements.
Results
The study sought to explore the responses of the learners to online learning environment and collaborating
in this environment. The questionnaire at the end of the course asked students to provide their responses to a series
of questions on these topics. He questionnaire used a Likert scale responses with five categories arranged so that the
3.41 mean score indicated an expected level of agreement with the item while other responses enables students to
show higher or lower levels of agreement. The 3.41 mean average was determined after identifying the critical level:
4 intervals / 5 categories = 0.8. As a result of this the levels of agreement were determined as followings:
1 (Strongly Disagree) = 1+ 0.8 = 1.8
2 (Disagree) = 1.8 + 0.8 = 2.6
3 (Not sure) = 2.6 + 0.8 = 3.4
4 (Agree) = 3.4 + 0.8 = 4.2
5 (Strongly Agree) = 4.2 + 0.8 = 5

In interpreting the results, 3.41 mean average was taken as what would be expected from agreed students and higher
scales (agree and strongly agree) and the lower scales (disagree and strongly disagree).

Online learning. Student’s responses to questions concerning their impressions of the online learning were
generally positive (M=3,768). However, for the 9th item which is “I can remember better what I learn when I study
online”, average mean of students’ responses is lower then critical level of agreement (M =3,158>M=3.41). Also,
9
students scored higher on the item #1 (It was interesting to study the topic online), item #3 (I liked working online)
and item #4 (I found easier to study online).

Table 1: Frequency of the students’ responses to the items related to online learning

Item 1 (Strongly 2 3 4 5 (Strongly M
# Disagree) (Disagree) (Not Sure) (Agree) Agree)
1 0 2 1 11 5 4,000
2 0 1 5 11 2 3,737
3 0 1 5 6 7 4,000
4 0 2 3 7 7 4,000
5 0 3 4 7 5 3,737
6 0 3 6 5 5 3,632
2