Computer-Supported WebQuests

Belgiorno, Furio; Malandrino, Delfina; Manno, Ilaria; Palmieri, Giuseppina; Scarano, Vittorio

doi:10.1007/978-3-642-04636-0_73

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…In recent years, WebQuests have been applied extensively to various educational environments. Computer-supported systems are designed to offer not only a structured discussion and debate space but also the navigation and resource sharing in a WebQuest learning process (Belgiorno, Malandrino, Manno, Palmieri & Scarano, 2009;Zacharia, Xenofontos & Manoli, 2011). Çigrik and Ergül (2010) indicate that WebQuests can improve logical thinking ability in science education.…”

Section: Introductionmentioning

confidence: 99%

Implementing a self-regulated WebQuest learning system for Chinese elementary schools

Hsiao

Tsai

Lin

et al. 2012

AJET

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<span>The rapid growth of Internet has resulted in the rise of WebQuest learning recently. Teachers encourage students to participate in the searching for knowledge on different topics. When using WebQuest, students' self-regulation is often the key to successful learning. Therefore, this study establishes a self-regulated learning system to assist learners in employing WebQuest learning in a self-regulated learning pattern as well as to give teachers opportunities to monitor and assist students' performance. The participants in the study are sixth graders of an elementary school in Taipei County, Taiwan. The experimental group and the control group are composed of three classes respectively. The current study investigates the correlation between students' self-regulated behavior and their achievement when using WebQuest learning through the self-regulated learning assisted functions and traditional WebQuest learning. In addition, learners' self-regulated behavior is observed and analysed based on the system records as well as their behaviour in the learning process.</span>

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Section: Introductionmentioning

confidence: 99%

Implementing a self-regulated WebQuest learning system for Chinese elementary schools

Hsiao

Tsai

Lin

et al. 2012

AJET

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“…CoFFEE has been developed within the European-funded Research Project called "LEAD" (VI Framework), and it is available open-source on Sourceforge. 2 Additionally, it offers 15 different tools providing different functionalities [20], [21], [22]. The long-lasting adoption of CoFFEE, due to its tailorable architecture, lead us to extend this work on a mobile environment.…”

Section: Functional Requirementsmentioning

confidence: 98%

A Tailorable Infrastructure to Enhance Mobile Seamless Learning

Malandrino

Manno

Palmieri

et al. 2015

IEEE Trans. Learning Technol.

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The widespread use of mobile devices is leading towards their adoption in the learning process, even if some pedagogical challenges are still not fully addressed when integrating mobile-assisted activities into regular curricula activities. In this paper, we first define some guidelines to design a general, tailorable, and platform-independent mobile learning system. Second, we present the aCME system, a mobile infrastructure, developed by adhering to the defined guidelines, to provide a general-purpose system, easy to start up with and friendly to user, and finally, tailorable, i.e., that can be easily adapted to the needs of different learning environments. The aCME system has been implemented as a Web-based architecture, to provide content and functionalities for different contexts, accessible from any location and by using any communication device. Finally, we describe a tool, deployed into aCME, that allows responding to quiz-based questionnaires during learning activities. A preliminary evaluation was performed to analyze usability and user satisfaction when interacting with the system we developed. The paper is concluded with some comments and future research directions.

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