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PDF Blended Learning Aligning Theory With Practices 9Th International Conference Icbl 2016 Beijing China July 19 21 2016 Proceedings 1St Edition Simon K S Cheung Ebook Full Chapter
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Simon K.S. Cheung · Lam-for Kwok
Junjie Shang · Aihua Wang
Reggie Kwan (Eds.)
LNCS 9757
Blended Learning
Aligning Theory with Practices
9th International Conference, ICBL 2016
Beijing, China, July 19–21, 2016
Proceedings
123
Lecture Notes in Computer Science 9757
Commenced Publication in 1973
Founding and Former Series Editors:
Gerhard Goos, Juris Hartmanis, and Jan van Leeuwen
Editorial Board
David Hutchison
Lancaster University, Lancaster, UK
Takeo Kanade
Carnegie Mellon University, Pittsburgh, PA, USA
Josef Kittler
University of Surrey, Guildford, UK
Jon M. Kleinberg
Cornell University, Ithaca, NY, USA
Friedemann Mattern
ETH Zurich, Zürich, Switzerland
John C. Mitchell
Stanford University, Stanford, CA, USA
Moni Naor
Weizmann Institute of Science, Rehovot, Israel
C. Pandu Rangan
Indian Institute of Technology, Madras, India
Bernhard Steffen
TU Dortmund University, Dortmund, Germany
Demetri Terzopoulos
University of California, Los Angeles, CA, USA
Doug Tygar
University of California, Berkeley, CA, USA
Gerhard Weikum
Max Planck Institute for Informatics, Saarbrücken, Germany
More information about this series at http://www.springer.com/series/7407
Simon K.S. Cheung Lam-for Kwok
•
Blended Learning
Aligning Theory with Practices
9th International Conference, ICBL 2016
Beijing, China, July 19–21, 2016
Proceedings
123
Editors
Simon K.S. Cheung Aihua Wang
The Open University of Hong Kong Peking University
Hong Kong Beijing
SAR China China
Lam-for Kwok Reggie Kwan
City University of Hong Kong Caritas Institute of Higher Education
Hong Kong Hong Kong
SAR China SAR China
Junjie Shang
Peking University
Beijing
China
Welcome to the 9th International Conference on Blended Learning (ICBL 2016), which
was formerly known as International Conference on Hybrid Learning (ICHL). This
year, ICBL 2016 was held at Peking University, Beijing, China, during July 19–21,
2016.
Undoubtedly, blended learning or hybrid learning has become one of the promising
approaches to teaching and learning. It aims to integrate traditional learning with
innovative means, such as e-learning and open online learning, in order to create a new
learning environment to enhance learning effectiveness and enrich learning experience.
Hybrid learning literally refers to the combination of traditional learning and nontra-
ditional learning. Blended learning emphasizes not only the combination but also the
integration of various modes of learning. This aligns with the latest practices in the
field, and hence, our conference name changed accordingly.
ICBL 2016 provided a platform for knowledge exchange and experience sharing
among the researchers and practitioners in all areas of blended learning. The theme of
ICBL 2016 was “Blended Learning: Aligning Theory with Practices.” The focus was
placed on how the theoretical ideas and concepts of blended learning can be adopted as
good education practices to enhance learning effectiveness and enrich learning expe-
rience. The conference was included keynote addresses and parallel paper
presentations.
This year, we received over 60 paper submissions. After a rigorous review process,
34 papers were selected for inclusion in this volume. The selected papers cover various
areas in blended learning, including collaborative and interactive learning, open and
flexible learning, content development, assessment and evaluation, pedagogical and
psychological issues, and experience, strategies, and solutions of blended learning.
We would like to take this opportunity to thank the following parties who made the
conference a success: (a) the conference Organizing Committee; (b) the international
Program Committee; (c) the organizers and co-organizers; (d) the sponsors; (e) the
publisher of the conference proceedings; and (f) all the conference participants.
We trust you will enjoy reading these papers.
Organizing Committee
Honorary Chairs
Xiaoyu Chen Peking University, China
Horace H.S. Ip City University of Hong Kong, Hong Kong, SAR China
Conference Chairs
Lam-for Kwok City University of Hong Kong, Hong Kong, SAR China
Junjie Shang Peking University, China
Program Chairs
Simon K.S. Cheung The Open University of Hong Kong, Hong Kong, SAR China
Aihua Wang Peking University, China
Fu Lee Wang Caritas Institute of Higher Education, Hong Kong, SAR China
Organization Chairs
Oliver Au The Open University of Hong Kong, Hong Kong, SAR China
Rong Miao Peking University, China
John Hui City University of Hong Kong, Hong Kong, SAR China
Financial Chair
Steven Ng Caritas Institute of Higher Education, Hong Kong, SAR China
Registration Chairs
Ivan K.W. Lai Caritas Institute of Higher Education, Hong Kong, SAR China
Shimei Ma Peking University, China
Web Masters
Richard Li City University of Hong Kong, Hong Kong, SAR China
Xiang Li Peking University, China
VIII Conference Organization
Organizers
Peking University
Co-Organizers
Sponsors
Li Chen
Beijing Normal University, China
Professor Li Chen is a PhD supervisor. She is a Vice President of Beijing Normal
University and the Executive Director of Beijing Institute for the Learning City at
Beijing Normal University. She is the President of the Society of International Chinese
in Educational Technology, and the President of China Association for ICT in
Education for K12. Professor Chen is the leader of Master’s and PhD programs on
Distance Education at Beijing Normal University. Her research is mainly focusing on
interaction principle in distance education and the policy research in lifelong learning.
She has authored and published more than 10 books and 100 papers. Professor Chen is
deeply engaged in policy consulting in distance education and lifelong learning.
Horace H.S. Ip
City University of Hong Kong, China
Professor Ip is the Vice-President in Student Affairs and a Chair Professor of Computer
Science at City University of Hong Kong. He has a BSc in Applied Physics and PhD in
Image Processing from University College, London, United Kingdom. His research
interests include multimedia content analysis and retrieval, and virtual reality for
education. Professor Ip’s research has won many awards including Prix Ars
Electronica, and a Gold Medal of the Geneva Salon International Des Inventions. He
has published over 300 papers in international journals and conference proceedings.
Professor Ip is a Fellow of the Hong Kong Institution of Engineers, a Fellow of the
Institution of Engineering and Technology, a Fellow of the British Computer Society
and a Fellow of the International Association for Pattern Recognition.
XII Keynote Speakers
Zhuzhu Wang
National Center for Educational Technology, Ministry of Education, China
While leading the National Center for Educational Technology and the National
Resource Center for Basic Education for the Ministry of Education (MoE), Professor
Zhuzhu Wang is also an Adjunct Professor of East China Normal University and
Peking University. Her research interests fall in areas of ICT in basic education and
distance education in China. Professor Wang has led many national and MoE key
projects, organized or participated in the planning and implementation of national
major projects in distance education and ICT in education. She published numerous
research papers and the book Theory and Practice of Project Management in Distance
Education, introducing project management theories in distance education in China.
Content Development
Dealing with Ethical Issues in MOOC Design and Delivery: A Case Study . . . 128
Heng Luo, April Millet, Richard Alley, and Mingzhang Zuo
1 Introduction
material discussion, and (e) development of the necessary skills for effective teamwork
[3]. Students in collaborative learning environments must articulate their own points of
view and also listen to the views of others to create knowledge and meaning together
[4]. When learners share the same goal in a collaboration situation, they can learn from
one another through group discussion. Puntambekar indicated that the main point of
collaborative learning is the interaction between individual and team members because
it allows knowledge sharing through different points of view [5].
A large number of studies have recognized the crucial role of Computer-supported
collaborative learning (CSCL) in making learning more effective [6]. Learning Man-
agement Systems (LMS) offer affordances beyond simple document repositories, by
featuring discussion forums, online chat rooms, grade books and the ability to give
automatically marked tests such as multiple choice questionnaires [7]. Moodle is one of
the most popular contemporary open source web-based LMSs, it provides a friendly
environment for collaborative learning.
On the other hand, the wide spread of mobile devices and wireless technologies
brings an enormous potential to e-learning, in terms of ubiquity, pervasiveness and
personalization etc. Mobile collaborative learning (MCSCL) is considered the next step
of online collaborative learning by incorporating mobility as a key and breakthrough
requirement [8]. As a representative of the mobile social application, WeChat gradually
attracted researches’ attention. WeChat publish information and establish mini learning
circles through public number, as well as its convenient and efficient means of com-
munication, WeChat can be effectively achieved collaborative learning and created a
flexible learning environment.
Current trends show that we need to utilize a variety of technology means to
facilitate collaborative learning [1]. In order to create more powerful collaborative
learning environment, enrich technological means, we combine Moodle and WeChat
these two types of technology environment for its representation and availability, which
allows teachers to explore exciting novel opportunities for collaborative learning on the
hybrid environment. Thus, this paper focus on accessing effects of collaborative
interaction and knowledge building level by utilizing Moodle and WeChat. On the
basis of the results of this study, the implications for improving the effectiveness of
collaborative learning will be explored in the conclusion.
2 Related Work
In this section, we present related work, which focus on the LMS: Moodle and mobile
environment: WeChat. Through this study, it should become apparent how we can
amplify the strengths of each educational approach by fruitfully combining them. This
study research on exploring the effect of using Moodle and WeChat can be justified.
and workshop. The system has been designed to support modern pedagogies based on
social constructionism and focuses on providing an environment to support collabo-
ration, connected knowing and a meaningful exchange of ideas [10].
Previous research shows that Moodle may be an effective technique to support
collaborative learning. Wang studied high school physics courses collaborative learn-
ing in Moodle, cultivate students’ creative ability and sense of collaboration, achieve
the integration of technology and curriculum [11]. Other researchers analyzed the
elements of online collaborative learning, combined with Moodle for teaching apply
and created novel model of collaborative learning, the result shows that Moodle pro-
vides a friendly environment for collaboration [12].
However, continuous enhancements in computer technology and the current
widespread computer literacy among the public have resulted in a new generation of
students that expect increasingly more from their e-learning experiences [13]. In order
to keep up with such expectations, we should change from exploit single technology to
multi-technologies and enrich collaborative learning settings.
3 Research Method
3.1 Participants
The participants of the experiment were third-year university students in a CE (Computer
Education) department who learned an information technology education course (total
participants = 78, of whom 52 males; mean age, 21 years; age range, 20–24 years).
6 R. Liu and C. Shi
Task 1: 2 Minutes lecture works Task2: 10 Minutes lecture works Task 3: 40 Minutes lecture works
Duration: 4 Weeks Duration: 4 Weeks Duration: 4 Weeks
Stage 1 Draft works submission Stage 1 Draft works submission Stage 1 Draft works submission
Moodle: All groups Moodle: All groups Moodle: All groups
Stage2 Peer review Stage2 Peer review Stage2 Peer review
Moodle: Five groups Moodle: Five groups Each group freely choose
WeChat: Five groups WeChat: Five groups platform but only one form.
Stage3 Final works submission Stage3 Final works submission Stage3 Final works submission
and discussion and discussion and discussion
Moodle: All groups Moodle: All groups Moodle: All groups
degree was used to analysis the students’ interactive activity for the whole network and
for each participant.
Our SNA based on forum discussions collated at the end of the course revealed a
network with 78 nodes. The interactive data were collected in Moodle system logs and
chat screen in WeChat reserved by student in the course of collaborative activities, a
complete comment was marked an interaction. At first we should change the interactive
data of each group in each task into an N * N symmetric relation matrix, matrix “0”
indicates no relationship between the two actors, and “1” indicates that existing a
relationship between the two actors, matrix values represents the strength of the rela-
tionship, nodes in rows and columns represents a student. Ruling the matrix “rows” are
the information senders and “columns” are the information receivers [21]. Then import
the interactive matrix data into the UCINET software for data analysis (see Table 1).
Content Analysis. Online discussion is transparent and all discussion posts can be
retrieved easily from the online computer system. Researchers suggested that with a
different research purpose or a different theoretical framework, a novel research project
generally requires new coding themes for analysis [22]. Content analysis of partici-
pants’ text-based transcripts is an effective technique for researchers to get a better
understanding of participants’ cognitive processes and of the quality of online learning
[23, 24].
Therefore, focusing on examining the evidence of knowledge building in online
forums from a constructivism paradigm. In this study, we developed the online learning
knowledge building model, drawing on the Gunawardena’s concepts on the interaction
analysis model (IAM) for students, and then integrated relative topics from course
which we studied. This analysis scheme retains shallow collaboration, middle collab-
oration, and deep collaboration (See Table 2). After reaching 100 % agreement on
scoring two sample weeks’ transcripts, both raters double-blindly scored the rest of the
transcripts. The inter-rater reliability is 0.85. The two raters also discussed the differ-
ences in their codes and reached an agreement at 100 %. The final revised codes were
used for analyses.
8 R. Liu and C. Shi
Table 2. Encoding table for the online learning knowledge building model
Category Subclasses Description
Shallow Short response S1 Simple words in reply, for example, “Got it”
collaboration “Agreed”
Shallow evaluation Giving their personal reasons when commenting, or
S3 simply describing personal behavior or ideas
Middle Content evaluation Asking and answering each other and comparing the
collaboration M1 differences
Content Using experience and literature to analyze and
recommendations summarize, give personal opinions or suggestions
M2
Deep Profound thoughts Reflecting deeply on the passages in comments,
collaboration D2 Thinking in depth and sharing unique personal
insights or ideas
4 Result
4.1 Collaborative Knowledge Building Level Analysis
• The interaction within group (nodes 54 to 61, nodes 39 to 46, etc.) and interaction
among groups in Moodle are intensive. The interaction within group (nodes 17 to
23, nodes 64 to 69, etc.) is higher than those among groups in WeChat. The overall
network structure in Moodle shows closely, but relatively loose in WeChat.
• The number of peripheral nodes in Moodle is less than WeChat. Such as nodes 11,
62 and 45 (each node centrality is 1), which indicates that these nodes only have an
interactive behavior.
• There are several isolated nodes in two platforms. For example, nodes 1, 2 and 5 in
Moodle and nodes 10, 13 and 39 in WeChat, which indicates that these nodes has
never participated in class interaction (each node centrality is 0).
• The WeChat socio-gram is more intense than task 1 and begin to appear core nodes
apparently (nodes 3, 35, etc.) (Fig. 4).
• Nodes 3, 35, 73 and 44 shows the highest degree of centrality (the centrality is 28,
30, 29 and 30 respective). Which indicates that these nodes are the most active in
online interaction.
• The interaction in all groups are more active and closely linked, the core nodes
increase and fully share the information and resources.
• In task 3, almost all groups choose the Moodle for collaborative discussion, rela-
tively little students choose the WeChat.
As we can see in Table 3, Most students think (strongly agree and agree) Moodle is
useful for collaborative learning.
From Table 4, The WeChat has a lower proportion than Moodle in operation,
expression of personal views and collaborative discussion. Moodle operating envi-
ronment is more suitable for collaborative learning.
From Table 5, the results indicates that students can better utilize Moodle for
collaborative learning, there are also has a large part of students prefer to utilize
Moodle in terms of willingness to use.
This paper based on Moodle and WeChat blended learning environment, combining
the quantitative analysis and qualitative analysis methods, including social network
analysis and content analysis to analyze social network structure feature and
12 R. Liu and C. Shi
References
1. Resta, P., Laferrière, T.: Technology in support of collaborative learning. J. Edu. Psychol.
Rev. 19, 65–83 (2007)
2. Millis, B.J., Cottell Jr., P.G.: Cooperative Learning for Higher Education Faculty. Series on
Higher Education, American (1997)
3. Johnson, D.W., Johnson, R.T.: Cooperation and the use of technology. In: Handbook of
Research for Educational Communications and Technology: A Project of the Association for
Educational Communications and Technology, pp. 1017–1044 (1996)
Investigating Collaborative Learning Effect 13
1 Introduction
China’s English Curriculum Reform in basic education brings forward that the overall
objective is to develop students’ comprehensive language skills. Writing, as one of the
four basic language skills, plays a significant role in English teaching. However, the
traditional method of teaching writing, the product-oriented method, only focuses on
the accuracy of the final product and ignores the writing process which the students go
through to reach the final goal [1].
While at the same time, autonomous learning has become an increasingly important
concept in foreign language education [2]. Chinese New Curriculum also advocates
enhancing students’ autonomous learning ability [3]. For most teachers, one of the
problems they are facing nowadays is how to provide a learning environment outside
the classroom where students can learn autonomously at their own paces whenever and
wherever they like to evaluate their own learning. What’s more, they also need a space
where students can learn collaboratively, allowing them the opportunity to commu-
nicate. Therefore, in the field of language learning, people not only pay attention to
autonomous and self-directed learning, but also provide opportunities for learners to
interact with each other [4]. With the development of social media, web tools like BBS,
weblog and wiki are introduced into writing teaching. In the light of these applications,
how to apply social networking into the teaching of English writing, by focusing on the
© Springer International Publishing Switzerland 2016
S.K.S. Cheung et al. (Eds.): ICBL 2016, LNCS 9757, pp. 14–23, 2016.
DOI: 10.1007/978-3-319-41165-1_2
Writing Collaboratively Via WIKI: An English Teaching Study 15
students’ writing process, giving them the opportunity to collaborate with each other,
thus to improve their English writing skills, is a challenging but meaningful issue for all
the educators and teaching researchers.
As a kind of collaborative writing system, Wiki catches more and more attention of
language teachers and provides direct enlightenment for the writing teaching innova-
tion [5]. Theoretically, wiki meets both the requirement of process-oriented writing and
collaborative learning. However, empirical studies on collaborative and processed-
oriented writing are still rare. Therefore, we need to carry out a study of Wiki’s
application and practice in the teaching of English collaborative writing to see its
outcomes, methods and limitations.
2 Related Works
Päässä takoi vielä yksi poikavuosien muisto. Miten hän oli kerran
— ensi kerran — ryhtynyt rikkomaan luontoa ja juoksuttamaan
kuiviin elämänsä nesteitä. Hän kyllä käsitti, ettei tämä pahe mikään
synti ollut, mutta se oli elämän voimien väkivaltaista uhraamista. Se
oli heikkoutta. Olisihan pitänyt jaksaa itsensä hillitä.
Maahan käsiksi! Siinä olisi ollut hyvä toveri, mutta nyt hän tulisi
työnnetyksi pois maaemon sylistä. Miksi hänen piti saada tästä
kaipuusta kärsiä? Miksi muiden, tuhansien, kymmenien tuhansien?
Ja maa odotti joutilaana ja huusi: Ota minut!
Pelätty päivä oli tullut Hakalaan. Se oli aurinkoinen niin kuin muutkin
kevätpäivät mutta talossa tuntui synkältä silloin, kun vanha Saara
nousi keittämään aamukahvia.
Nyt Hannes vasta huomasi miten tyhjäksi hänkin jäisi. Sai lähteä
kodistaan työnhakuun jo seuraavana päivänä. Kotikylällä
pilkattaisiin, jos tänne asettuisi. Oli sydän veristäen jätettävä
kotoinen turve. Hyvä, ettei äiti ollut tätä kurjuutta näkemässä.
Nyt siellä oli jo piha täynnä miehiä ja toimitus alkoi. Hannes näki
hakamäeltä, miten kannettiin tavaroita ulos, vedettiin liiteristä rekiä ja
työkaluja pihamaalle. Kuului isoäänistä puhetta ja naurua. Renki-
Kalle tuli hakemaan haasta hevosia, koskapa oli suitset käsivarrella.
Jos olisi Hautala, jolle talo varmasti jää, kunnon mies, pyytäisi
tämän tästä itselleen. Mutta häneltä ei voinut mennä anelemaan
mitään, kaikkein vähimmin perintömaataan.
Mutta nyt… mitäpä tässä tyhjää uneksi. Olihan hän saanut
isältään kylliksi suuren perinnön. Perinnön sellaisen, joka kerran
tekisi hänet raihnaiseksi tehtaan työläiseksi, jos ei ajoissa pääsisi
kiinni maahan..
— Niin.
— Nähdäänpäs!
*****
— Mihin nyt?
— Vai saman palkan… Kas kun ei vähempää. Isä saa sanoa sille,
että minä en elä hänen armostaan.
— Ja sinä isä kehtaat vielä siitä puhua… olisi, kun kerran on mies,
koettanut hillitä itseään, mutta naisia piti olla ja viinaa joka nurkassa.
— Häpeä, poika!
— Jumalan haltuun.
Mikä oli syynä siihen? Oliko tytön olennossa jotain, vai hänen
pohjimainen itsensäkö oli vielä niin perin muuttumaton?
He kävelivät vaieten.
Hautalainen voisi tehdä sen, mitä hän oli aikonut tehdä. Pellot
saisivat uuden ojituksen ja ison niityn viemäri syvennettäisiin.
Hautalainen oli kehunut teettävänsä uuden karjakartanon ja sitten
saataisiin pelloille riittävästi lantaa.
*****
— Miten niin?
*****
Minkä hän voi sille, että kaipasi rakkautta, jota oli ikänsä
kaivannut? Mitäpä hän voi sille, että orpona elämän onnelle oli
tavoittanut virvatulta kiinni.