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  1. Interactive Stratified Attribute Tracking (iSAT) is a visual analytics tool for cohort analysis. In this paper, we show how instructors can use iSAT to visualize transitions of groups of students during teachi...

    Authors: Rwitajit Majumdar and Sridhar Iyer
    Citation: Research and Practice in Technology Enhanced Learning 2016 11:16
  2. In this paper, we describe three practical exercises relating to algorithm education. The exercises are based on a learning support system that offers visualization of program behavior. Systems with the abilit...

    Authors: Koichi Yamashita, Ryota Fujioka, Satoru Kogure, Yasuhiro Noguchi, Tatsuhiro Konishi and Yukihiro Itoh
    Citation: Research and Practice in Technology Enhanced Learning 2016 11:15
  3. Problem-posing is well known as an effective activity to learn problem-solving methods. Although the activity is considered in contributing to the understanding of the problem’s structure, it is not clear how ...

    Authors: Ahmad Afif Supianto, Yusuke Hayashi and Tsukasa Hirashima
    Citation: Research and Practice in Technology Enhanced Learning 2016 11:14
  4. In this paper, we explore the possibility of embedding augmented reality (AR) in authentic inquiry activities to contextualize students’ exploration of medical surgery, and investigate students’ perceptions of...

    Authors: Ying-Shao Hsu, Yuan-Hsiang Lin and Beender Yang
    Citation: Research and Practice in Technology Enhanced Learning 2016 12:2
  5. Identifying educational competencies for the 21st workplace is driven by the need to mitigate disparities between classroom learning and the requirements of workplace environments. Multiple descriptors of desired...

    Authors: Azilawati Jamaludin and David Hung
    Citation: Research and Practice in Technology Enhanced Learning 2016 12:1
  6. Computational thinking (CT) parallels the core practices of science, technology, engineering, and mathematics (STEM) education and is believed to effectively support students’ learning of science and math conc...

    Authors: Satabdi Basu, Gautam Biswas, Pratim Sengupta, Amanda Dickes, John S. Kinnebrew and Douglas Clark
    Citation: Research and Practice in Technology Enhanced Learning 2016 11:13
  7. In providing a meta-analysis of a series of workshop papers and questions arising on the emergent field of learning analytics, this paper contributes to the ongoing formation of a shared research agenda. The f...

    Authors: Jon Mason, Weiqin Chen and Tore Hoel
    Citation: Research and Practice in Technology Enhanced Learning 2016 11:12
  8. Along with massive open online course (MOOC) budding popularity, some problems have begun to surface. One that appears prominent concerns sustainability: for example, high dropout and low completion rates, whi...

    Authors: Manda Firmansyah and Sue Timmis
    Citation: Research and Practice in Technology Enhanced Learning 2016 11:11
  9. We conducted two AB experiments (treatment vs. control) in a massive open online course. The first experiment evaluates deliberate practice activities (DPAs) for developing problem solving expertise as measure...

    Authors: Zhongzhou Chen, Christopher Chudzicki, Daniel Palumbo, Giora Alexandron, Youn-Jeng Choi, Qian Zhou and David E. Pritchard
    Citation: Research and Practice in Technology Enhanced Learning 2016 11:9
  10. Massive open online courses (MOOCs) have recently gained worldwide attention from educational institutes. MOOCs provide a new option for learning, yet measurable learning benefits of MOOCs still need to be inv...

    Authors: Shu-Fen Tseng, Yen-Wei Tsao, Liang-Chih Yu, Chien-Lung Chan and K. Robert Lai
    Citation: Research and Practice in Technology Enhanced Learning 2016 11:8
  11. As problem-based learning (PBL) is becoming more and more popular, there is also a growing interest in developing and using technologies in the implementation of PBL. However, teachers may have difficulties to...

    Authors: Disi Wang, Mohammed Samaka, Yongwu Miao, Zeyad Ali and H. Ulrich Hoppe
    Citation: Research and Practice in Technology Enhanced Learning 2016 11:6
  12. Many studies have been conducted during the last two decades examining learner reactions within e-learning environments. In an effort to assist learners in their scholastic activities, these studies have attem...

    Authors: Keiichi Muramatsu, Eiichirou Tanaka, Keiichi Watanuki and Tatsunori Matsui
    Citation: Research and Practice in Technology Enhanced Learning 2016 11:5
  13. Augmented reality (AR) has the potential to create compelling learning experiences. However, there are few research works exploring the design and evaluation of AR for educational settings. In our research, we...

    Authors: Marc Ericson C. Santos, Arno in Wolde Lübke, Takafumi Taketomi, Goshiro Yamamoto, Ma. Mercedes T. Rodrigo, Christian Sandor and Hirokazu Kato
    Citation: Research and Practice in Technology Enhanced Learning 2016 11:4
  14. In this paper, we describe a code-reading support environment and practical classroom applications using this environment to understand nested loops. Previously, we developed a code-reading support system base...

    Authors: Koichi Yamashita, Takamasa Nagao, Satoru Kogure, Yasuhiro Noguchi, Tatsuhiro Konishi and Yukihiro Itoh
    Citation: Research and Practice in Technology Enhanced Learning 2016 11:3
  15. Engaging students in university mathematics classes can be a challenge for professors. One pedagogical technique is the use of pre-class videos in a flipped classroom. The students are exposed to the concepts ...

    Authors: Rim Gouia and Cindy Gunn
    Citation: Research and Practice in Technology Enhanced Learning 2016 11:2
  16. The Editors express their thanks to the persons named below for contributing to the review process in respect of paper submissions received in 2015.

    Authors: Siu-Cheung Kong
    Citation: Research and Practice in Technology Enhanced Learning 2016 11:1
  17. Recognizing the potential of online student question-generation to engage language learners in communicative activities and use the target language in a personally meaningful way for language and learning moti...

    Authors: Fu-Yun Yu, Yu-Ling Chang and Hui-Ling Wu
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:24
  18. This study investigated the effects of self-efficacy and self-regulation on student achievement in a context-aware learning environment. Particularly, an innovative global positioning system (GPS) sensor-based...

    Authors: Jerry Chih-Yuan Sun, Kai-Yu Chang and Yang-Hsueh Chen
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:23
  19. Language teacher’s composition rating process has become an issue of growing concern in writing research over the past three decades. It is evident that a substantial number of composition rating research have...

    Authors: Kat Leung, Barley Mak and Howard Leung
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:22
  20. In this paper, we assess the feasibility of using a retooled mobile and ubiquitous computer system to facilitate knowledge dissemination between users during the process of acculturation. Focused on the foreig...

    Authors: Steven A. Cook, Hiroaki Ogata, Mark G. Elwell and Mitsuru Ikeda
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:19
  21. In this study, we developed a programming practice monitoring system to facilitate teachers to give appropriate instructions to students at the appropriate time during classroom lectures. To help teachers to p...

    Authors: Satoru Kogure, Riki Nakamura, Kanae Makino, Koichi Yamashita, Tatsuhiro Konishi and Yukihiro Itoh
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:18
  22. In this paper, we propose a framework of Kit-Build Concept Map (we call it as KB map) where a concept map made by a learner can be diagnosed automatically. In this research, we have divided the task to make a ...

    Authors: Tsukasa Hirashima, Kazuya Yamasaki, Hiroyuki Fukuda and Hideo Funaoi
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:17
  23. Multiple studies report that Computer Science (CS) instructors face problems on how to integrate visualizations in their teaching. This problem gets compounded for instructors in technology-constrained classro...

    Authors: Gargi Banerjee, Sahana Murthy and Sridhar Iyer
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:15
  24. Eye-movement tracking and student-system interaction logs provide different types of information which can be used as a potential source of real-time adaptation in learning environments. By analysing student i...

    Authors: Myse Elmadani, Antonija Mitrovic, Amali Weerasinghe and Kourosh Neshatian
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:16
  25. The main issue addressed in this paper is how to improve the learning situation of self-directed learning in resource search and organization from the web. In this paper, we have firstly proposed a multi-layer...

    Authors: Hangyu Li, Shinobu Hasegawa and Akihiro Kashihara
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:14
  26. Recent advancements in technology have enabled a shift to occur in teaching and learning. We are living in a connected world where physical boundaries of attending an institution to gain an education no longer...

    Authors: Dhiya Al-Jumeily, Abir Hussain, Mohammed Alghamdi, Chelsea Dobbins and Jan Lunn
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:13
  27. Learning and teaching systems have seen fast transformations being increasingly applied in emerging formal and informal education contexts. Indeed, the shift to open learning environments is remarkable, where ...

    Authors: Aicha Chorana, Abdallah Lakhdari, Hadda Cherroun and Slimane Oulad-Naoui
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:12
  28. The growth of the Internet has enabled the popularity of open online learning platforms to increase over the years. This has led to the inception of Massive Open Online Courses (MOOCs) that globally enrol mill...

    Authors: Glyn Hughes and Chelsea Dobbins
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:10
  29. This special issue is dedicated to recent opportunities, trends, and expectations that the emergent number of institutions and governments, exploiting the open learning concept, face in designing and providing...

    Authors: Rachid Benlamri and Fanny Klett
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:11
  30. Erroneous answers in multiple-answer problems not only make the correct answer harder to determine but also indicate why the correct choice is suitable and the erroneous one a mistake when compared to the corr...

    Authors: Noriyuki Matsuda, Hisashi Ogawa, Tsukasa Hirashima and Hirokazu Taki
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:6
  31. Problem posing, the generation of questions by learners, has been shown to be an effective instructional strategy for teaching–learning of complex materials in domains such as mathematics. In this paper, we de...

    Authors: Shitanshu Mishra and Sridhar Iyer
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:5
  32. Exercises with well-designed similar problem sets are effective in classrooms. In this case, teachers design similar problem sets related to the educational effects they have targeted. However, to design these...

    Authors: Yasuhiro Noguchi, Satoru Kogure, Tatsuhiro Konishi and Yukihiro Itoh
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:4
  33. In science education, conventional problem practice hardly helps students reach “conceptual understanding” with which they can solve various problems by making appropriate models of target systems. Students of...

    Authors: Tomoya Horiguchi, Takahito Tomoto and Tsukasa Hirashima
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:2
  34. When using mathematics to solve problems in everyday life, problem solvers must recognize and formulate problems by themselves because structured problems are not provided. Therefore, in general education, fos...

    Authors: Kazuaki Kojima, Kazuhisa Miwa and Tatsunori Matsui
    Citation: Research and Practice in Technology Enhanced Learning 2015 10:1