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Journal Issue
Volume 4 Issue 1 / Mar 2006  pp1‑111

Editor: Shirley Williams

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Customer‑Driven Development for Rapid Production of Assessment Learning Objects  pp1‑6

Andrew Adams, Shirley Williams

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MyGfL: A Lifelong Learning Platform for Malaysian Society  pp7‑14

Zailan Arabee Abdul Salam, Azmi Mansur

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Providing Fine‑grained Feedback Within an On‑line Learning System — Identifying the Workers from the Lurkers and the Shirkers  pp15‑26

Colin Egan, Amanda Jefferies, Jason Johal

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Delivering What Students say They Want On‑Line: Towards Academic Participation in the Enfranchisement of e‑Learners?  pp27‑34

Richard Hall

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Outline and Evaluation of a Joint European and Canadian Virtual Mobility: e‑Learning Project  pp35‑42

Alan Hilliard

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Collaborative On‑Line Teaching: The Inevitable Path to Deep Learning and Knowledge Sharing?  pp43‑50

Karin Tweddell Levinsen

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Implementing Courseware to Support Learning Through Real‑World Erroneous Examples: Students' Perceptions of Tertiary Courseware and Obstacles to Implementing Effective Delivery Through VLE  pp51‑59

Rachada Monthienvichienchai, Erica Melis

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Topic Maps e‑Learning Portal Development  pp60‑67

Kamila Olsevicova

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Encouraging Student Participation in an On‑line Course Using 'Pull' Initiatives Paul  pp68‑79

Peachey Paul

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Providing 'Quality Care' to International Students Through On‑line Communication  pp80‑87

Chris Perry

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Using Software Testing Techniques for Efficient Handling of Programming Exercises in an e‑Learning Platform  pp88‑95

Joachim Schwieren, Gottfried Vossen, Peter Westerkamp

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ICT and Schools: Identification of Factors Influencing the use of new Media in Vocational Training Schools  pp96‑103

Alexandra Totter, Daniela Stütz, Gudela Grote

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Abstract

In this paper, we analysed teachers' characteristics described in the literature on classroom media use to identify those factors, which can explain teachers' use of new media in classrooms with some degree of validity. Using this literature as a basis, in this paper we develop a theoretical model which describes both positive and negative factors, which influence teachers' use of new media in classrooms. These factors include: "constructivist teaching style", "willingness to cooperate", "openness to change", "lack of ICT‑competence", "lack of time" and "lack of ICT confidence". We assessed the validity of the model by testing it using data collected from a survey of fifty‑two Swiss and Austrian teachers, We carried out Pearson correlations to evaluate whether the factors in the model had a positive or a negative influence on teachers' classroom media use. The hypothesized correlations between our variables were all statistically significant. Specifically, all six variables were significantly correlated with the dependent variable "use of new media in classrooms". This result supported our hypothesis concerning positive and negative relationships between variables. In a second, exploratory investigation, we performed OLS regression analysis to investigate, which of the factors in our model are of predictive value with respect to the dependent variable "use of new media in classrooms". Our findings show that the variable "constructivist teaching style" was of particular explanatory value. This suggests that only teachers who adopt a pupil‑oriented, constructivist teaching style are likely to make use of new technology in classrooms. The variable "lack of available time" was identified as a second important factor influencing the "use of new media in classrooms". This suggests that teachers are not able to make full use of new media when they lack the time needed to prepare teaching material using the new media, since time is also needed for teachers to learn new hardware and software computer skills. The results of this study have a series of important, practical implications. 

 

Keywords: Media use, Classroom, and teachers' characteristics, Predicting factors

 

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Using an Online Games‑Based Learning Approach to Teach Database Design Concepts  pp104‑111

Thomas M Connolly, Mark Stansfield, Evelyn McLellan

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