Volumes
Other volumes from 1993 - 1997.
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| 2002 Volume |
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INTEGRATING THE SIXTH LANGUAGE INTO EDUCATION
A Book Review of The Sixth Language by Robert K. Logan, Stoddart Publishing Company, Toronto, Canada, 318 pages
Susan B. Barnes
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Physicist Robert K. Logan, who once collaborated with Marshall McLuhan, is fascinated by the impact of language systems on culture. In his earlier book, The Alphabet Effect, Logan argues that many of the important ideas in Western science, mathematics, politics, economics, social organization, and religion are intrinsically tied to the phonetic alphabet, because in addition to being a writing system, the alphabet is a system for organizing information.
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COMPETITION, LIES AND DISSIMULATION: LESSONS FROM A HYPERMEDIA LEARNING CLASH
Milton N. Campos, University of Montreal
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This article discusses a hypermedia learning clash that
happened in a post-secondary mixed-mode online course. The method used is meaning implication transcript analysis, which
extracts from the corpus of online asynchronous conferencing texts the passages in which conditional reasoning and inferential
processes are occurring. Results show that hypermedia communication is neither easy nor straightforward, and that online
communication can pose serious difficulties in learning contexts. These difficulties are related to the referential nature
of language, to the cognitive and affective consequences that the multiplicity of interpretations and the ambiguity of
meanings have, and also to socio-cultural idiosyncrasies. As a consequence, the study shows the need of an Ethics to
regulate the negotiation of meanings in hypermedia collaborative environments that could help learners to avoid
uncomfortable relationships and online suffering.
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WEB-BASED SUPPORTS FOR ACADEMIC ACTIVITIES OF STUDENTS ON SMALL
CAMPUS IN KOREA
Joongkak Kook
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The rapid development of the Internet and the Web has
presented a new medium of communication between professors and students (Beatty, 1998). It is now possible for professors
to make course information and other materials available to students on the Web. The students can refer to them at any time,
and from anywhere. Recently, the Internet and Web have become popular educational tools with students at Korean university
campuses. Although students are active and enthusiastic about the use of these tools, faculty members are not. Consequently,
there is low participation by faculty who do not take the initiative to effectively use the Internet and Web for classroom use.
This paper reviews the results of an exploratory survey of students and faculty conducted at SahmYook University (SYU) in Korea. First we discuss some advantages of Internet and Web use by students. Next we summarize opinions of faculty members in terms of their interest in the Internet and barriers they face. We explain efforts to bring established local faculty in line with the student Internet academic culture on campus. We conclude with recommendations about how support-teams and administrators can assist the faculty in Internet and Web use and development. These include technical training, pedagogical strategies to facilitate successful implementation, and incentives to make the time commitment worth while to the faculty.
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Integrating Computerized Kanji Learning Materials in Classroom: Effectiveness on
Immediate Recall of Kanji Recognition and Reproduction Tasks
Setsue Shibata, Ph.D., California State University, Fullerton
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This study examined the effectiveness of computerized learning materials in kanji recognition and production tasks as compared to the
traditional kanji workbook. Conducting pre- and post-use surveys also compared students' attitudes toward learning kanji. Forty-two college students from an Introductory Japanese class were randomly assigned to one of three groups: a group using the workbook only, a group using computerized kanji learning materials (CKLM), and a group using both the workbook and CKLM. There was no significant difference among the three groups in kanji recognition tasks, but a significant difference was found in kanji production tasks. The group using both the workbook and CKLM achieved higher levels than the other two groups in kanji production tasks. The study also revealed that all three groups improved their attitudes toward learning kanji after studying, and the two groups using CKLM showed more favorable attitudes toward learning kanji than the workbook-use group. Tentative conclusions were drawn about the use of computerized kanji learning materials as a means of supplementing traditional instruction and as a way to promote students' interests toward learning kanji. Pedagogical implications and suggestions for future research are discussed.
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Editorial Board
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PUBLISHER:
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AECT - Association
for Educational Communication and Technology |
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EDITOR:
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Sue Barnes |
Department
of Communication & Media Studies Fordham University |
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EDITORIAL BOARD:
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Zane L. Berge |
Director, Training
Systems, ISD Graduate Program, UMBC |
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Gerry Santoro |
Center for
Academic Computing,
The Pennsylvania State University |
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MANAGING EDITOR:
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Mauri Collins |
Instructional Designer, Center for Learning Technologies,
Old Dominion University |
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