Web allows learners to investigate any question with a great variety of Web resources, in which they could construct a wider, and deeper knowledge. In such investigative learning process, it is important for them to deepen and widen the question, which involves decomposing the question into the sub-questions to be further investigated. This corresponds to creating a learning scenario that implies the questions and their sequence to be investigated with Web resources. The learning scenario would be useful for the learners to reflect on the constructed knowledge. However, it is quite difficult for them to create their own scenario concurrent with knowledge construction from the contents of the resources. How to scaffold the learning scenario creation is an important issue as Web-based investigative learning aid. Towards this issue, we have modeled Web-based investigative learning process, which induces learners to create the learning scenario by decomposing a question into the sub-questions while searching and navigating the Web resources. In this model, the learning scenario is represented as a tree of questions investigated. This paper also demonstrates an interactive learning scenario builder iLSB we have implemented. iLSB provides scaffolds for the learners to build the tree of questions in learning with Web resources. The results of the case study suggest that iLSB makes learner-created scenarios more structured, and that it allows the learners to promote their reflection on knowledge constructed during investigative learning process. [For full proceedings, see ED571332.]
Authors
- Peer Reviewed
- F
- Publication Type
- ['Speeches/Meeting Papers', 'Reports - Research']
- Published in
- United States of America
Table of Contents
- 13th INTERNATIONAL CONFERENCE ON COGNITION AND EXPLORATORY LEARNING IN DIGITAL AGE (CELDA 2016 ) -1
- COPYRIGHT -1
- TABLE OF CONTENTS -1
- FOREWORD -1
- PROGRAM COMMITTEE -1
- KEYNOTE LECTURES -1
- FULL PAPERS -1
- A SERVICE-LEARNING PROJECT USING CROWDFUNDING STRATEGY: STUDENTS’ EXPERIENCE AND REFLECTION -1
- TOWARDS A THEORY-BASED DESIGN FRAMEWORK FOR AN EFFECTIVE E-LEARNING COMPUTER PROGRAMMING COURSE -1
- AN ONTOLOGY FOR LEARNING SERVICES ON THE SHOP FLOOR -1
- THE IMPACT OF TECHNOLOGY INTEGRATION UPON COLLEGIATE PEDAGOGY FROM THE LENS OF MULTIPLE DISCIPLINES -1
- A LEARNING SUPPORT SYSTEM REGARDING MOTION TRIGGER FOR REPETITIVE MOTION HAVING AN OPERATING INSTRUMENT -1
- TASK-BASED ASSESSMENT OF STUDENTS’ COMPUTATIONAL THINKING SKILLS DEVELOPED THROUGH VISUAL PROGRAMMING OR TANGIBLE CODING ENVIRONMENTS -1
- FRAMEWORK FOR INTELLIGENT TEACHING AND TRAINING SYSTEMS – A STUDY OF SYSTEMS -1
- MOBILE DEVICE USAGE IN HIGHER EDUCATION -1
- FEATURES STUDENTS REALLY EXPECT FROM LEARNING ANALYTICS -1
- MUSIC TECHNOLOGY COMPETENCIES FOR EDUCATION: A PROPOSAL FOR A PEDAGOGICAL ARCHITECTURE FOR DISTANCE LEARNING -1
- INCREASING STUDENTS’ SCIENCE WRITING SKILLS THROUGH A PBL SIMULATION -1
- THE EFFECT OF CHOOSING VERSUS RECEIVING FEEDBACK ON COLLEGE STUDENTS’ PERFORMANCE -1
- THE IMPACT OF MIDDLE-SCHOOL STUDENTS’ FEEDBACK CHOICES AND PERFORMANCE ON THEIR FEEDBACK MEMORY -1
- NUMERICAL ACUITY ENHANCEMENT IN KINDERGARTEN: HOW MUCH DOES MATERIAL PRESENTATION FORM MEAN? -1
- A VIDEO GAME FOR LEARNING BRAIN EVOLUTION: A RESOURCE OR A STRATEGY? -1
- COMMUNICATION VULNERABILITY IN THE DIGITAL AGE: A MISSED CONCERN IN CONSTRUCTIVISM -1
- ONLINE LEARNERS’ NAVIGATIONAL PATTERNS BASED ON DATA MINING IN TERMS OF LEARNING ACHIEVEMENT -1
- AMAZED BY MAKING: HOW DO TEACHERS DESCRIBE THEIR PBL EXPERIENCE -1
- GROUP WORK AND THE IMPACT, IF ANY, OF THE USE OF GOOGLE APPLICATIONS FOR EDUCATION -1
- FRACTANGI: A TANGIBLE LEARNING ENVIRONMENT FOR LEARNING ABOUT FRACTIONS WITH AN INTERACTIVE NUMBER LINE -1
- EVALUATION OF LEANING UNIT DESIGN WITH USE OF PAGE FLIP INFORMATION ANALYSIS -1
- EINSTEIN’S RIDDLE AS A TOOL FOR PROFILING STUDENTS -1
- EXPLORING STUDENTS’ E-LEARNING EFFECTIVENESS THROUGH THE USE OF LINE CHAT APPLICATION -1
- FACTORS AFFECTING PERCEIVED SATISFACTION WITH FACEBOOK IN EDUCATION -1
- INTERACTIVE VIDEO, TABLETS AND SELF-PACED LEARNING IN THE CLASSROOM: PRESERVICE TEACHERS PERCEPTIONS -1
- COGNITIVE DESIGN FOR LEARNING: COGNITION AND EMOTION IN THE DESIGN PROCESS -1
- INVESTIGATING THE POTENTIAL OF THE FLIPPED CLASSROOM MODEL IN K-12 MATHEMATICS TEACHING AND LEARNING -1
- LEARNING ANALYTICS TO UNDERSTAND CULTURAL IMPACTS ON TECHNOLOGY ENHANCED LEARNING -1
- WIDENING AND DEEPENING QUESTIONS IN WEB-BASED INVESTIGATIVE LEARNING 1
- YEAR 9 STUDENT VOICES NEGOTIATING DIGITAL TOOLS AND SELF-REGULATED LEARNING STRATEGIES IN A BILINGUAL MANAGED LEARNING ENVIRONMENT -1
- PURPOSEFUL EXPLORATORY LEARNING WITH VIDEO USING ANALYSIS CATEGORIES -1
- BUILDING A LEARNING EXPERIENCE: WHAT DO LEARNERS’ ONLINE INTERACTION DATA IMPLY? -1
- RULES FOR ADAPTIVE LEARNING AND ASSISTANCE ON THE SHOP FLOOR -1
- PARTICIPATION AND ACHIEVEMENT IN ENTERPRISE MOOCS FOR PROFESSIONAL LEARNING -1
- SHORT PAPERS -1
- CONNECTIVIST COMMUNICATION NETWORKS -1
- LEARNING AND SKILLS DEVELOPMENT IN A VIRTUAL CLASS OF EDUCOMMUNICATION BASED ON EDUCATIONAL PROPOSALS AND INTERACTIONS -1
- THE RELATIONSHIP AMONG ICT SKILLS, TRADITIONAL READING SKILLS AND ONLINE READING ABILITY -1
- TOWARDS CONCEPT UNDERSTANDING RELYING ON CONCEPTUALISATION IN CONSTRUCTIVIST LEARNING -1
- E-LEARNING IN CHEMISTRY EDUCATION: SELF-REGULATED LEARNING IN A VIRTUAL CLASSROOM -1
- RELATIONSHIP OF MOBILE LEARNING READINESS TO TEACHER PROFICIENCY IN CLASSROOM TECHNOLOGY INTEGRATION -1
- HUMAN COMPUTER INTERACTION (HCI) AND INTERNET RESIDENCY: IMPLICATIONS FOR BOTH PERSONAL LIFE AND TEACHING/LEARNING -1
- A PORTFOLIO FOR OPTIMAL COLLABORATION OF HUMAN AND CYBER PHYSICAL PRODUCTION SYSTEMS IN PROBLEM-SOLVING -1
- INNOVATIVE COLLABORATIVE LEARNING STRATEGIES FOR INTEGRATED INTERACTIVE E-LEARNING IN THE 21ST CENTURY -1
- EDUCATIONAL CRITERIA FOR EVALUATING SIMPLE CLASS DIAGRAMS MADE BY NOVICES FOR CONCEPTUAL MODELING -1
- DIGITAL NATIVES AND DIGITAL DIVIDE: ANALYSING PERSPECTIVE FOR EMERGING PEDAGOGY -1
- E-LEARNING SYSTEM USING SEGMENTATION-BASED MR TECHNIQUE FOR LEARNING CIRCUIT CONSTRUCTION -1
- STUDENTS’ GOOGLE DRIVE INTENDED USAGE: A CASE STUDY OF MATHEMATICS COURSES IN BANGKOK UNIVERSITY -1
- AN EMPIRICAL STUDY ON THE IMPACT OF SELF-REGULATION AND COMPULSIVITY TOWARDS SMARTPHONE ADDICTION OF UNIVERSITY STUDENTS -1
- ADAPTIVE GAME BASED LEARNING USING BRAIN MEASURES FOR ATTENTION – SOME EXPLORATIONS -1
- EVALUATION OF THE COURSE OF THE FLIGHT SIMULATORS FROM THE PERSPECTIVE OF STUDENTS AND UNIVERSITY TEACHERS -1
- DEVELOPMENT OF CRITICAL THINKING WITH METACOGNITIVE REGULATION -1
- ENACTING STEM EDUCATION FOR DIGITAL AGE LEARNERS: THE MAKER MOVEMENT GOES TO SCHOOL -1
- NEW SCENARIOS FOR AUDIENCE RESPONSE SYSTEMS IN UNIVERSITY LECTURES -1
- ACADEMIC RETENTION: RESULTS FROM A STUDY IN AN ITALIAN UNIVERSITY COURSE -1
- LEARNING HOW TO WRITE AN ACADEMIC TEXT: THE EFFECT OF INSTRUCTIONAL METHOD AND REFLECTION ON TEXT QUALITY -1
- REFLECTION PAPERS -1
- TEACHERS’ ATTITUDE TOWARDS ICT USE IN SECONDARY SCHOOLS: A SCALE DEVELOPMENT STUDY -1
- INVENTING THE INVENTED FOR STEM UNDERSTANDING -1
- AUTHOR INDEX -1
