A synchronous distance discussion procedure with reinforcement mechanism: Designed for elementary school students to achieve the attending and responding stages of the affective domain teaching goals within a class period

Authors:
Kuo-An Hwang;Chia-Hao Yang
Affiliations:
Department of Computer Science and Information Engineering and Graduate Institute of Networking and Communication Engineering, Chaoyang University of Technology, No. 168, Jifong E. Road, Wufong To ...;Graduate Institute of Informatics, Doctoral Program, Chaoyang University of Technology, No. 168, Jifong E. Road, Wufong Township Taichung County 41349, Taiwan, ROC
Venue:
Computers & Education
Year:
2008

Citing 2
Cited 4

Alternative perspectives of user participation: practical implications

ACM SIGCPR Computer Personnel
Learning and Teaching on the World Wide Web

Learning and Teaching on the World Wide Web

Assessment of affective state in distance learning based on image detection by using fuzzy fusion

Knowledge-Based Systems
Learner attending auto-monitor in distance learning using image recognition and Bayesian Networks

Expert Systems with Applications: An International Journal
Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study

Computers & Education
Fuzzy fusion for attending and responding assessment system of affective teaching goals in distance learning

Expert Systems with Applications: An International Journal

Quantified Score

Hi-index	0.00

Visualization

Abstract

Distance education courses must cope with the difficulties imposed by delivering a class at a distance. As most courses only emphasize the cognitive aspects of the class and neglect the course's effect on the students, this gives no help for reaching the affective domain teaching goals. Especially for younger students, in distance education, when younger students are out of the sight of teachers, they could easily be distracted by the environment around them. This research outlines a synchronous discussion procedure with reinforcement mechanism designed for elementary school students to integrate the affective aspects of teaching into distance education within a class period. The mechanism allows teachers to understand students' attitudes within the class and provides instant feedback to the teacher. Learners can also get information about their attitudes and help to reach the affective domain teaching goals of the courses. This mechanism was implemented and investigated. Comparative assessments were made by administering interviews and questionnaires to elementary school students. The results show that the procedure can supervise learners and help them reach the response stage of the affective domain teaching goals.