Concept map can explicitly represent complex ideas and the relationships among them. However, there are few empirical studies on deploying it as a supporting tool for inquiry learning. This pilot study explored the effects of concept mapping on students' group task performance, attitudes towards inquiry learning, and motivational and emotional experiences, in an online learning module. A class of 49 eleventh-grade students participated in the study. They learned in small groups to explore a fish death problem, and constructed concept maps to support their inquiry. The group inquiry task performance was satisfying, with a total mean score of 3.60 out of 5. Survey results showed that students had positive attitude towards inquiry learning (M = 4.31, SD = 0.60), and consensus building (M = 4.40, SD = 0.55). Interviews also revealed that concept mapping enabled students to learn how to think in a logical way, and thus improved their inquiry abilities. The findings demonstrate the promising effects of concept mapping on supporting inquiry learning.

Project-based learning is a promising approach to the learning of computer programming by filling the gap between the acquisition of abstract knowledge and the application of knowledge to authentic programming tasks. However, making the implicit aspects of a programming task accessible to learners is a pressing issue. This study aims to address the problem by the design and evaluation of a web-based system for project-based learning of programming, which aimed to engage students in realistic complex programming tasks with the support of computer-based scaffolding. 29 college students participated in the use and evaluation of the proposed learning system. The results have shown the promising effects of the system as reflected by the students' perceptions of the system, their knowledge achievement, and their motivation to learn programming using the proposed system.

Learning generic process knowledge is important to transform organizations from a function-to process-orientation to gain efficiency benefits. Empirical results on the learning method are rare, only showing that learning-by-doing is superior. We set up an e-learning program containing tasks based on a learning-by-doing approach. The results reveal that learning-by-doing with the e-learning system leads to a significant learning effect of almost 20 per cent.

The rapid development of technology makes learning goals much more complex, diverse, and keeping changing. In reality, each product of design must be `ultimately particular', which complicates the holistic learning objectives of a technology training class in the school setting, and, in turn, it runs the risk of becoming disconnected in the minds of learners and teachers. In order to address this issue, a solution named DBOPBL (Digital Badges, Ontology & Project Based Learning) is put forward in this paper.

Group interaction is a key component of group-based learning. However, its implementation in existing learning practices is inefficient. Previous studies discussed the use of concept mapping in group learning. Apart from its clear benefits for group learning and interaction, deficiencies of using concept mapping in distance groups were also recognized, mainly related to labor division, group coordination, and collaboration strategies. This study aims to address the challenge by proposing an intervention strategy of assigning process-oriented roles, i.e., cognitive leader, met cognitive leader, and socio-emotional leader, to students in concept mapping mediated online group learning to facilitate group learning processes. An experimental study in authentic teaching practices was implemented to evaluate the effectiveness of the proposed strategy.

Summary form only given. This session will address how e-portfolios are being used in a variety of innovative ways in forth formal and informal learning contexts. The development and deployment of e-portfolios in a variety of learning environments will be discussed along with tools and technologies used to create them. The session will include a discussion of how e-portfolios can provide a potential bridge between formal and informal learning contexts.

Learning through complex problem solving has received increased attention in educational areas. This is particularly the case in challenging domains such as medical education, where problem-based learning (PBL) is widely adopted and found to be effective in helping students to improve their abilities in clinical reasoning, problem solving, and self-directed and cooperative learning. However, there are concerns about PBL's effects on development of systemic knowledge structures and efficient reasoning processes, which are critical for expertise development. To address the challenge, a technology-enhanced learning environment is proposed in this study, aiming to improve students' complex problem-solving expertise by scaffolding their problem solving or reasoning processes as well as knowledge construction with support of expert knowledge.

In this paper, we mainly get three results. First, let p, q be distinct primes with ((p-1)p,(q-1)q)=(p-1,q-1)=e ; we give a method to compute the linear complexity of Whiteman's generalized cyclotomic sequences of period pm+1qn+1. Second, if e=4, we compute the exact linear complexity of Whiteman's generalized cyclotomic sequences. Third, if p≡q 5 (mod 8), gcd(p-1, q-1)=4, and we fix a common primitive root g of both p and q, then 2∈H0=(g), which is a subgroup of the multiplicative group Z*pq, if and only if Whiteman's generalized cyclotomic numbers of order 4 depend on the decomposition pq=a2+4b2with 4|b.

Learning through problem solving has received increased attention in constructivist learning, especially in ill-structured domains such as medicine. Previous studies indicate knowledge construction and problem solving can reciprocate each other. However, this is not easily achieved, especially for complex problem solving. Temporal problem solving activities can be easily forgotten, and knowledge situated in problem solving experience may not be possibly retrieved and reused to solve new problems. This paper addresses the problem by proposing a dual mapping visualization approach to support the connection between problem solving and knowledge construction. Diagnostic problem solving in medical education is selected as the application domain, and abdominal pain is used as the case of the study to demonstrate the proposed approach in an online learning environment.