Many benefits are associated with error-correction, but currently, the task is mostly done by teachers. Although student self-correction should help activate generative behavior and promote learning, most students are not accustomed to self-correction nor equipped with the needed knowledge and skills. Hence, the main goal of this work is to create a theory-driven student-centered error-correction learning system. In this paper, literature on error-correction to serve as the basis for the development of a generic error-correction framework is briefly reviewed. Additionally, four design principles to guide its development are described.

The effect of student question-generation (SQG) strategies on promoting student cognitive and affective development has generally been confirmed by empirical studies. While questions of various types have been included in SQG activities, the potential of testlets as a possible form has yet been closely explored. Given that the inclusion of testlets in international assessment as well as national and local testing is prominent, its learning effects await to be examined. Hence, this study aimed to investigate the comparative effects of online SQG and student testlet-generation (STG) on academic achievement, learning strategy use, learning motivation, learning attitude, and cognitive load. A pre-test and post-test quasi-experimental research method was adopted. Two classes of sixth-grade students (n-54) from a primary school in Chiayi, Taiwan were invited to participate in the 8-week study. The online learning activities were introduced to support the teaching and learning of Chinese language and two systems developed by the researcher were adopted. Data analyzed by the analysis of covariance technique found no significant differences in any of the observed variables. In other words, both online SQG and STG had comparable learning effects on all examined variables. Given the comparable learning effects of STG and SQG for supporting primary school student learning (as substantiated by this study) and the many educative effects of SQG (as having been well attested by numerous empirical studies), instructors are encouraged to incorporate testlets as an innovative approach to student-created assessment. This work is significant in providing empirical evidence on the comparable learning effects of SQG and STG on cognitive and affective outcomes across several aspects of educational importance, and also in expanding the realm of SQG as well as innovative student-created assessment approaches.

Under the societal and cultural structure where education systems are heavily driven by examinations (especially in Asia) and the pursuit of excellence reigns supreme, competing for limited educational, environmental/natural, and capital resources is prevalent and appears unavoidable. Although great socioeconomic development and scientific advances have been achieved, it inevitably comes with adverse consequences (e.g., alarmingly increasing rates of anxiety and depression, diminishing learning interest and confidence, social inequity, conflicts, divisiveness, and lack of inclusiveness). The focus of this panel is if and how 'Global Harwell' (a term combining 'harmony' and 'wellbeing') can direct all stakeholders involved in education to a universally shared educational goal. This panel invites a group of international scholars to share their practices and research findings on how the values, principles, concepts, and elements of 'Global Harwell' (e.g., positive emotions, engagement, positive relationships, meaning, accomplishment, compassion, gratitude, empathy) can be or are being actualized in educational systems, with technologies playing a supporting or an essential role at the global, societal, family, and/or individual levels, for ultimate student wellbeing and a harmonious world.

There is a great deal of research supporting the application of student- generated questions (SGQ) to English curriculums, and recent studies have found L2 learners to benefit further from an elaborated SGQ approach — contextualized SGQ (cSGQ), which leverages the provision of a context for students to base on their generated questions. Previous research has also proved the advantages of making revision on English learner’s writing proficiency but its relevance to English grammar learning is yet to be exploited. Thus, the present study aimed to investigate the effect of cSGQ learning tasks combined with the practice of making revision of the given context on L2 learners’ English grammar learning performance. A pre- and post-test quasi-experimental research design was adopted, and 88 university students enrolling in freshman English class were invited to participate. The results showed that students in the cSGQ-revision group outperformed those not given the opportunity to make revision in both linguistic knowledge and pragmatic understanding.

The student-generated questions (SGQs) approach has received increasing attention over recent decades, and empirical evidence has generally substantiated its positive learning effects. Despite this, existing evidence mostly comes from studies engaging students to generate questions based on a given text. In consideration that different structures and information specifications are revealed when materials are presented in graphical and textual forms, and literature has generally supported multimedia learning effects, the effects of online SGQs based on different media formats were examined. Specifically, the comparative effects of text-based, picture-based, text/picture-based for online SGQs activities on English academic achievement and SGQ task performance were investigated via a quasi-experimental research design. Six classes of sixth-graders (n = 138) participated in the online SGQs activity for eight weeks. The analysis of the covariance technique conducted on the data collected found nonsignificant differences among the three different treatment conditions in both learning outcomes. Explanations were rendered to shed light on the unexpected findings.

The main purpose of this study was to examine the effects of two different procedural prompts on online student-generated question performance in terms of cognitive levels. A total of 41 undergraduates enrolled in an English as a foreign language class participated in this study for four weeks. Questions the participants generated corresponding to the learning material in Zuvio, an online instant interactive system, were analyzed using the revised Bloom’s taxonomy to examine the cognitive level dispersion of student-generated questions. Four important findings were obtained. First, as a whole, students-generated questions spread across low, medium, and high cognitive levels, with more than 60% of the generated questions falling in the medium and high cognitive levels. Second, the majority of the questions generated along the ‘signal words plus the answer is’ procedural prompts were at the medium level whereas most of the questions generated along the ‘question stems’ procedural prompt were at the low level. Third, the result of the chi-square test found a significant difference between the two different procedural prompts in terms of cognitive level dispersion. Finally, despite that the ‘signal words plus the answer is’ procedural prompt appeared to be more effective in inducing a comparatively greater percentage of higher-level thinking questions, as compared to the ‘question stem’ prompt, no questions generated along the ‘signal words plus the answer is’ procedure prompt were at the highest create level. Suggestions for instructors and future studies are provided.

The main purpose of this study was to investigate the effects of a crowd-sourced approach to feedback-provision for online drill & practice (D&P) activities. As compared to traditional teacher-designed feedback to online D&P activities, the effects of student-created feedback on academic achievement and attitudes toward the studied subject matter were the focus of this study. A non-equivalent pretest-posttest quasi-experimental research design was adopted. A total of 104 six-graders from four primary school classes participated in a weekly 20-minute online D&P exercise for six weeks. The results of the analysis of covariance indicated no statistically significant between-group differences in terms of academic achievement. However, students exposed to the student-created feedback for the online D&P activities condition exhibited a better attitude toward the subject matter as compared to the teacher-designed feedback group.

The main purpose of this study is to investigate the comparative effects of text-only and media-afforded student-provided explanations to online student-generated questions on English language learning. Four eighth-grade classes (n=118) participated in this study. An online learning system was adopted to support the activity. A non-equivalent pretest-posttest quasi-experimental design was used. The results of the analysis of covariance found that students in the text-only student-provided explanations group scored significantly higher than their counterparts in the media-afforded student-provided explanations group in terms of the use of learning strategies and social presence while no statistical differences were found in English language academic achievement.

The aim of this study was to investigate the potential of the provision of latitude for target selection during online peer-assessment. One online system was expanded to support the associated learning activities. Fifty-four undergraduates participated and experienced different ranges of items available for online peer-assessment: full range (i.e., all items listed), partial range (half or one-fourth items listed), and the exact items to be assessed. Two major findings were obtained. First, Pearson's chi-squared test of goodness of fit found that the observed frequency distribution among the three arrangements was statistically significant. Second, while the majority of the participants preferred the system automatically assigning the exact number of items to be assessed, still nearly half of all participants appreciated having some latitude in choosing their targets during online peer-assessment, with explicit and legitimate reasons supporting their revealed preference. Suggestions for instructors and system developers are provided.

In this work Facebook (FB) is used as a teaching and learning tool in a college engineering course, and its perceived effects with regard to promoting learning and changing classroom dynamics were examined. A total of 42 civil engineering majored undergraduates participated in this study. A group was created in FB to be used exclusively by the participants to respond to questions of various types and with various aims, which were asked in class by the instructor. Inductive data analysis of the students' responses to one open-ended question in the last session revealed the following positive effects of FB use for in-class Q&A activities: enhanced social interaction, more focused learning, a more amiable classroom environment, and deepened thinking about and awareness of the complexity of the focal topic. Based on the results of this work, it is suggested that college instructors may consider incorporating FB in class to support more democratic and participatory forms of dialog among participants, and thus transform the classroom dynamic into a more interactive and amiable one.

Currently, more than a dozen online learning systems to support student-generated questions are on the market. In view of the fact that constructing “tests” made of questions generated by students would promote further cognitive processing on the part of the students, but no systems supporting such activities have been developed, this study aimed at developing an online student-generated tests learning system. An evaluation study was conducted to collect preliminary data with regard to the learning support of the developed system. Descriptive data analyzed highlighted two distinct aspects of the thought and learning process mobilized by student-generated tests. First, a global and macro view that highlights the integration and inter-connectedness of the entire study material. Second, technical issues associated with test construction skills. Suggestions for future study are provided.

The purposes of the study are two-fold: first, to design an online student question-generation activity in light of an innovation diffusion approach, and second, to examine if it influences the relationship between learner perceived task value and their approaches to learning. This study found that the innovation diffusion approach let participants perceive the introduced technology as valuable and that it moderated the predicative effect of task value on the adoption of deep approach. Implications for technology diffusion and instructional implementations are provided.

The present study intends to explore the potential of Second Life as compared to traditional face-to-face and internet counseling practices for university counseling. Different spaces and avatars have been constructed in Second Life to support university students’ exploration of their career choices in a virtual environment. The perceptions of 45 university students with regards to their preference and perceived potential of different counseling channels as well as factors affecting their choice were collected. As evidenced in the study though Second Life is least preferred by the respondents when seeking counseling, its potential is well received. Suggestions for future developments are provided.

In light of constructivism and cognitive psychology a networked learning system enabling students to construct multiple-choice questions, which can be assessed, viewed and answered by peers, was described in the paper. A preliminary study evaluating various functions and features in the system and its learning potentials was conducted with 52 six-graders. Overall, students rated favorably on the system's interface design and potentials in promoting their cognitive capability in the content domain. Student written responses combined with classrooms observations further provided descriptive evidence for the system facilitative effect for student learning. Via playing the roles of question posers, assessors, viewers, revisers and answers at different points in the learning process, students tended to actively engage in the learning process by constructing and re-constructing their own interpretations of the world of information around them, which is facilitative for their own understanding and cognitive development.