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Descriptors:
Educational Change; Student Personnel Services; Theory Practice Relationship; Student Personnel Workers; Use Studies; Best Practices; Change Strategies; Logical Thinking; Models

Abstract:
When making decisions that impact student learning, college educators often consider previous experiences, precedent, common sense, and advice from colleagues. But how often do they consider theory? At a recent state-level educators' meeting, the authors of this article asked 50 student affairs educators about the use of theory in their practice. Less than 10 percent said they draw on theory to make decisions. The authors' view is that is not enough. Used in everyday problem solving and decision making, theory can help educators ask better questions, find better solutions, and make a lasting contribution to the lives of individual students and to education in general. In this article, the authors make their point by offering an analogy that demystifies theory for daily use. While their process may not be completely new, they believe it elevates practical applications of theory to a level that is not yet fully appreciated. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Handheld Devices; Electronic Publishing; Educational Technology; Computer Science Education; Information Systems; Usability; Use Studies; Comparative Analysis; Pretests Posttests; Student Attitudes; Pilot Projects; Feedback (Response); Textbooks; Computer Uses in Education; Technology Integration; College Instruction; Student Surveys; Online Surveys; Statistical Analysis; Questionnaires; Educational Policy; School Policy

Abstract:
An eTextbook and iPad were used in a pilot program, and the impact on the course was assessed to guide the development of a college policy. Students in the course completed three questionnaires to provide feedback about their perceptions of the eTextbook and iPad. During the pilot program, students' perceptions of the usefulness, ease of use, and extent to which they enjoyed using the eTextbook increased. Students reported that the eTextbook made it easier for them to learn, and they preferred the eTextbook to a printed textbook. Students were neutral about the iPad's usefulness, but found it easy and enjoyable to use. Based on the students' feedback, it is recommended that an interactive eTextbook be used; that a course be redesigned to take advantage of eReader technology, especially if a tablet computer (iPad) is used; and that students be allowed to choose between an eTextbook and a printed textbook. (Contains 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Libraries; Library Services; Computer Use; Internet; Use Studies; Demography; Barriers; Motivation; Surveys; Users (Information)

Abstract:
Public libraries play an important part in the development of a community. Today, they are seen as more than store houses of books; they are also responsible for the dissemination of online, and offline information. Public access computers are becoming increasingly popular as more and more people understand the need for internet access. Using a series of surveys conducted in 12 libraries across the state of Michigan, the current study is a step towards understanding why the computing facilities are widely used, and what are the motivations behind their use. In addition, barriers and other factors that hinder usage are also discussed. The findings from this study will help policy makers and library administrators evaluate the current allocation of scarce resources, help them promote greater use of the library's resources, and guide their future course of action. The study is conducted as part of a federally funded public computing center grant. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Libraries; Library Services; User Needs (Information); College Students; Case Studies; Use Studies; Library Personnel

Abstract:
The University of Denver's Penrose Library saw a substantial increase in use as a result of several new and enhanced services over a six-year period. In turn, longer operating hours and increased staffing for a 24-hours-a-day, five-days-a-week (24 x 5) operating schedule was funded. This case study analyzes student need for longer library hours and the key factors used to justify additional staffing and enhanced hours of operation. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Usability; Case Studies; Academic Libraries; Online Systems; Guides; Library Services; Use Studies; College Students; Alumni; Users (Information)

Abstract:
Usability testing has become a routine way for many libraries to ensure that their Web presence is user-friendly and accessible. At the same time, popular subject guide creation systems, such as LibGuides, decentralize Web content creation and put authorship into the hands of librarians who may not be trained in user-centered design principles. At Metropolitan State University, researchers performed usability testing on LibGuides in order to see how patrons interact with guides. Researchers completed two rounds of usability testing on a total of ten students, one alumnus, and one community patron. The results indicate that patrons struggled most when encountering jargon, inconsistent language, and visual clutter. Based on their findings, researchers recommend ongoing usability testing of subject guides as well as the creation of a style guide to help librarians create usable, accessible guides. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Usability; Search Engines; Online Searching; Search Strategies; Online Catalogs; Comparative Analysis; Academic Libraries; Use Studies; User Satisfaction (Information); Undergraduate Students; Graduate Students

Abstract:
Web-scale discovery systems are gaining momentum among academic libraries as libraries seek a means to provide their users with a one-stop searching experience. Illinois State University's Milner Library found itself in the unique position of having access to two distinct discovery products, EBSCO Discovery Service and Serials Solutions' Summon. Two researchers at Milner conducted a usability study for the former product in 2010, and now two other researchers, including one involved with the EBSCO Discovery Service study, have conducted the same study on the latter product. The goals of the study were twofold: first, to identify user behavior while using discovery systems' search features and to see whether using these features would improve the user's searching experience, and second, to compare user experiences with EBSCO Discovery Service and Summon at Illinois State University. The similarities and differences in user expectations, use, manipulation, and satisfaction with both discovery tools are explored in this article, with the ancillary hope that libraries investigating discovery tools might be able to make a more thoroughly informed choice in acquiring their own Web-scale discovery system. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Well Being; Ecology; Environmental Education; Natural Resources; Social Values; Recreational Activities; Social Change; Disproportionate Representation; Use Studies; Trend Analysis; Social Indicators; Physical Environment; Public Policy; Policy Analysis; Measurement; Sociometric Techniques; Comparative Analysis; Conservation (Environment); Wildlife; Forestry

Abstract:
A societal decision to protect over 9 million acres of land and water for its wilderness character in the early 1960s reflected US wealth in natural resources, pride in the nation's cultural history and our commitment to the well-being of future generations to both experience wild nature and enjoy benefits flowing from these natural ecosystems. There is no question that our relationship with wilderness has changed. Individually it is probably quite easy to examine differences in the role wilderness plays in the quality of our lives today compared to some previous time. But how the role of wilderness protection has changed for society is more difficult to describe. In only a few places do we have data across multiple decades that would allow us to even examine how users or their use may have changed over time. At the Boundary Waters Canoe Area Wilderness in northern Minnesota we are fortunate to have multiple studies that can give us some 40 years of insight into how some aspects of use have changed there. For example, an analysis of results of visitor studies at the Boundary Waters Canoe Area Wilderness in 1969, 1991 and 2007 reveal some big differences in who is out there today, most notably the presence of a much older, more experienced and better educated user population, almost exclusively white and predominantly male. It is time to decide whether the best thing for wilderness and or society is to try to restore historic patterns of use (to include younger people, the less wealthy and lower educated) in greater numbers, to try to identify new markets within growing underrepresented populations, or adapt our perception of wilderness stewardship to better include planning for emerging social values of a new generation with other indicators of well-being. A growing population with greater dependence on ecosystem services provided by protected nature could lead to wilderness protection becoming an important quantitative and qualitative element of quality of life indices in the very near future. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Navigation (Information Systems); Online Searching; Hypermedia; Predictor Variables; Program Effectiveness; Information Retrieval; Cognitive Style; Feedback (Response); Cognitive Structures; Metacognition; Search Strategies; Search Engines; High School Students; Educational Experiments; Computer Software Evaluation; Educational Technology; Computer Software; Use Studies; Comparative Analysis; Visual Aids

Abstract:
It is critical that students learn how to retrieve useful information in hypermedia environments, a task that is often especially difficult when it comes to image retrieval, as little text feedback is given that allows them to reformulate keywords they need to use. This situation may make students feel disorientated while attempting image searching. This study thus designed an image navigation tool, location-based hierarchical navigation support (LHINS), which can dynamically construct a compact WordNet-based hierarchy augmented by location. Using this tool, learners can assimilate new information based on their existing knowledge structure, thus avoiding cognitive overload so as to scaffold their metacognitive skills. Sixty-four high school students were invited to take part in an experiment to test the efficacy of the proposed tool compared to a normal keyword-based search (NKBS) system. The experiment evaluated not only the students' task completion time in the NKBS and LHINS groups, but also their keyword reformulation process, in order to determine the differences in their metacognitive skills. The results revealed that the LHINS group tended to complete the tasks faster and develop better metacognitive skills related to keyword reformulation as compared to the NKBS group. This finding suggests that an image search engine, enhanced by a compact hierarchical navigation tool, can help learners develop better search strategies. When examining how learners with different cognitive styles used the tool, the results showed that learner performance depends on cognitive style, as well as the image retrieval system used, and thus a more detailed investigation of the interaction between the tool and cognitive styles was conducted. Based on these results, several suggestions are derived for designing a more powerful image navigation tool. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Artificial Intelligence; Computer System Design; Computer Software; Use Studies; Accuracy; Computer Assisted Testing; Student Evaluation; Concept Mapping; Internet; Computer Software Evaluation; Educational Technology

Abstract:
This article reports the design, development, and evaluation of an online software application for assessing students' understanding of curricular content based on concept maps. This computer-based assessment program, called the Assessment Agent System, was designed by following an agent-oriented software design method. The Assessment Agent System is composed of five types of software agents: instructor agent, student agent, management agent, assessment agent, and reporting agent. Software agents in the system, through communication and cooperation, collectively provide the functionalities of user-system interaction, user management, task authoring and management, assessment delivery, task presentation, response collection, automatic assessment, and reporting. One-to-one evaluations and group evaluations were conducted to reveal students' perceptions of the Assessment Agent System. Measures of visual clarity, system functionality, consistency, as well as error prevention and correction indicate that the Assessment Agent System is a useful tool for large-scale assessment based on concept maps. Through the process of design, development, and evaluation of the Assessment Agent System, this study demonstrates the agent-oriented approach for producing educational software applications. Furthermore, this research explored the concept map assessment method for the Assessment Agent System. When node terms and linking phrases are provided, the assessment of student concept maps can be conducted automatically by comparing student concept maps with the criterion concept map, proposition by proposition. However, the validity of the proposition-comparing method depends on the accuracy and thoroughness of the criterion propositions. Therefore, assessment criteria need to be continually refined and improved through the examination of student-created propositions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Longitudinal Studies; Statistical Analysis; Comparative Analysis; Control Groups; Experimental Groups; Predictor Variables; Self Management; Learning Strategies; Mathematics Achievement; Language Arts; Academic Achievement; Program Effectiveness; Self Efficacy; Intervention; Mentors; Effect Size; Grade 7; Use Studies; Evaluation Methods; Usability; Research Methodology

Abstract:
This work assessed the efficacy of a middle-school-based mentoring program designed to increase student use of self-regulated learning (SRL) strategies, self-efficacy for and the perceived usefulness of SRL as well as mathematics and language achievement. A longitudinal cluster randomized trial study design obtained evidence that found differential effects of a school-based mentoring program. Specifically, the performance of 94 seventh grade students naturally nested within four classrooms was measured at baseline and after 3, 6, and 9 months. Two classrooms were each randomly assigned to treatment or control conditions. First, the results indicated that participation in the mentoring program led to significant improvements with regard to all the dependent variables after the 9-month intervention, and significant effects had been observed at 6 months for some variables. Second, the program appears to play a more important role for SRL variables compared with academic variables. Third, the effect sizes were small, small-medium, or medium depending on academic mentoring, the type of variable used to assess the efficacy of the program, or the level of analysis considered, respectively. The effect size of this intervention was equal to or greater than those reported in prior studies. In conclusion, our findings underline the importance of academic mentoring programs that practice SRL strategies and emphasize the relevance of using study designs that provide both cross-sectional and longitudinal data. (Contains 7 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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