AB+-+Cabrear-Lozoya+et+al.+(2012)


 * **Reference: ** || Cabrera-Lozoya, A., Cerdan, F., Cano, M.-D., Garcia-Sanchez, D., & Lujan, S. (2012). Unifying heterogeneous e-learning modalities in a single platform: CADI, a case study. //Computers & Education, 58//(1), 617-630. doi:10.1016/j.compedu.2011.09.014 ||
 * **Author's: ** || Cabrera‐Lozoya, A., Cerdan, F., Cano, M.‐D., Garcia‐Sanchez, D., & Lujan, S. ||
 * **Title:** || Unifying heterogeneous e‐learning modalities in a single platform: CADI, a case study. ||
 * **Year:** || 2012 ||
 * **Journal: ** || //Computers & Education // ||
 * **Retrieval Information**: || http://dx.doi.org/10.1016/j.compedu.2011.09.014 ||
 * **Bibliography**: ||  ||
 * In this quantitative study the authors present a “ web-based framework for the creation, development, and implementation of heterogeneous learning environments ” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 617 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) that was tested on a group of senior college students, and used to promote active learning on any WiFi compliant device. In a thorough literature review of the different forms of e-learning (i.e., collaborative learning, problem-based learning, blended learning, and mobile learning), which is beneficial to the theoretical framework of my dissertation, the authors determined that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">there is still no e-learning system serving to abstract some generic educational principles and put them all into practice in a specific e-learning platform <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 619 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The author’s main suggestion identifies “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the establishment of a generic real-time communications channel between the teacher and the students <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 619 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) that abstracts “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the common aspects of CSCL, PBL or BL systems so that it can be configured to support all kind of activities <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 620 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). In the study, the goal “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">was to increase students’ participation . . . and to evaluate the impact of a higher interactive environment in the students’ academic performance <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 624 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). A one-factor ANOVA was performed and three elements were determined to significantly improve students grades; scores regarding short questions, scores for problem solutions, and the final score such that the authors determined the use of the framework to provide “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">an additional communication channel in the learning methodology improved students’ academic performance <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 625 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). 81 students were in the control groups with 27 students in the experimental group. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dx.doi.org/10.1016/j.compedu.2011.09.014 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In this quantitative study the authors present a “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">web-based framework for the creation, development, and implementation of heterogeneous learning environments <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 617 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) that was tested on a group of senior college students, and used to promote active learning on any WiFi compliant device. In a thorough literature review of the different forms of e-learning (i.e., collaborative learning, problem-based learning, blended learning, and mobile learning), which is beneficial to the theoretical framework of my dissertation, the authors determined that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">there is still no e-learning system serving to abstract some generic educational principles and put them all into practice in a specific e-learning platform <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 619 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The author’s main suggestion identifies “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the establishment of a generic real-time communications channel between the teacher and the students <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 619 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) that abstracts “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the common aspects of CSCL, PBL or BL systems so that it can be configured to support all kind of activities <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 620 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). In the study, the goal “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">was to increase students’ participation . . . and to evaluate the impact of a higher interactive environment in the students’ academic performance <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 624 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). A one-factor ANOVA was performed and three elements were determined to significantly improve students grades; scores regarding short questions, scores for problem solutions, and the final score such that the authors determined the use of the framework to provide “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">an additional communication channel in the learning methodology improved students’ academic performance <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 625 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). 81 students were in the control groups with 27 students in the experimental group. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||

**© 2012 Stephen W. Watts. All Rights Reserved.**
<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 232.5px; width: 1px;"> In this quantitative study the authors present a “web-based framework for the creation, development, and implementation of heterogeneous learning environments” (p. 617) that was tested on a group of senior college students, and used to promote active learning on any WiFi compliant device. In a thorough literature review of the different forms of e-learning (i.e., collaborative learning, problem-based learning, blended learning, and mobile learning), which is beneficial to the theoretical framework of my dissertation, the authors determined that “there is still no e-learning system serving to abstract some generic educational principles and put them all into practice in a specific e-learning platform” (p. 619). The author’s main suggestion identifies “the establishment of a // generic // real-time communications channel between the teacher and the students” (p. 619) that abstracts “the common aspects of CSCL, PBL or BL systems so that it can be configured to support all kind of activities” (p. 620). In the study, the goal “was to increase students’ participation. . . and to evaluate the impact of a higher interactive environment in the students’ academic performance” (p. 624). A one-factor ANOVA was performed and three elements were determined to significantly improve students grades; scores regarding short questions, scores for problem solutions, and the final score such that the authors determined the use of the framework to provide “an additional communication channel in the learning methodology improved students’ academic performance” (p. 625). 81 students were in the control groups with 27 students in the experimental group.