Initial development of the Meaningful Learning with Technology Scale (MeLTS) for high-school students

References

• Arbold, N., & Paulus, T. (2010). Using a social networking site for experiential learning: Appropriating, lurking, modelling, and community building. The Internet and Higher Education, 13(4), 188–196. doi: 10.1016/j.iheduc.2010.04.002
   Web of Science ®Google Scholar
• Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). The Australian curriculum. Health and physical education, foundation to year 10. Retrieved from http://www.australiancurriculum.edu.au/healthandphysicaleducation/Curriculum/F-10.
   Google Scholar
• Bafile, C. (2009). The concept-mapping classroom. Education World. Retrieved from http://www.educationworld.com/a_tech/tech164.shtml
   Google Scholar
• Bentler, P. M. (2005). EQS 6 structural equations program manual. Encino, CA: Multivariate Software (www.mvsoft.com).
   Google Scholar
• Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361–392). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age. In P. A. Alexander& P. H. Winne (Eds.), Handbook of educational psychology (pp. 695–713). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Blankenship, L. (2007). Interactivism: Transforming the composition classroom through blogging. Proquest Dissertation and Theses.
   Google Scholar
• Brown, H., & Ciuffetelli, D. C. (Eds.). (2009). Foundational methods: Understanding teaching and learning. Toronto: Pearson Education.
   Google Scholar
• Byrne, B. M. (2010). Structural Equation Modeling with AMOS (Vol. 2). New York: Routledge.
   Google Scholar
• Carmines, E. G., & McIver, J. P. (1981). Analyzing models with unobserved variables: Analysis of covariance structures. In G. W. Bohrnstedt & E. F. Borgatta (Eds.), Social measurement: Current issues (pp. 65–115). Beverly Hills, CA: Sage.
   Google Scholar
• Cho, K., Schunn, C., & Charney, D. (2006). Connecting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written Communications, 23(3), 260–294. doi: 10.1177/0741088306289261
   Web of Science ®Google Scholar
• DeVellis, R. (2003). Scale development: Theory and application. London: Sage.
   Google Scholar
• Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
   Google Scholar
• Du, H. S., & Wagner, C. (2007). Learning with weblogs: Enhancing cognitive and social knowledge construction. IEEE Transactions of Processional Communication, 50(1), 1–16. doi: 10.1109/TPC.2006.890848
   Web of Science ®Google Scholar
• Ferguson, R. (2011). Meaningful learning and creativity in virtual worlds. Thinking Skills and Creativity, 6, 169–178. doi: 10.1016/j.tsc.2011.07.001
   Web of Science ®Google Scholar
• Floyd, J. F., & Widaman, K. F. (1995). Factor analysis in the development and refinement of clinical assessment instruments. Psychological Assessment, 7(3), 286–299. doi: 10.1037/1040-3590.7.3.286
   Web of Science ®Google Scholar
• Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39–50. doi: 10.2307/3151312
   Web of Science ®Google Scholar
• Hair, J. E., Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice-Hall.
   Google Scholar
• Hair, J. J. Jr., Black, W. C., Black, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). New Jersey: Prentice-Hall International.
   Google Scholar
• Hancock, G. R., & Mueller, R. O. (2010). The reviewers guide to quantitative methods in the social sciences. New York: Routledge.
   Google Scholar
• Harris, J. (2005). Our agenda for technology integration: Its time to choose. Contemporary Issues in Technology and Teacher Education, 5(2), 116–122.
   Google Scholar
• Herrington, J. (2006, October). Authentic e-learning in higher education: Designing principles for authentic learning environments and tasks. Key note address at World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN).
   Google Scholar
• Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23–48. doi: 10.1007/BF02319856
   Web of Science ®Google Scholar
• Hong, K. S., Lai, K. W., & Holton, D. (2001). Web based learning environments: Observations from a Web based course in a Malaysian context. Australian Journal of Educational Technology, 17(3), 223–243.
   Google Scholar
• Howland, J. L., Jonassen, D., & Marra, R. M. (2012). Meaningful learning with technology (4th ed.). Boston, MA: Allyn Bacon.
   Google Scholar
• Huang, Y. M., Chiu, P. S., & Chen, T. S. (2011). The design and implementation of a meaningful learning-based evaluation method for ubiquitous learning. Computers Education, 57, 2293–2302.
   Web of Science ®Google Scholar
• Hu, L., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi: 10.1080/10705519909540118
   Web of Science ®Google Scholar
• Hu, L., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi: 10.1080/10705519909540118
   Web of Science ®Google Scholar
• Hwang, G. J., Shih, Y. R., & Chu, H. C. (2010). A concept map approach to developing collaborative Mindtools for context-aware ubiquitous learning. British Journal of Educational Technology, doi:10.1016/j.compedu.2008.09.012
   Web of Science ®Google Scholar
• Jeremic, Z., Jovanovic, J., & Gasevic, D. (2009). Evaluating an intelligent tutoring system for design patterns: The DEPTHS experience. Educational Technology & Society, 12(2), 111–130.
   Web of Science ®Google Scholar
• Jonassen, D. H. (2006). Modeling with technology: Mindtools for conceptual change. Columbus, OH: Merill/Prentice Hall.
   Google Scholar
• Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008). Meaningful learning with technology. Boston, MA: Pearson Education.
   Google Scholar
• Karasavvidis, I. (2002). Distributed cognition and educational practice. Journal of Interactive Learning Research, 13(1/2), 11–19.
   Google Scholar
• Keengwe, J., & Onchwari, G. (2011). Fostering meaningful student learning through constructivist pedagogy and technology integration. International Journal of Information and Communication Technology Education, 7(4), 1–10. doi: 10.4018/jicte.2011100101
   Google Scholar
• Kenny, D. A., Kashy, D. A., & Bolger, N. (1998). Data analysis in social psychology. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), The handbook of social psychology (pp. 233–265). New York: Oxford University Press.
   Google Scholar
• Kim, B., & Reeves, T. C. (2007). Reframing research on learning with technology: In search of the meaning of cognitive tools. Instructional Science, 35, 207–256. doi: 10.1007/s11251-006-9005-2
   Web of Science ®Google Scholar
• Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York, NY: The Guilford Press.
   Google Scholar
• Kwon, S.Y., & Cifuentes, L. (2009). The comparative effect of individually-constructed vs. collaboratively-constructed computer-based concept maps. Computers Education, 52, 365–375. doi:10.1016/j.compedu.2008.09.012
   Web of Science ®Google Scholar
• Lee, C. B. (2010). The interactions between problem solving and conceptual change: System dynamic modelling as a platform for learning. Computers and Education, 55(3), 1145–1158. doi: 10.1016/j.compedu.2010.05.012
   Web of Science ®Google Scholar
• Lee, C. B. (2013). Exploring the relationships between intention to use technology as a visualization tool and regulation of cognition. Computers Education, 60, 138–147. doi: 10.1016/j.compedu.2012.08.003
   Web of Science ®Google Scholar
• Linnenbrink, E. A., & Pintrich, P. R. (2003). Achievement goals and intentional conceptual change. In G. M. Sinatra, & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 347–374). Mahwah, NJ: Erlbaum.
   Google Scholar
• Mangina, E., & Kilbride, J. (2008). Evaluation of key phrase extraction algorithm and tiling process for a document/resource recommender within e-learning environments. Computers & Education, 50(3), 807–820. doi: 10.1016/j.compedu.2006.08.012
   Web of Science ®Google Scholar
• Mansur, A. B. F., & Yusof, N. (2013). Social learning network analysis model to identify learning patterns using ontology clustering techniques and meaningful learning. Computers & Education, 63, 73–86. doi: 10.1016/j.compedu.2012.11.011
   Web of Science ®Google Scholar
• Mardia, K. V. (1974). Applications of some measures of multivariate skewness and kurtosis for testing normality and robustness studies. Sankhya, Series B, 36, 115–128.
   Google Scholar
• Maruyama, G. M. (1998). Basics of structural equation modeling. Thousand Oaks, CA: Sage.
   Google Scholar
• Ministry of Education, Singapore (2015). 21^st Century Competencies. Retrieved from: https://www.moe.gov.sg/education/education-system/21st-century-competencies
   Google Scholar
• Papaevripidou, M., Constantinou, C. P., & Zacharia, Z. C. (2007). Modeling complex marine ecosystems: An investigation of two teaching approaches with fifth graders. Journal of Computer Assisted Learning, 23(2), 145–157. doi: 10.1111/j.1365-2729.2006.00217.x
   Web of Science ®Google Scholar
• Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47–87). New York: Cambridge University Press.
   Google Scholar
• Perlman, C., Weston, C., & Gisel, E. (2010). Enabling meaningful learning through web-based instruction with occupational therapy students. Educational Technology, Research & Developments, 58, 191–210. doi: 10.1007/s11423-008-9097-2
   Web of Science ®Google Scholar
• Raykov, T., & Marcoulides, G. A. (2008). An introduction to applied multivariate analysis. New York, NY: Taylor and Francis.
   Google Scholar
• Ruokamo, H., & Pohjolainen, S. (2000). Distance learning in multimedia networks project: Main results. British Journal of Educational Technology, 31(2), 117–125. doi: 10.1111/1467-8535.00142
   Web of Science ®Google Scholar
• Ruokamo, H., Tella, S., Vahtivuori, S., Tuovinen, H., & Tissari, V. (2002). Pedagogical models in the design and assessment of network-based education. In P. Barker, & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002 Conference (CD) (pp. 1676–1681). June 24-29, Denver, Colorado, USA.).
   Google Scholar
• Sinatra, G. M., & Pintrich, P. R. (2003). The role of intentions in conceptual learning. In G. M. Sinatra, & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 1–18). Mahwah, Nj: Lawrence Erlbaum.
   Google Scholar
• Taasoobshirazi, G., & Sinatra, G. (2011). A structural equation model of conceptual change in physics. Journal of Research in Science Teaching, 48(8), 901–918. doi: 10.1002/tea.20434
   Web of Science ®Google Scholar
• Teo, T., Tan, S. C., Lee, C. B., Cha, C. S., Koh, H. L., Chen, W. L., & Chia, H. M. (2010). The Self-Directed Learning with Technology Scale (SDLTS) for young students: An initial development and validation. Computers Education, 55(4), 1764–1771. doi: 10.1016/j.compedu.2010.08.001
   Web of Science ®Google Scholar
• UNESCO. (2002). Information communication technology in education: A curriculum for schools and programme of teacher development. France: UNESCO.
   Google Scholar
• Van Borkulo, S. P., van Joolingen, W. R., Savelsbergh, E. R., & de Jong, T. (2012). What can be learned from computer modeling? Comparing expository and modeling approaches to teaching dynamic systems behavior. Journal of Science Education and Technology, 21, 267–275.
   Google Scholar
• Wang, Q., Woo, H. L., Quek, C. L., Yang, Y., & Liu, M. (2012). Using the facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428–438. doi: 10.1111/j.1467-8535.2011.01195.x
   Web of Science ®Google Scholar
• Winne, P. H., & Azevedo, R. (2014). Metacognition. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (2nd ed., pp. 63–87). Cambridge, MA: Cambridge University Press.
   Google Scholar
• Woo, Y., & Reeves, T. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. Internet and Higher Education, 10, 15–20. doi: 10.1016/j.iheduc.2006.10.005
   Google Scholar