情境式的學習方式，促使學習者與真實環境的物體產生互動關聯並促進學習印象與學習經驗之建立。而適當地結合科技環境與良好的閱讀策略指導，除可強化學生語言與閱讀的理解能力，進而還能提高語言學習之效益。藉此，本研究則以情境式語言教學法(Situational Language Teaching)為基礎，並運用閱讀引導輔助機制於學習系統中，建置一個結合位置感知(Location-aware)技術與文章閱讀引導之無所不在英語閱讀學習系統。透過RFID技術偵測學習者所在之位置，進一步透過系統給予學習者與該位置情境有高度關聯性之英語文章進行閱讀學習，使其知識結構意義化，實現所見即所讀之情境式學習。而文章的閱讀引導機制，則依據學習歷程(Portfolio)資料之分析，並以所有學習者的平均能力程度為依據，經統計數據計算後作為決策參數，再藉由基因演算法考量文章閱讀關聯性與文章困難度，透過疊代的演化排序，提供適切、漸進且個人化的文章閱讀順序進行學習。而於實驗分析部分，量化與質性的評估結果均顯示，此學習系統確實有效提升學習者學習意願與學習成效。

Situated instructional strategies can help learners interact with authentic objects and can deepen their impression of the learning material under consideration, thus establishing a connection between abstract concepts and the learning material. In order to practice the reading of English, a proper integration of highly technical devices and adaptive guidance reading strategies not only strengthens students' understanding of language and contributes to their reading comprehension, but also promotes the effectiveness of language learning.
Therefore, this research used a situational language teaching methodology as the learning strategy and aimed to develop a ubiquitous English reading learning system which combines RFID-based location-aware technology and a portfolio-centric article reading guide. Through RFID technology, a learning system can detect a learner’s location. According to the detected location, the system can then provide learners with English articles which are highly relevant to the situation to read and study. Learning materials link to the local environment, which makes learners structural knowledge meaningful and helps students achieve the goal of situated learning—“what’s seen is read.” In the light of mechanism for guidance-situated reading articles, this study conducted an analysis of student learning portfolios against the average learner’s ability to obtain parameters of a standing point. Based on calculated parameters, the guidance mechanism evaluates the difficulty of articles and their relevance and then uses a genetic algorithm to organize the personalization reading sequencing. Through multiple evolutionary sequences, the system eventually provides the learner appropriate and progressive articles for personalized study. Through both quantitative and qualitative evaluations, it was revealed that reading sequence guidance enable learners to connect new educational material with their own existing knowledge and to generate meaningful learning organization. Moreover, this learning system can effectively enhance learners to immerse themselves into their studies.

Acker, S. (2005). Overcoming obstacles to authentic e-portfolio assessment. Campus Technology Newsletter: Technology-Enabled Teaching/eLearning Dialogue.
Arter J., & Spandel, V. (1992) Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice, 11(1), 36-44.
Attewell, J., & Webster, T. (2004). Engaging and supporting mobile learners. Proceedings of MLEARNING 2004: Mobile learning anytime everywhere, London. UK: Learning and Skills Development Agency, 15-20.
Araujo, I. S., Veit, E. A., & Moreira, M. A. (2008). Physics students’ performance using computational modelling activities to improve kinematics graphs interpretation. Computers & Education, 50(4), 1128–1140.
Arter J., & Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice, 11(1), 36-44.
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune and Stratton.
Barrett, H. C. (2006). Using electronic Portfolios for Formative/Classroom-based Assessment. from http://helenbarrett.com/portfolios/ConnectedNewsletter.pdf
Barrett, H. C. (2009). Balancing the two faces of ePortfolios. from http://electronicportfolios.com/balance/balance.pdf
Barbera, E. (2009). Mutual feedback in e-portfolio assessment: an approach to the netfolio system, British Journal of Educational Technology, 40(2), 342–357.
Bigge, M. L. (1982). Learning theories for teachers. NY: Harper and Row.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Brown, J. S., & Duguid, P. (1993). Stolen knowledge. Educational Technology, 33(3), 10–15.
Brusilovsky, P. (1999). Adaptive and Intelligent Technologies for Web-based Education. Special Issue on Intelligent Systems and Teleteaching, 4, 19-25.
Cambridge, D. (2005). Personal communication.
Capuano, N., Marsella, M., & Salerno, S. (2000). ABITS: An Agent Based Intelligent Tutoring System for Distance Learning. Proceedings of the International Workshop on Adaptive and Intelligent Web-based Educational Systems held in Conjunction with ITS 2000, Montreal, 17-28.
Cardellini, L. (2004). Conceiving of concept maps to foster meaningful learning: An interview with Joseph D Novak. Journal of Chemical Education, 81(9).
Casta, A. & Kallick, B. (2000). Discovering and exploring habits of mind. Alexandria. VA: Association for Supervision & Curriculum Development.
Chang, C. Y., Sheu, J. P., & Chan, T. W. (2003). Concept and design of ad hoc and mobile classrooms. Journal of Computer Assisted Learning, 19(3), 336–346.
Chinnery, G. (2006). Emerging Technologies - Going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology, 10(1), 9-16.
Corlett, D., Sharples, M., Bull, S., & Chan, T. (2005). Evaluation of a mobile learning organiser for university students. Journal of Computer Assisted Learning, 21, 162–170.
Chen, C. M. (2000). Intelligent web-based learning system with personalized learning path guidance. Computers & Education, 5(2), 787-814.
Chen, C. M., & Hsu, S. H. (2008). Personalized intelligent m-learning system for supporting effective English learning. Educational Technology & Society, 11(3), 153–180.
Chinnery, G. (2006). Merging technologies – Going to the MALL: Mobile assisted language learning. Language Learning and Technology, 10(1), 9–16
Clough, G., Jones, A. C., McAndrew, P., & Scanlon, E. (2008). Informal learning with PDAs and smartphones. Journal of Computer Assisted Learning, 24, 359–371.
Chen, C. M., & Li, Y. L. (2009). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 15(1), 1-24.
Chen, G. D., Chang, C. K., & Wang, C. Y. (2008). Ubiquitous learning website: scaffold learners by mobile devices with information-aware techniques. Computers and Education, 50, 77–90.
Chen, Y. S., Kao, T. C., & Sheu, J. P. (2005). Realizing outdoor independent learning with a butterfly-watching mobile learning system. Journal of Educational Computing Research, 33(4), 395–417.
Chua, S. P. (2008). The effects of the sustained silent reading program on cultivating students’ habits and attitudes in reading books for leisure. The Clearing House, 81(4), 180-184.
Clough, G., Jones, A. C., McAndrew, P., & Scanlon, E. (2008). Informal learning with PDAs and smartphones. Journal of Computer Assisted Learning, 24, 359–371.
Collins, T. G. (2005). English Class on the Air: Mobile Language Learning with Cell Phones. Paper presented at the Fifth IEEE International Conference on Advanced Learning Technologies, Kaohsiung, Taiwan.
Grabe, M., & Grabe, C. (2007) Integrating technology for meaningful learning (5th ed.). New York: Houghton Mifflin Company.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
Daud, N. M., & Husin, Z. (2004). Developing critical thinking skills in computer-aided extended reading classes. British Journal of Educational Technology, 35(4), 477-487.
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340.
Dexter, S. L., Anderson, R. E., & Becker, H. J. (1999). Teachers’ views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31(3), 221-239.
Dearman, D., Hawkey, K., & Inkpen, K. M. (2005). Rendezvousing with location-aware devices: Enhancing social coordination. Interacting with Computers, 17, 542–566.
Drachsler, H., Hummel, H., van den Berg, B., Eshuis, J., Waterink, W., Nadolski, R., Berlanga, A., Boers, N., Koper, R. (2009). Effects of the ISIS Recommender System for navigation support in self-organised Learning Networks. Educational Technology & Society, 12 (3), 115–126.
Duffy, T. M., Lowyck, J., & Jonassen, D. H. (1993). Designing environment for constructive learning. Heidelberg： Springer-Verlag.
El-Bishouty, M. M., Ogata, H., & Yano, Y. (2007). PERKAM: personalized knowledge awareness map for computer supported ubiquitous learning. Educational Technology & Society, 10(3), 122-134.
Eklund, J., & Sinclair, K. (2000). An empirical appraisal of the effectiveness of adaptive interfaces for instructional systems. Educational Technology & Society, 3(4), 165-177.
Flesch, R. (1948). A New Readability Yardstick. Journal of Applied Psychology, 32(3), 221-233.
Gaide, S. (2006). ePortfolios supercharge performance-based student assessment. Distance education report, 10(12), 4-6.
Gaedke, M., Beigl, M., Gellersen, H. W., & Segor, C. (1998). Web content delivery to heterogeneous platforms. 215 Lecture Notes in Computer Science, Springer Verlag, 1552.
Garrett, B. M., & Jackson C. (2006). A mobile clinical e-portfolio for nursing and medical students, using wireless personal digital assistants (PDAs). Nurse Education Today, 26(8), 647-654.
Gehard, J. G. (1996). Teaching English as a foreign or second language. Ann Arbor: University of Michigan Press.
Ghiani, G., Paterno, F., Santoro, C., & Spano, L. D. (2009). UbiCicero: a location-aware, multi-device museum guide. Interacting with Computers, 21(4), 288-303.
Godwin-Jones, R. (2007). Emerging technologies e-texts, mobile browsing, and rich internet applications. Language Learning and Technology, 11(3), 8–13.
Goh T. T., Kinshuk, & Lin, T. (2003). Developing an adaptive learning system. Proceedings of the International Conference on Computers in Education 2003, 1062-1065.
Green, T. (2005). Using technology to help English language students develop language skills: A home and school connection. Multicultural Education, 56-59.
Greenberg, G. (2004). The digital convergence: Extending the portfolio model. EDUCAUSE review, 39(4), 28-36.
Gülbahar, Y. & Tinmaz, H. (2006). Implementing project-based learning and e-portfolio assessment in an undergraduate course. Journal of Research on Technology in Education, 38(3), 309-32
Hafiz, F. N., & Tudor, I. (1989). Extensive reading and the development of language skills. ELT Journal, 43(1), 4-13.
Hall, S. (2007). How I learned to run a really popular book club (and what I learned about its effect on students’ reading skills and attitude). Teacher Librarian, 35(1), 32-36.
Hartley, J. R., & Sleeman, D. H. (1973). Towards more intelligent teaching systems. International Journal of Man-Machine Studies, 2, 215-236.
Hitosugi, C. I., & Day, R. R. (2004). Extensive reading in Japanese. Reading in a Foreign Language, 16(1), 20-39.
Hirvela, A. (2004). Connecting reading & writing. Ann Arbor, MI: The University of Michigan Press.
Hornby, A. S. (1950). The situational approach in language teaching. A series of three articles in English Language Teaching, 4, 98-104.
Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurement 82 study. The Canadian Modern Language Review, 61(3), 355-382.
Hourcade, J. P., & Berkel, T. R. (2008). Simple pen interaction performance of young and older adults using handheld computers. Interacting with Computers, 20, 166–183.
Huang, W. A., & Sundaresan, N. (2000). Aurora: a conceptual model for Web-content adaptation to support the universal usability of Web-based services. Proceedings of the 2000 conference on Universal Usability, Arlington, Virginia, United States.
Huang, Y. M., Huang, T. C., & Hsieh, M. Y. (2008). Using annotation services in a ubiquitous Jigsaw cooperative learning environment. Educational Technology & Society, 11(2), 3-15.
Huang, Y. M., Jeng, Y. L., & Huang, T. C. (2009). An educational mobile blogging system for supporting collaborative learning. Educational Technology & Society, 12(2), 163–175.
Huang, Y. M., Kuo, Y. H., Lin, Y. T., & Cheng, S. C. (2008). Toward interactive mobile synchronous learning environment with context-awareness service. Computers & Education, 51, 1205–1226.
Huang, Y. M. & Wu T. T. (2011). A Systematic Approach for Learner Group Composition Utilizing U-Learning Portfolio. Educational Technology & Society, 14(3), 102-117.
Hwang G. J., Wu, T. T. & Chen, Y. J. (2007). Ubiquitous Computing Technologies in Education. Journal of Distance Education Technology, 5(4), 1-4.
Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65-70.
Hwang, G. J., Tsai, C. C., & Yang, S. J. H. (2008). Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning. Educational Technology & Society, 11(2), 81-91.
Hwang, G. J., Yang, T. C., Tsai, C. C., & Yang, S. J. H. (2009). A context-aware ubiquitous learning environment for conducting complex science experiments. Computers & Education, 53, 402–413.
Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign Language, 20(1), 70-91.
Jackson, K. (2005). Rewarding reading. English teaching Professional, 39, 15-18.
Jarrell, D., & Freiermuth, M. R. (2005). The motivational power of internet chat. Regional Language Centre Journal, 36(1), 59-72.
Jeng, Y. L., Wu, T. T., Huang, Y. M., Tan, Q., & Yang, S. J. H. (2010). The Add-on Impact of Mobile Applications in Learning Strategies: A Review Study. Educational Technology & Society, 13(3), 3–11.
Klopfer, E., Squire, K., & Jenkins, H. (2002). Environment detectives: PDAs as a window into a virtual simulated world. In Proceedings of IEEE international workshop on wireless and mobile technologies in education. Vaxjo, Sweden: IEEE Computer Society, 95–98.
Krashen, S. D. (2004). The power of reading (2nd ed.). Portsmouth, NH: Heinemann.
Kung, S. C. (2004). Synchronous electronic discussions in an EFL reading class. ELT Journal, 58(2), 164-173.
Kukulska-Hulme, A. (2005). The mobile language learner—now and in the future. Fran Vision till Praktik. In Language learning symposium, Umea University, Sweden. http:// www.2.humlab.umu.se/symposium2005/program.htm.
Lan, Y. J., Sung, Y. T., & Chang, K. E. (2007). A mobile-devices-supported peer-assisted learning system for increasing the effectiveness of cooperative early EFL reading. Language Learning and Technology, 11(3), 130–151.
Lave, J., & Wenger, E. (1991). Situated learning : Legitimate peripheral participation. Cambridge:Cambridge University Press.
Lee, S. Y. (2007). Revelations from three consecutive studies on extensive reading. Regional Language Centre Journal, 38(2), 150-170.
Lemlouma, T., & Layaïda, N. (2003). Adapted content delivery for different contexts. Proceedings of the 2003 Symposium on Applications and the Internet.
Lemlouma, T., & Layaïda, N. (2004). Context-aware adaptation for mobile devices. Proceedings of IEEE International Conference on Mobile Data Management, 106-111.
Lengeling, M. M. (1996).The use of portfolios for teacher evaluation. (Ed399819)
Leung, C. Y. (2002). Extensive reading and language learning: A diary study of a beginning learner of Japanese. Reading in a Foreign Language, 14(1), 66-81.
Lim, K. M., & Shen, H. Z. (2006). Integration of computers into an EFL reading classroom. ReCALL, 18(2), 212-229.
Lin, B., & Hsieh, C. (2001). Web-based Teaching and Learner Control: a Research Review. Computers & Education, 37, 377-386.
Lin, C. H., & Gayle, D. (1996). Effects of linking structure and cognitive style on students' performance and attitude in a computer-based hypertext environment. Journal of Educational Computing Research, 15(4), 317-329.
Liou, H. C. (2000). The electronic bilingual dictionary as a reading aid to EFL learners: Research findings and implications. Computer Assisted Language Learning, 13, 467-476.
Lundin, J., & Magnusson, M. (2003). Collaborative learning in mobile work. Journal of Computer Assisted Learning, 19, 273-283.
Maas, J. D., & Leauby, B. A. (2005). Concept mapping – Exploring its value as a meaningful learning tool in accounting education. Global Perspectives on Accounting Education, 2, 75–97.
Maes, P. (1994). Agents that reduce work and information overload. Communication of the ACM, 37(7), 30-40.
Mann, P. and Wong, D. T. W. (2010) Innovative implementation of iLearn e-Portfolio for Personal Development Planning. In: EUNIS 2010 IT: a step forward in Higher Education at Warsaw, Poland, June 2010.
Martin-Kniep, G. (1999). Capturing the wisdom of practice. Professional portfolios for educators. Alexandria, VA: Assocaation for Supervision and Curriculum Development.
McIntosh, S., Braul, B., & Chao, T. (2003). A case study in asynchronous voice conferencing for language instruction. Education Media International, 40(1/2), 63-73.
Minami, M., Morikawa, H., & Aoyama, T. (2004). The design of naming-based service composition system for ubiquitous computing applications. 2004 International Symposium on Applications and the Internet Workshops, Tokyo, Japan.
Mullen, L., Britten, J. S., & McFadden, J. (2005). Digital portfolios in teacher education. Indianapolis, IN: Jist Works.
Neil, A. (1991). Individual difference in strategy use in second language reading and testing. The Modern Language Journal, 75, 460-472.
Nelson, W. (1992) Adaptive hypermedia instructional systems: Possibilities for learner modeling. ERIC Document Reproduction Service N0. ED 347195.
Nishino, T. (2007). Beginning to read extensively: A case study with Mako and Fumi. Reading in a foreign Language, 19(2), 76-105.
Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle & Heinle Publishers.
Ogata, H., & Yano, Y. (2004a). Context-aware support for computer-supported ubiquitous learning. Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education, 27–34.
Ogata, H., & Yano, Y. (2004b). Knowledge Awareness Map for Computer-Supported Ubiquitous Language-Learning. Proceedings of the WMTE’04, 19-26.
O’Grady, M. J., O’Hare, G.M.P., & Sas, C. (2005). Mobile agents for mobile tourists: a user evaluation of Gulliver’s Genie. Interacting with Computers, 17, 343–366.
Ormrod, J. (1999). Human Learning (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
Patten, B., Sa´nchez, I. A., & Tangney, B. (2006). Designing collaborative, constructionist and contextual applications for handheld devices. Computers & Education, 46, 294–308.
Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio ? Educational Leadership, 48, 60-63.
Peng, H., Chuang, P. Y., Hwang, G. J., Chu, H. C., Wu, T. T., & Huang, S. X. (2009). Ubiquitous Performance support System as Mindtool: a case study of instructional decision making and learning assistant. Educational Technology & Society, 12(1), 107–120.
Petersen, S. A., & Markiewicz, J.-K. (2008). PALLAS: Personalised Language Learning on Mobile Devices. Proceedings of Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education(WMUTE2008), March 23-26, Beijing, China, 52-59.
Petersen, S. A., & Markiewicz, J.-K. (2009). Personalized and contextualized language learning: Choose when, where and what. Research and Practice in Technology-Enhanced Learning, 4(1), 33–60.
Pianesi, F., Graziola, I., Zancanaro, M., & Goren-Bar, D. (2009). The motivational and control structure underlying the acceptance of adaptive museum guides – an empirical study. Interacting with Computers, 21, 186–200.
Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1-28.
Rogers, Y., Price, S., Randell, C., Stanton Fraser, D., Weal, M., & Fitzpatrick, G. (2005). Ubi-learning integrates indoor and outdoor experiences. Communications of the ACM, 48(1), 55–59.
Rothlauf, F. (2002). Representations for genetic and evolutionary algorithms. Heidelberg, New York: Physica-Verlag.
Paterno`, F., & Santoro, C. (2003). A unified method for designing interactive systems adaptable to mobile and stationary platforms. Interacting with Computers, 15, 349–366.
Sakamura, K., & Koshizuka, N. (2005). Ubiquitous computing technologies for ubiquitous learning. Proceeding of the International Workshop on Wireless and Mobile Technologies in Education, Los Alamitos: IEEE Computer Society, 11-18.
Schon, D. A. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass Limited.
Schunk, D. H. (1996). Learning theories. New Jersey: Prentice-Hall.
Sharples, M. (2000). The design of personal mobile technologies for lifelong learning. Computers and Education, 34, 177–193.
Shih, Y. E. (2005). Language in Action: Applying Mobile Classroom in Foreign Language Learning. Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies, Kaohsiung, Taiwan.
Soloway, E., Norris, C., Blumenfeld, P., Fishman, B., Krajcik, J., & Marx, R. (2001). Log on education: Handheld devices are ready-at-hand. Communications of the ACM, 44 (6), 15-20.
Stanton, N., Correia, A. P., & Dias, P. (2000). Efficacy of a map on search, orientation and access behavior in a hypermedia system. Computer & Education, 35, 263-279.
Spolsky, B., & Shohamy, E. (1999). The languages of Israel: Policy, ideology, and practice. Clevedon, UK: Multilingual Matters.
Suchman, L. A. (1987). Plans and Situated Action: The Problem of Human-Machine Communication. New York: Cambridge University Press.
Sun, Y. C. (2003). Extensive reading online: An overview and evaluation. Journal of Computer Assisted Learning, 19, 438-446.
Sung, Y. T., Chang, K. E., & Huang, J. S. (2008). Enhancing students’ strategy use and reading comprehension through a computer assisted strategies teaching and learning environment. Computers in Human Behavior, 24, 1552–1571.
Takase, A. (2007). Japanese high school students’ motivation for extensive L2 reading. Reading in a Foreign Language, 19(1), 1-18.
Tan, T. H., Liu, T. Y., & Chang, C. C. (2007). Development and evaluation of an RFID-based ubiquitous learning environment for outdoor learning. Interactive Learning Environments, 15(3), 253–269.
Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217–228.
UWA（2000）A Guide to Teaching Portfolios and Their Role in Promotion and Tneure. Http：//www.csd.uwa.edu.au/portfolio.html（The University of Western Australia）
Virvou, M., & Alepis, E. (2005). Mobile educational features in authoring tools for personalised tutoring. Computers & Education, 44, 53–68.
Walker, C. (1997). A self access extensive reading project using graded readers (with particular reference to students of English for academic purposes). Reading in a Foreign Language, 11(1), 121-149.
Weiser, M. (1991). The Computer for the Twenty-First Century. Scientific American, 265(3), 94-104.
Wessels, A., Fries, S., Horz, H. Scheele, N., & Effelsberg, W. (2007). Interactive lectures: effective teaching and learning in lectures using wireless networks. Computers in Human Behavior, 23, 2524–2537.
Winn, W. (1993). Instructional design and situated learning: Parades or Partnership? Educational Technology Research and Development, 41(1), 43-58.
Wu, T. T., Sung, T. W., Huang, Y. M., & Yang, C. S. (2010). Location Awareness Mobile Situated English Reading Learning System. Journal of Internet Technology, 11(7), 923-934.
Wu, T. T., Sung, T. W., Huang, Y. M., Yang, C. S. & Yang J. T. (2011). Ubiquitous English Learning System with Dynamic Personalized Guidance of Learning Portfolio. Educational Technology & Society, 14 (4), 164-180.
Yang, S. J. H. (2006). Context aware ubiquitous learning environments for peer-to-peer collaborative learning. Educational Technology & Society, 9(1), 188-201.
Yang, S. J. H., Chen, I., & Shao, N., (2004). Ontological enabled annotations and knowledge management for collaborative learning in a virtual learning community. Educational Technology & Society, 7(4), 70–81.
Young, M. F. (1993). Instructional design for situated learning. Educational Technology Research and Development, 43(1), 43–58.
Zhang, T., Gao, T., Ring, G., & Zhang, W. (2007). Using online discussion forums to assist a traditional English class. International Journal on E-Learning, 6(4), 623-643.
Zhang, D. (2007). Web content adaptation for mobile handheld devices. Communications of the ACM, 50(2), 75-79.
Zhang, G., Jin, Q., & Shih, T. K. (2005). Peer-to-Peer Based Social Interaction Tools in Ubiquitous Environment. Proceedings of the 11th International Conference on Parallel and Distributed Systems (ICPADS'05), 230-236.
Zurita, G., & Nussbaum, M. (2004). A constructivist mobile learning environment supported by a wireless handheld network. Journal of Computer Assisted Learning, 20, 235–243.