Browsing by Author "Chen, Cheng-Huan"

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The Effect of Integrating Web 2.0 Technology in Collaborative Note-taking on Elementary Students' Science Learning
(Association for the Advancement of Computing in Education (AACE), 2009-06-22) Wu, Chiu-Yi; Chen, Ssu-Wei; Chen, Cheng-Huan; Chiu, Chiung-Hui
The purpose of this study was to examine the effectiveness of collaborative note-taking and to find the difference between co-editing note-taking and sharing note-taking in science learning performance, note-taking performance, and satisfaction for taking notes on wiki/blog platforms. Three note-taking forms were compared: co-editing condition, in which students took joint notes with groupmates on a wiki; sharing condition, in which students shared notes with groupmates on a blog; individual condition, in which students took notes individually on a wiki. Eighty-two fifth-grade Taiwanese students participated in this study. They were allocated to co-editing, sharing, or individual conditions to take notes during lectures. The results indicated that there was no significant difference among the three conditions for science learning performance. On the whole, the students using blog felt significantly more satisfied with the note-taking platform than the students using wiki.
Elementary school students’ attitudes toward applying wikis or blogs for collaborative note-taking activities
(Association for the Advancement of Computing in Education (AACE), 2010-05-17) Chiu, Chiung-Hui; Chen, Cheng-Huan; Wu, Chiu-Yi; Ssu-Wei
This study explores the attitudes of elementary school students toward integrating wikis or blogs into collaborative lecture notes. A wiki site was used for collaborative note editing. A team of students divided their note-taking pages, record information on respective area of responsibility and reciprocally supplemented information to their partners’ areas. A blog site was used to share notes. Students in a team took notes on a respective page. However, they could read each others’ notes, leave comments on others’ pages and come back to modify their own notes. It was found that the students who took notes using blogs felt significantly more satisfied than students who using wikis.
支援教室內多點觸控合作設計式學習的合作腳本結合組間競爭對小學男女生學習之影響
(2017) 陳政煥; Chen, Cheng-Huan
多點觸控科技為合作設計式學習帶來新的樣貌與不一樣的互動方式。為支援教室內多點觸控合作設計式學習的合作，本研究先導入促進小學生組內合作的電腦化合作腳本並探討其效果，接著用此腳本結合組間競爭以更好地處理組間關係並評估其效果，再進一步檢驗這些效果對男女生是否有所不同，因為競爭對不同性別可能有不同的影響。本研究包括三個研究設計，設計一在探討合作腳本的效果，以臺北市某國小四個五年級班級共80位學生為對象，檢驗有、無使用腳本對學生參與學習活動的影響，包括小組的合作表現、合作產出，和學生的投入程度、學業成就、問題解決能力；設計二探討合作腳本結合促進班上組間關係的組間競爭之效果，以新北市某國小四個五年級班級共101位五年級學生為對象，檢驗有、無組間競爭對學生參與活動的影響；設計三進一步探討這些對學生的效果是否會因他們的性別而有差異，包括投入程度、學業成就、和問題解決能力。參與活動的學生以三或四人為一組，在一支援合作密鋪設計的多點觸控平台上完成密鋪相關的設計專題。研究發現，有合作腳本的學生其合作表現和投入程度顯著優於無腳本的學生；此外，有組間競爭的學生其合作表現、合作產出、投入程度、和學業成就顯著優於無競爭的學生；而組間競爭對學生投入程度、學業成就、和問題解決能力的影響雖未因性別而異，不過，此組間競爭與男生的投入程度和學業成就有顯著的正向關聯。這些發現為導入電腦化合作腳本結合組間競爭於多點觸控科技教室的設計式學習成效提供實徵證據，以及對這些效果如何依學生性別而異有更清楚的認識。
於國小資訊課學習中導入合寫筆記並以提問策略進行檢閱筆記之初探性研究
(2010) 陳政煥; Chen, Cheng-Huan
　　寫筆記活動可以分為兩部分：一是記下筆記的產出過程，另一是複習筆記結果的檢閱過程。本研究旨在探討於國小資訊課學習中導入合寫筆記並以提出問題（含回答）方式進行檢閱筆記之可行性，其中，在產出筆記階段，學生以主題矩陣格式的筆記格式進行筆記產出；在檢閱筆記階段，以提出問題的方式來進行複習；而合作的方式則可以是共同編寫或相互分享。因此，本研究探討的合寫筆記活動包括：共同編寫筆記後共同編寫問題的「共編筆記與問題」寫筆記活動、及相互分享筆記後相互分享問題的「分享筆記與問題」寫筆記活動。此外，本研究為瞭解共編問題與分享問題的成效，將分別與自行閱讀的檢閱方式做比較。本研究由臺南縣某國小六年級八個班共 222 位學生參與，以班級為單位隨機分派為「共編筆記與問題」組、「共編筆記與閱讀」組、「分享筆記與問題」組、和「分享筆記與閱讀」組。研究發現，學生參與以編寫問題進行複習的合寫筆記活動時，以共編方式產出的主題矩陣格式筆記將較以分享方式產出的筆記能記下更多的課堂資訊。此外，利用分享問題方式來複習筆記摘錄的課堂內容，相較於利用共編問題方式來複習筆記，能對問題的回答更加完整且深入；同時，對於分享問題方式的回答愈完整且深入，學生的立即與保留學習成就也愈高。