教師著作
Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31267
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Item Application of STEM Web cooperative learning for the senior high school students.(2009-10-15) Liu, Y.-H.; Lou, S.-J.; Shih, R.-C.; Tseng, K.-H.; Chang, C.-C.; Diez, C.-RItem Applications of cognitive load theory to multimedia-based foreign language learning: An overview.(2009-02-01) Chen, I.-J.; Chang, C.-C.; Lee, Y.-C.Item A case study on the relationships between participation in online discussion and achievement of project work.(2008-10-01) Chang, C.-C.The objective of the study is to discuss about the correlation between each group's performances of participation in online discussion and their achievements of project-based works. Performances of online discussion consist of content, frequency, and frequency of participation in discussion after each login into the Web community system. Research result reveals, in five groups, there are four groups with a positive correlation between their online discussion frequencies and their PBL works, however, there is a weaker correlation for one group of four. There is one group with a non-positive, even a negative, correlation between its online discussion frequency and its PBL works. All groups are with a positive correlation between their online discussion contents and their PBL works, however, there are weaker correlations for two groups. A fact is confirmed that backgrounds of members in three project-based groups would affect performances of their online discussion. Additionally, research result recommends the necessity of the establishment of the Jigsaw expert group discussion for learners involving project-based collaborative learning. However, there are some problems encountered during the process of Jigsaw method. Accordingly, the effectiveness of the expert group discussion is restrained. (Contains 4 tables and 3 figures.)Item Cognitive load theory: An empirical study of anxiety and task performance in language learning.(2009-09-01) Chang, I. J.; Chang, C.-C.Introduction: This study explores the relationship among three variables--cognitive load, foreign language anxiety, and task performance. Cognitive load refers to the load imposed on working memory while performing a particular task. The authors hypothesized that anxiety consumes the resources of working memory, leaving less capacity for cognitive activities, and impeding effectiveness. Method: The participants were 88 non-English major students enrolled in a 4-year program at a technical university in Taiwan. The Foreign Language Classroom Anxiety Scale was employed to examine their anxiety levels; the Cognitive Load Subject Rating Scale was utilized to measure their cognitive load while engaging in an English listening comprehension task. Results: The students with higher foreign language anxiety also incurred a higher cognitive load. Foreign language anxiety and cognitive load were in negative correlation with listening comprehension. Discussion: Learners who experience more anxiety incur a heavier cognitive load and receive lower test scores. To enhance learning effectiveness, instructors are encouraged to identify anxiety-provoking situations and provide a supportive learning environment so that the learners can devote their complete working memory resources to the learning tasks. (Contains 3 tables.)Item E-portfolios: A review of an innovative tool for reflection and assessment.(2008-11-01) Chou, P.-N.; Chang, C.-C.With advanced technologies available, multimedia-based e-portfolios are replacing paper-based portfolios. For teaching and learning purposes, e-portfolios have been used at a growing number of education institutions. This article reviews four important issues regarding e-portfolio use in the field of education: benefits, adoption concerns, development model, and pedagogical issues. Potential problems, such as the lack of empirical studies, are identified.Item An empirical case study on the relationship between participation in online discussion and achievement of project-based work(Hauppauge, NY: Nova Science Publisher., 2008-11-01) Chang, C.-C.Item Enhancing self-perceived effects using Web-based portfolio assessment.(2008-07-01) Chang, C.-C.This study investigates how implementing a Web portfolio assessment system influences learning effects, including achievement and self-perceived learning performance. The experimental group uses the Web portfolio assessment system, whereas the control group uses conventional assessment. Study subjects are junior high school students in two computer classes. The experimental results are as follows. The Web portfolio assessment system has no significant influence on student achievement. Implementation of the Web portfolio assessment system significantly enhances self-perceived learning performance. The Web portfolio assessment system has different effects on work achievement and self-perceived work performance. The system has no significant effect on improving achievement for poorly and highly motivated students. However, the system is more effective for overall self-perceived learning performance of poorly motivated students than highly motivated students.Item Self-evaluated effects of Web-Base portfolio assessment for various student motivation levels.(2009-11-01) Chang, C.-C.Item Students' learning satisfaction and progress toward nanometer course employing concept mapping learning Web platform.(2009-06-17) Tseng, K.-H.; Chang, C.-C.; Chao. M.-W.; Tai, W.-S., Huang, Y.-M.Item Use and performances of web-based portfolio assessment.(2009-03-01) Chang, C.-C.; Tseng, K.-H.This research explored the influence of a Web-based portfolio assessment system on students' performances. The methodological procedure adopted was to have the experimental group use the system, with the control group using conventional assessment. The study subjects were junior high school students of two computer classes. The experimental results revealed that the use of the system has significant positive influence on students' performances. According to estimated effect size, the most significant indicators were reflection, self-assessment, continuous improvement, goal setting, problem solving, data gathering, work and peer interaction. However, peer-assessment performance was not enhanced significantly. Therefore, one recommendation was to reduce peer-assessment and instead offer specific illustrations to the students as well as the opportunity to drill.Item Using a Web-based portfolio assessment system to elevate project-based learning performances.(2011-01-01) Chang, C.-C.; Tseng, K.-H.This study examines the effect of a Web-based portfolio assessment system on the performances of students undertaking project-based learning (PBL). The research targets were 60 students from two grade-8 classes taking senior high school computer courses. The experimental group comprised 30 students, who used the system to perform PBL and assessment in one class. The control group comprised of 30 students who employed conventional assessment for PBL of another class. Experimental results indicate that the system has no significant effect on student achievement, but had a statistically positive effect on self-perceived learning performances. In addition, teacher-assessment and self-assessment of project achievements produced different results.Item Using jigsaw collaborative learning strategy in online discussion to foster a project-based learning community on the web.(2009-08-01) Chang, C.-C.This article mainly describes the use of jigsaw collaborative learning strategy in online discussion to foster the form of an online learning community, called Web-enabled Project-Based Learning Community. Moreover, this article also discusses the concepts of Project-Based and Web-enabled PBL Community, importance of online discussion in community, and jigsaw collaborative learning method. Finally, implications and conclusions are proposed. Keywords: Jigsaw Collaborative Learning, Online Discussion, Project-Based Learning, Learning Community