教師著作

Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31276

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Now showing 1 - 20 of 93

The analysis of a courseware quality framework for e-learning
(2006-06-01) Chen, Ming-Puu; Chang, Kuo-En
In Taiwan, an e-Learning Courseware Certification service is provided by the Quality Service Center of the e-Learning Network Science Park to distinguish and promote well-designed e-Learning courseware. The e-Learning Courseware Certification program employs a systematic process to evaluate the educational quality of an e-learning courseware from the perspectives of content, navigation, instructional design, and instructional media. The results from analyzing 25 e-learning courseware cases revealed that (a) the measurement of the certification program showed adequate reliability and validity, and (b) the certified cases outperformed the uncertified cases in content, instructional design, and instructional media. It was suggested that the development of e-learning courseware should utilize sound instructional design methods to enhance the learning effectiveness.
An analysis of peer assessment online discussions within a course that uses project-based learning
(Routledge, 2007-12-01) Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-Ting
In recent years project-based learning (PBL) incorporating online discussions has gradually been applied to courses that focus on writing projects. Past studies have shown that learners in PBL often face the difficulties of not having in-depth data analysis and peer discussions and how teachers design the rules and methods for online discussions has a significant influence on the quality of discussion. Since using a peer assessment strategy in the classroom could facilitate learners' critical thinking and meta-cognitive skills, this study conducts an empirical observational study in order to analyse the content and process of the discussion activities based on peer assessment without teacher intervention and tries to explore students' knowledge construction of the discussion. Sequential analysis and content analysis were conducted to observe the scale of each aspect of knowledge construction and the sequential pattern of students' knowledge construction during the discussions. Teachers didn't provide any guidance or intervention during the activity. Based on the results of the observations, this study discusses the possible difficulties that students may encounter when conducting peer assessment online discussions. Finally, this study also proposes suggestions about the timing and methods for teacher interventions.
Analysis of problem-solving based online asynchronous discussion pattern
(International Forum of Educational Technology & Society (IFETS), 2008-01-01) Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-Ting
This research explores the process of asynchronous problem-solving-based discussion activities and aims to understand limitations likely to arise during learners’ problem-solving discussions. The research has combined lag-sequential analysis and quantitative content analysis, and expects to use such analyzing methods to further understand the sequential pattern of students’ problem-solving discussion behaviors and knowledge-construction levels. In order to avoid influence caused by teachers’ subjective guiding methods and ensure objective observations, we observed learners’ online problem-solving discussions without intervention or guidance from the teachers. From the sequential pattern derived, we have not only induced a pattern of students’ discussion behavior but also discovered that, compared to discussion activity based on a single topic appointed by the teacher, the problem-solving online discussion activity is more helpful for students’ knowledge construction. In addition, this research also revealed certain limitations toward the content and behavior of students’ discussion without teachers’ guidance. Based on the results, this paper proposes a strategy in which teachers can intervene and guide, which is expected to enhance the depth of students’ discussion and knowledge construction when a teacher is applying a problem-based learning activity.
Analysis of time-management pattern of interactive behaviours during online project-based learning
(Institute of Electrical and Electronics Engineers (IEEE), 2007-07-18) Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-Ting
This study aims to explore the time-management patterns of learners' interactive behaviors during online project-based learning (PBL) from an empirical observation without teachers' interception. According to the derived pattern, the study found how learners allocated their time and how these interactive activities influence learners to allocate their time more appropriately. Finally, we also gave some suggestions for teachers' interception and guidance for promoting the quality of students' projects.
Analyzing the differences of the online discussion behaviors of knowledge construction and problem solving between high and low achieving learners
(2009-01-08) 侯惠澤; 張國恩; 宋曜廷; Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-Ting
Application of neural network for implementing a practical student model
(1995-12-01) Chang, Kuo-En; Hou, Wen-Chuan
Application of Socratic dialogue on corrective learning of recursion programming
(1996-01-01) Chang, Kuo-En; Lin, P. C.
Application of Socratic dialogue on corrective learning of subtraction
(Elsevier, 1998-08-01) Chang, Kuo-En; Lin, Mei-Ling; Chen, Sei-Wang
The purpose of this research is to construct a previous corrective learning system using the previous Socratic dialogue as a guide to correct mistakes in students' knowledge on the domain of previous subtraction. Since the cause of students' mistaken concepts relates to the formation and evolution of mental models, the correction of mistakes cannot be effective if a teacher relies on simply telling the student the standard solution. Instead, they should make the student consider the mistakes and contradictions they themselves discover in the correction process. The previous Socratic dialogue applies a dialectic method to present questions to the student and lets the student reconsider his or her own thinking. In this research, we shall make an inquiry into the fundamental reasoning principles of the previous Socratic dialogue and use the production rules to express the principles that will be used for the previous learning of subtraction. The effect of previous Socratic dialogue on the learning of subtraction has been evaluated by an educational experiment. The experimental results show that the approach of the previous Socratic dialogue on learning is indeed of great help for students.
Applying lag sequential analysis to detect visual behavioral patterns of online learning activities
(Wiley-Blackwell, 2010-03-01) Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-Ting
The article discusses how learners manage online learning behaviours such as active participation and interaction as well as the visual behavioural patterns used. These behavioural patterns could offer guidance for teachers to enhance student learning. Through an empirical observation and lag sequential analysis, which can examine whether or not the relationship between each behavior has been achieved, visual behavioural patterns of online learning activities was used. The visual pattern showed that the majority of students concentrated on browsing peers' works and answering questions.
Are you listening? --The development of online peer assessment system for English oral reading
(2009-11-30) Lan, Yu-Ju; Sung, Yao-Ting; Chang, Kuo-En
Peer assessment is a common used strategy in EFL reading class in Taiwan to help EFL teacher “ensure” that all students are paying attention to others’ oral reading. In this study we develop an online peer assessment system for EFL oral reading activities to overcome the potential drawbacks of traditional peer assessment.
Certification of e-learning courseware: A case study on Taiwanese experiences
(2007-10-18) 宋曜廷; 張國恩; Sung, Yao-Ting; Chang, Kuo-En
A cognitive-interactive approach to Chinese characters learning: system design and development
(Springer Berlin / Heidelberg, 2009-08-09) Lan, Yu-Ju; Sung, Yao-Ting.; Wu, Chia-Yu; Chang, Kuo-En
A solid knowledge of Chinese characters plays an important role in Chinese reading. Essentially, Chinese characters, a graphic- based orthographic rule, are much different from the words of an alphabetic language, such as English, French, etc. The uniqueness of Chinese characters make it is extremely difficult for most of the CFL/CSL learners no matter what their nationalities are. In this paper we developed a Chinese character learning system based on a cognitive-interactive perspective to help CFL/CSL learners learn Chinese characters. The results of a preliminary survey show that most of the surveyed CSL learners approved the learning system’s design rationale as well as made positive comments on the system learning effect upon their Chinese character knowledge construction.
Collaborative early EFL reading among distributed learners: A simulation pilot study
(Institute of Electrical and Electronics Engineers (IEEE), 2006-07-05) Lan, Yu-Ju.; Sung, Yao-Ting; Chang, Kuo-En; Hsiao, Hsien-Sheng
In this paper, we designed a wireless peer-assisted leaning system for early EFL reading to enhance online collaborative EFL reading and provide distributed EFL learners with an opportunity to teach and learn with each other. Compare with the control group, the result shows that wireless EFL reading is emerging as a flexible and portable solution to the pedagogical challenges exist in conventional EFL reading teaching instruction.
Computer-assisted learning for mathematical problem solving
(Elsevier, 2006-02-01) Chang, Kuo-En; Sung, Yao-Ting; Lin, Shiu-Feng
Previous computer-assisted problem-solving systems have incorporated all the problem-solving steps within a single stage, making it difficult to diagnose stages at which errors occurred when a student encounters difficulties, and imposing a too-high cognitive load on students in their problem solving. This study proposes a computer-assisted system named MathCAL, whose design is based on four problem-solving stages: (1) understanding the problem, (2) making a plan, (3) executing the plan and (4) reviewing the solution. A sample of one hundred and thirty fifth-grade students (aged 11 years old) completed a range of elementary school mathematical problems and empirically demonstrated. The results showed MathCAL to be effective in improving the performance of students with lower problem solving ability. This evaluation allowed us to address the problem of whether the assistances in various stages help students with their problem solving. These assistances improve students’ problem-solving skills in each stage.
Constrained via minimization with practical considerations for multi-layer VLSI/PCB routing problems
(1991-03-01) Fang, Sung-Chuan; Chang, Kuo-En; Feng, Wu-Shiung; Chen, Sao-Jie
Construct mathematic path and interactive problem solving discussion system in mobile learning environment
(2006-07-14) Hsiao,Hsien-Sheng; Wu, Lin-Jung; Chang, Kuo-En; Sung, Yao-Ting
The design and application of a computer assisted reading comprehension system with multiple strategies
(AACE, 2003-06-23) Sung, Yao-Ting; Huang, Jung-Sheng; Su, Yi-Fen; Chang, Kuo-En
Teachers in classroom situations usually have difficulty becoming familiar with and preparing for multiple strategies for reading instruction. Computer technology may be a potential approach to help overcome the difficulty of strategy instruction. However, most of the studies on computer-assisted reading deal with reading issues on more fundamental levels rather than higher-level text comprehension. In this study, the ASOIM (attention-selection-organization-integration-monitoring) model of text comprehension was used as a foundation to design a multi-strategy based Computer Assisted Strategies Teaching and Learning Environment (CASTLE), aiming to enhance the learner's strategy-application and text comprehension abilities. The application effects of CASTLE were empirically evaluated. 130 sixth-graders took part in an 11-week of system evaluation experiment. The results show that CASTLE helps enhance the strategy-application and text comprehension abilities of elementary students.
The design and application of a Web-based self- and peer-assessment system
(Elsevier, 2005-09-01) Sung, Yao-Ting; Chiou, Shen-Kuan; Hou, Huei-Tse; Chang, Kuo-En
This study describes the web-based self- and peer-assessments system, or the Web-SPA, which has been shown to provide teachers with a flexible interface with which to arrange various self- and peer-assessment procedures. Secondly, this study examines the effects of the application of the progressively focused self- and peer-assessment (PFSPA) procedures that are made available with the Web-SPA. In an evaluative study with 76 third-graders (14 or 15 years old) of junior school, it has been found that the upon completion of the PFSPA activities, the students demonstrate greater objectivity in their self-assessment scores; it has also been shown that significant consistency is found between the students’ self- and peer-assessments results and that the assessment results of teachers. Furthermore, the quality of the students’ works improved after the assessment activities.
Designing an electronic guidebook for learning engagement in a museum of history
(Elsevier, 2010-01-01) Sung, Yao-Ting; Chang, Kuo-En; Hou, Huei-Tse; Chen, Pin-Fu
Museums provide important avenues for lifelong learning, and using information and communication technology to maximize a museum’s lifelong learning potential is a recognized issue. This study proposed a human–computer–context interaction (HCCI) framework as a guide for designing a mobile electronic guidebook for a history museum. To fulfill the goals of the HCCI framework, two strategies, problem-based inquiry and historical-context-embedded visiting, were used to implement a HCCI guidebook. To evaluate the effects of the HCCI guidebook, this study conducted an experiment to compare three visiting modes: Visiting with the HCCI guidebook; visiting with a worksheet; and visiting without any supplementary tools. Sixty-two college students participated in the evaluation of the HCCI guidebook in the Tang dynasty tri-color glazed pottery exhibition at the National Museum of History. The results showed that the students with the HCCI guidebooks had, on average, a longer holding time with exhibits than either students with paper-based worksheets or students without supplementary materials. However, there were no significant differences in the knowledge gained about exhibits among the three modes.
Designing and developing a mobile-device-supported interactive-writing platform: the struggle for supporting collaborative writing in a heterogeneous EFL class
(2008-10-27) Lan, Yu-Ju; Sung, Yao-Ting; Chang, Kuo-En
This study applied design research in designing a mobile-device-supported interactive writing platform (ePoetry Zone, ePZ) for elementary EFL learners in collaborative creation. In the first iteration essential supports needed in interactive writing were identified and became the design foundation of the mobile interactive writing platform (ePZ). In the second iteration, ePZ was developed and then 23 fourth graders participated in collaborative creation by using ePZ. Some problems found in a traditional EFL setting were solved but other new problems were identified as well. The findings of the second iteration were collected and served as the revising foundation of the current version of ePZ (ePZ II).