教師著作

Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/37072

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An analysis of peer assessment online discussions within a course that uses project-based learning
(Taylor & Francis, 2007-10-01) Hou, H. T.; Chang, K. E.; Sung, Y. T.
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, 2008-01-01) Hou, H. T.; Chang, K. E.; Sung, Y. T.
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.
Applications of a mobile electronic guidebook on museum learning: Analysis of visitors' attention and behavioral patterns
(2007-11-09) Sung, Y. T.; Lee, Y. S.; Chang, K. E.
Applying lag sequential analysis to detect visual behavioral patterns of online learning activities
(the British Educational Communications and Technology Agency, 2010-03-01) Hou, H. T.; Chang, K. E.; Sung, Y. T.
The recent trend towardsWeb 2.0 focuses on users’ active participation and interaction via online environment (Musser, O’Reilly & the O’Reilly Radar Team, 2006), and makes educational strategies more interactive and diverse. Many teaching strategies are also integrated with online learning activities. However, this raises questions about how learners conduct these online learning behaviours and about the visual sequential behavioural patterns that they employ. These patterns may provide an important reference for teachers’ or intelligent agents’ guidance for enhancing learners’ learning. Lag sequential analysis (Bakeman & Gottman, 1997) can individually examine whether the sequential relationship between each behaviour has been achieved significantly and visualise the patterns. This study tries to conduct an empirical observation and apply sequential analysis to detect learners’ behavioural patterns. Based on our initial findings, we also provide suggestions, which are expected to promote in-depth online learning.
CASTLE: A tutoring system with multiple strategies for reading comprehension
(2002-12-11) Sung, Y. T.; Huang, J. S.; Chang, K. E.
Certification of e-Learning courseware: A case study on Taiwanese experiences
(2007-10-20) Sung, Y. T.; Chang, K. E.
Classifying Chinese text based on readability indices: comparing the machine learning and statistical approaches
(2012-08-01) Lee, Y. S.; Chen, J. L.; Chang, T. H.; Chang, K. E.; Chen, H. C.; Sung, Y. T.
Collaborative early EFL reading among distributed learners: A simulation pilot study
(The Journal of the JALT CALL SIG, 2006-08-01) Lan, Y. J.; Sung, Y. T.; Chang, K. E.
It is widely accepted that reading provides important opportunities for second language (L2) development, however, in Taiwan sources of L2 input are often limited for learners in English as a Foreign Language (EFL) settings. This problem is compounded by environmental constraints such as students’ diversity in reading abilities, the socio-economic gap between urban and rural students, class sizes, time constraints and available resources, and dealing with these constraints effectively requires new pedagogies and tools. We designed a wireless peer-assisted leaning system for early EFL reading to enhance online collaborative EFL reading and provide EFL learners with an opportunity to teach and learn with each other. In this study we examine the use of this wireless reading system in a conventional EFL class to simulate a distributed learning situation. The results suggested that wireless EFL reading may emerge as a flexible and portable solution to the pedagogical challenges that exist in conventional EFL reading and teaching environments.
Computer-assisted learning for mathematical problem solving
(ELSEVIER, 2006-02-01) Chang, K. E.; Sung, Y. T.; Lin, S. F
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.
Concept mapping with scaffolding learning
(1998-10-17) Sung, Y. T.; Chen, S. F.; Chang, K. E.
Cooperative learning in small EFL early reading groups
(Pan-Pacific Association of Applied Linguistics, 2006-01-01) Lan, R. J.; Chang, K. E.; Sung, Y. T
The design and application of a computer assisted reading comprehension system with multiple strategies
(2003-06-28) Sung, Y. T.; Hwang, R. S.; Su, Y. F.; Chang, K. E.
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 mobile devices-based real time formative assessment system
(2006-07-16) Sung, Y. T.; Huang, C. C.; Chang, K. E.
The design and application of a Web-based self- and peer-assessment system
(ELSEVIER, 2005-09-01) Sung, Y. T.; Chang, K. E.; Chiou, S. K.; Hou, H. T.
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.
Design and implementation of an electronic guidebook for promoting human-computer-context interaction in a museum of history
(2008-03-28) Sung, Y. T.; Chang, K. E.; Lee, Y. S.; Cheng, P. F.
Design of web-based instructional design environment and the examination of its effects
(2001-11-15) Sung, Y. T.; Hou, H. T.; Chang, K. E.
Designing an electronic guidebook for learning engagement in a museum of history
(ELSEVIER, 2010-01-01) Sung, Y. T.; Chang, K. E.; Hou, H. T.; Chen, P. F.
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 multimedia games for young children's taxonomic concept development
(ELSEVIER, 2008-04-01) Sung, Y. T.; Lee, M. D.; Chang, K. E.
This study aimed to design and evaluate multimedia games which were based on the theories of children’s development of taxonomic concepts. Factors that might affect children’s classification skills, such as use of single physical characteristics of objects, competition between thematic and taxonomic relationships, difficulty in forming hierarchical categories, were identified. Several strategies for overcoming the above disadvantages, such as verbal hints, linguistic labeling, exemplar comparison, and explicit statements were implemented in the Software for Rebuilding Taxonomy (SoRT) for improving children’s taxonomic concept learning. Sixty children, aged 4 and 5, participated in the evaluation of SoRT. The results showed that the SoRT was helpful to improve children’s distinction between thematic and taxonomic relationships and their learning of hierarchical taxonomic concepts.
Developing geometry thinking through multimedia learning activities
(ELSEVIER, 2007-03-01) Chang, K. E.; Sung, Y. T.; Lin, S. Y.
In this study, a multimedia learning software program named GeoCAL is described. It is based on van Hiele’s geometric thinking level theory, which consists of four levels: recognition, visual association, description/analysis, and abstraction/relation. In addition to presenting the software design, this study also explores the learning effects of GeoCAL on each of the geometric thinking levels and on overall geometric thinking. The subjects of this study are second-grade elementary school students of an average age of eight who have not previously had formal lessons in geometry. The experimental results indicate that, with the exception of recognition ability, GeoCAL produces significant learning effects on visual association, description/analysis and abstraction/relation as well as overall geometric thinking.
The development of young children’s categorical preferences and categorical concepts
(2005-10-02) Sung, Y. T.; Lan, P. C.; Chang, K. E.