教師著作
Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/37072
Browse
13 results
Search Results
Item The Effect of Learning Spatial Geometry By Mobile Devices(2012-12-01) Wu, L. J.; Lai, S. C.; Chang, K. E.; Sung, Y. T.; Hsiao,H. S.The aim of this research is to develop a hands-on spatial geometry learning system to facilitate students’ geometry learning. The system is developed with Duval’s four critical elements of geometry apprehension including perceptual apprehension, sequential apprehension, operational apprehension and discursive apprehension. The system supports senior high school students in the process of spatial geometry problem-solving, allowing them to hands-on manipulate spatial geometry graphics and develop their visualization and mental imagery. In total, 58 participants from different classes were recruited. The experimental group used the hands-on learning system, whereas the control group followed the traditional paper-based approach. The study investigates the effects of the hands-on geometry learning system on students’ perceptual apprehension, sequential apprehension, operational apprehension, overall spatial geometry scores and learning attitude. The results revealed more learning attitude, and higher perceptual apprehension, sequential apprehension, operational apprehension in the experimental group.Item 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.Item Evaluating the reliability and impact of a quality-assurance system for E-learning courseware(ELSEVIER, 2011-09-01) Sung, Y. T.; Chang, K. E.Assuring e-learning quality is of interest worldwide. This paper introduces the methods of e-learning courseware quality assurance (a quality certification system) adopted by the eLQSC (e-Learning Quality Service Centre) in Taiwan. A sequential/explanatory design with a mixed methodology was used to gather research data and conduct data analyses. Sixty-seven e-learning courseware applications were evaluated using the e-Learning Courseware Quality Checklist (eLCQC). Analyses of item difficulty, item discrimination and generalizability indicated that the eLCQC provides high-quality evaluations. After participating in the certification process, the e-learning producers reported having more confidence in enhancing e-learning courseware quality. The certification experience also helped the producers to change their previous design concepts about e-learning courseware and to develop new concepts; further, their increased confidence about courseware design also enhanced their confidence in marketing courseware.Item A longitudinal analysis of the behavioral patterns in teachers using blogs for knowledge interactions(the British Educational Communications and Technology Agency, 2011-03-01) Hou, H. T.; Chang, K. E.; Sung, Y. T.Compared with traditional online forums, blogs have features such as knowledge-filtering, personal logs and digital notebooks (Blood, 2002). Many research projects explored the applications of blogs in education (eg, Churchill, 2009), and the feasibility of using blogs as a tool for professional development was discussed (eg, Hou, Chang & Sung, 2009). By analysing interactions recorded on teacher blogs, we may explore the behavioural patterns of teachers using blogs. However, long-term, large-scale empirical longitudinal research on teachers' interactions in blogs is still quite limited. Using cluster analysis, we can place interaction behaviours into different clusters, and this allows us to explore different types of interactions as well as their proportions, characteristics and limitations. This study applied cluster analysis to explore the behavioural patterns among 11 724 teachers on the 107 teacher blogs for 46 months in Taiwan and discuss potential interaction-related limitations. We propose suggestions for teacher-trainers in their use of blogs for professional development.Item Efficacy of simulation-based learning of electronics using visualization and manipulation(International Forum of Educational Technology & Society, 2011-04-01) Chen, Y. L.; Hong, Y. R.; Sung, Y. T.; Chang, K. E.Software for simulation-based learning of electronics was implemented to help learners understand complex and abstract concepts through observing external representations and exploring concept models. The software comprises modules for visualization and simulative manipulation. Differences in learning performance of using the learning software either with or without the simulative manipulation module were investigated in 49 college sophomores. The learning performance was higher for learning software utilizing simulative manipulation and visualization yields than for that lacking simulative manipulation, which suggests that learning performance can be enhanced if visualized learning can appropriately integrate simulative manipulation activities. An analysis of the learning process revealed that the use of simulative manipulation activities to verify and clarify the existing knowledge is crucial to improving the learning performance.Item Mobile guide system using problem-solving strategy for museum learning: asequential learning behavioural pattern analysis(John Wiley & Sons Ltd, 2010-04-01) Sung, Y. T.; Hou, H. T.; Liu, C. K.; Chang, K. E.Mobile devices have been increasingly utilized in informal learning because of their high degree of portability; mobile guide systems (or electronic guidebooks) have also been adopted in museum learning, including those that combine learning strategies and the general audio–visual guide systems. To gain a deeper understanding of the features and limitations of these guide systems in a museum-learning context and also to provide new designs that better guide learners in interacting with peers and exhibitions, in-depth exploration of learners' actual visits and analyses of their behavioural patterns is crucial. This study was based on empirical observation and analysis of the learning behaviours (recorded on video) of 65 elementary-school students who were placed into three groups: mobile guide with problem-solving strategy, audio–visual mobile guide and paper-based learning-sheet guide. By coding and analysing the video and conducting sequential analysis and frequency analysis of learning-related discussion content, behavioural interaction patterns were determined by which the features and limitations of the different types of guides were compared. Among the findings, it was discovered that the students in the problem-solving mobile guide group showed a higher level of two-way interactions with their peers and the exhibits, as well as more learning-related discussions. Relevant suggestions for teachers, researchers and guide-systems developers are also given.Item What kinds of knowledge do teachers share on blogs? A quantitative content analysis of teachers' knowledge-sharing on blogs(the British Educational Communications and Technology Agency, 2010-11-01) Hou, H. T.; Chang, K. E.; Sung, Y. T.In the era of Web 2.0, blogs are often used by educators as a tool to promote interaction within online communities. Related studies indicate the limitations of the knowledge sharing within teachers' online communities (eg, Barab, MaKinster, Moor & Cunningham, 2001; Hou, Sung & Chang, 2009). The use of blogs for teachers' professional development may promote teacher interaction and is an important issue that deserves exploration. In particular, what dimension and content of pedagogical knowledge are mainly shared on teachers' blogs, and what are the limitations to interaction among teachers engaged in knowledge sharing? Examining the questions mentioned earlier will aid in the development of interactive strategies/tools for the promotion of teachers' knowledge sharing on blogs (eg, using the observed limitations to provide advanced knowledge sharing interactive strategies or to help design automatic detecting/guiding modules for enhancing the knowledge interaction).Item Mobile-device-supported problem-based computational estimation instruction for elementary school students(International Forum of Educational Technology & Society, 2010-07-01) Lan, Y. J.; Sung, Y. T.; Tan, N. C.; Lin, C. P.; Chang, K. E.This study implemented a three-stage problem-based estimation instruction scenario and combined it with mobile technology to provide elementary teachers with an effective e-tool for observing student estimation and leading effective class or group discussions on the selection and assessment of appropriate strategies for solving daily estimation problems. Twenty-eight fourth graders were randomly sampled and assigned to two groups: the experimental group (problem-based estimation instruction using mobile devices) and the control group (problem-based estimation instruction without mobile devices). The analytical results demonstrated that problem-based estimation instruction could effectively help students learn computational estimation skills. Moreover, using mobile devices for problem-based computational estimation instruction appeared to help students discuss and cooperate with others, and moreover the mobile-device-supported problem-based estimation scenario helped students develop metacognition knowledge of estimation strategies.Item Exploring knowledge sharing discussion behavioral patterns in e-learning communities: A comparison of peer-assessmentand problem-solving strategy(IJCEELL, 2011-01-01) Hou, H. T.; Chang, K. E.; Sung, Y. T.In a Web 2.0 e-learning context, the knowledge of teachers and learners is often shared via online discussion environments. In-depth exploring the online discussion behavioural patterns for teacher/learner communities with different interactive learning strategies via empirical observations and comparisons may provides important further references for community managers or system developers. In this paper, we summarise a series of our findings of three-empirical studies in Taiwan, and make in-depth comparison and discussions of the online discussion behavioural patterns of two-interactive strategies: peer-assessment and problem solving, then discuss the features and limitations of the strategies. The comparison and discussions may provide some important references for community management and system development in e-learning environments. In turn, we also propose suggestions regarding guiders' intervention, strategy design and intelligent agent development.Item A mobile-device-supported strategy for Chinese reading comprehension(Taylor & Francis, 2010-02-01) Chang, K. E.; Lan, Y. L.; Chang, C. M.; Sung, Y. T.The work described in this paper explores the feasibility of using of a wireless handheld system (WHS) that supports the individual and co-operative reading activities of students and helps teachers implement reading strategy instruction in Chinese language classes. The experimental findings demonstrate that the WHS benefits students applying reading strategies and improves co-operative learning in relation to small reading groups.