教師著作

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

Browse

Author: search.filters.author.Chang, K. E.Subject: search.filters.subject.Teaching/learning strategies

Search Results

Now showing 1 - 2 of 2
  • No Thumbnail Available
    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.
  • No Thumbnail Available
    Item
    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.