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Item Use of hierarchical hyper concept map in web-based courses(2001-11-15) Sung, Y. T.; Chiou, S. K.; Chang, K. E.Item Teachers' reflection and learning in digital teaching portfolios: An empirical evaluation(2004-04-16) Sung, Y. T.; Chang, K. E.; Chang, T. H.Item The effect of concept mapping to enhance text comprehension and summarizing abilities: A scaffold-fading approach(2000-04-28) Sung, Y. T.; Chen, I. D.; Chang, K. E.Item 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.Item CASTLE: A tutoring system with multiple strategies for reading comprehension(2002-12-11) Sung, Y. T.; Huang, J. S.; Chang, K. E.Item What makes collaborative early EFL reading effective? A mobile device-supported peer-assisted learning system(University of Hawaii Press, 2007-10-01) Lan, R. J.; Sung, Y. T.; Chang, K. E.Collaborative learning methods which emphasize peer interaction have been widely applied to increase the intensity and effectiveness of EFL reading programs. However, simply grouping students heterogeneously and assigning them group goals does not guarantee that effective collaborative learning will ensue. The present research includes two studies. In Study One, the weaknesses of collaborative learning in a traditional EFL setting were observed. Then, in Study Two, a mobile-device-supported peer-assisted learning (MPAL) system was developed for the purpose of addressing the identified weaknesses. Two classes of twenty-six third grade students participated in the present research to examine the unique contribution of MPAL to collaborative EFL reading activities. The collaborative behavior of elementary EFL learners was videotaped and analyzed. Detailed analysis of the videotaped behavior indicated that MPAL helped improve collaboration in elementary school level EFL learners and promotes their reading motivation.Item Learning multiplication through computer-assisted activities(ELSEVIER, 2008-09-01) Chang, K. E.; Sung, Y. T.; Lin, S. Y.; Y. L. Chen; L. H. HuangThis study develops and implements a computer-assisted learning (CAL) program with both multiplicative facts practices and the instruction of meaning behind these facts. The effectiveness of CAL on the development of multiplication abilities is also explored. Eight CAL activities are developed to teach multiplication to second grade elementary school students. The CAL program is comprised of three stages of instruction that addressed in succession the basic concept of multiplication, the meaning and properties of multiplication and multiplication-related computation skills. Evaluation of the effects of the learning activities reveals that CAL activities are effective in improving comprehension of the concept of multiplication and the meaning and properties of multiplication for students who have lower prior knowledge of multiplication, but it does not significantly improve the development of multiplication-related computation skills. Nevertheless, CAL activities facilitate overall learning of multiplication.Item Learning optical concepts through simulations with different supports(2005-04-06) Sung, Y. T.; Chang, K. E.; Lin, H. Y.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 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.