Browsing by Author "Chen, Chao-Hsiu"

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Analysis of a ubiquitous performance support system for teachers
(2009)
Chen, Chao-Hsiu
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Hwang, Gwo-Jen
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Yang, Tzu-Chi
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Chen, Shih-Hsuan
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Huang, Shen-Yu
This paper describes a Ubiquitous Performance Support System for Teachers (UPSST) and its implementation model. Personal Digital Assistants (PDAs) were used as the platform to support high-school teachers. Based on concepts of Electronic Performance Support Systems and design-based research, the authors conducted an iterative process of analysis, design, development, and evaluation. Besides the data collected from the two initial users during the iterative process, 12 teachers were recruited for evaluating the functions and interface design of the UPSST. The participants mostly reported positive attitudes toward the functions and interface, but some expressed concerns. Explanations of the concerns and suggestions for future studies are provided.
Beyond identifying privacy issues in e-learning settings - Implications for instructional designers
(2016-12)
Chou, Hui-Lien
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Chen, Chao-Hsiu
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教育研究所
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Institute of Education
Players in the digital economy increasingly rely on the large-scale collection or exchange of personal data. Because online data can be persistent and immense, e-learning researchers and educators should advise people to make constructive use of online data and to disclose the data with caution. However, few studies have indicated that data protection issues are particular concerns in e-learning practices. Drawing on a systematic literature review, this paper examines personal data protection issues related to instructional design and e learning. We aim to understand the online data protection-related issues that instructors or instructional designers encounter rather than reiterating that users must be aware of the informative and persistent characteristics of online data. The themes that emerged from the literature review can be classified into two typologies. One typology refers to the identification of privacy issues as a particular concern in the instructional design of e learning, and the second typology is the implementation of data protection as a subject matter in the pedagogical design for e-learning. The results of the review and their implications for further research are then discussed. (C) 2016 Elsevier Ltd. All rights reserved.
Learner readiness for online learning: Scale development and student perceptions
(2010-11-01)
Hung, Min-Ling
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Chou, Chien
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Chen, Chao-Hsiu
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Own, Zang-Yuan
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教育研究所
The purpose of this study was to develop and validate a multidimensional instrument for college students' readiness for online learning. Through a confirmatory factor analysis, the Online Learning Readiness Scale (OLRS) was validated in five dimensions: self-directed learning, motivation for learning, computer/Internet self-efficacy, learner control, and online communication self-efficacy. Research data gathered from 1051 college students in five online courses in Taiwan revealed that students' levels of readiness were high in computer/Internet self-efficacy, motivation for learning, and online communication self-efficacy and were low in learner control and self-directed learning. This study found that gender made no statistical differences in the five OLRS dimensions, but that higher grade (junior and senior) students exhibited significantly greater readiness in the dimensions of self-directed learning, online communication self-efficacy, motivation for learning, and learner control than did lower grade (freshman and sophomore) students. (C) 2010 Elsevier Ltd. All rights reserved.
Learner readiness for online learning: Scale development and student perceptions
(2010-11-01)
Hung, Min-Ling
;
Chou, Chien
;
Chen, Chao-Hsiu
;
Own, Zang-Yuan
;
教育研究所
The purpose of this study was to develop and validate a multidimensional instrument for college students' readiness for online learning. Through a confirmatory factor analysis, the Online Learning Readiness Scale (OLRS) was validated in five dimensions: self-directed learning, motivation for learning, computer/Internet self-efficacy, learner control, and online communication self-efficacy. Research data gathered from 1051 college students in five online courses in Taiwan revealed that students' levels of readiness were high in computer/Internet self-efficacy, motivation for learning, and online communication self-efficacy and were low in learner control and self-directed learning. This study found that gender made no statistical differences in the five OLRS dimensions, but that higher grade (junior and senior) students exhibited significantly greater readiness in the dimensions of self-directed learning, online communication self-efficacy, motivation for learning, and learner control than did lower grade (freshman and sophomore) students. (C) 2010 Elsevier Ltd. All rights reserved.
Re-visiting college students' attitudes toward the Internet-based on a 6-T model: Gender and grade level difference
(2011-05-01)
Chou, Chien
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Wu, Huan-Chueh
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Chen, Chao-Hsiu
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教育研究所
;
Institute of Education
The purpose of this study is to propose a 6-T model (Tool, Toy, Telephone, Territory, Treasure of Information, and Trade) to explore college students' Internet-related attitudes, and to examine whether gender and grade level make any difference in their attitudes. Data from 1069 participants were collected from 96 Taiwanese universities and colleges. A Confirmatory Factor Analysis validated the proposed 6-T model and shows that it can well explain the 6-T factors. Each T's magnitude of path coefficient shows that for these college students, the most recognized factors were Tool and Toy, followed by Treasure of information. Territory, and Trade, and that the least weighted factor was Telephone. Male students seem to have had a more positive attitude toward the Internet-related Toy and Telephone dimensions than did female students, and graduate students seem to have had a more positive attitude toward the Internet-related Tool, Information, and Trade dimensions than did undergraduate students. This study discusses limitations, future research directions, and implications for college educators and administrators. (C) 2010 Elsevier Ltd. All rights reserved.
The integration of synchronous communication technology into service learning for pre-service teachers' online tutoring of middle school students
(2011-01-01)
Chen, Chao-Hsiu
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Liao, Chen-Hung
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Chen, Yi-Chieh
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Lee, Chen-Feng
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教育研究所
To well prepare pre-service teachers for their future teaching, researchers and teacher-educators have been employing information and communication technology to improve pre-service teachers' learning of subject-matter knowledge, pedagogies, classroom-management skills, and so on. This study illustrates a service-learning project we conducted to engage 18 Taiwanese pre-service teachers in tutoring middle school students by means of synchronous communication tools. To evaluate this project, we collected data from observations, surveys, postings on a discussion forum, teaching journals, and learning journals. Although the pre-service teachers and students generally held positive attitudes toward the tutoring experience and the pre-service teachers reported various benefits from participating in this project, some tutors were concerned with the effectiveness of online tutoring. Most of the tutors tried to motivate their students by providing appealing materials to, and by facilitating interaction with, the students. Yet, some tutors were troubled by students' misbehavior and low motivation. (C) 2010 Elsevier Inc. All rights reserved.
The moderating effects of parenting styles on the relation between the internet attitudes and internet behaviors of high-school students in Taiwan
(2016-03)
Chou, Hui-Lien
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Chou, Chien
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Chen, Chao-Hsiu
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教育研究所
;
Institute of Education
The purpose of this study is to investigate how parenting styles moderate the relation between the Internet attitudes and behaviors of high-school-aged students in Taiwan. We review the literature on studies of parenting styles and Internet attitudes, and their relations between Internet behaviors. We employed Latent Class Analysis to cluster the child-reported parenting styles. In this regard, we found that there exist three types of parenting styles in Taiwan. We in turn implemented the 2nd-order confirmatory factor analysis to validate the 6-T internet attitude model. The so-called 6-T internet attitude model is to explain the Internet attitude by the multi-dimensions such as Tool, Telephone, Toy, Territory, Treasure and Trade. It provides the basis on which we conducted the structural regression modeling. Three kinds of Internet behavior "online social compensation seeking", "online game addiction" and "information security behavior" are analyzed in our research. We used the structural regression modeling to incorporate the 2nd-order confirmatory factor analysis and path analysis so that we can tell the moderating effects of parenting styles on the relation between Internet attitudes and Internet behavior by multi group analysis. The result revealed that parenting styles have moderation effect on the relation between Internet attitude and "information security behavior". Implications of the findings were discussed followed by the statistical analysis. (C) 2015 Elsevier Ltd. All rights reserved.
Tool, toy, telephone, territory, trade, or treasure of information: a cross-sectional study of Taiwanese students' attitudes toward the Internet
(2013-06-01)
Chou, Chien
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Wu, Huan-Chueh
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Chen, Chao-Hsiu
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教育研究所
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師資培育中心
The purposes of this study are to investigate different levels of Taiwan students' attitudes toward the Internet according to a 6-T model, and to understand possible factors associated with differences among these attitudes. This study adopts a cross-sectional design to collect data from 1,700 surveys completed by Taiwanese fifth graders, eighth graders, 11(th) graders, and college sophomores. Through a confirmatory factor analysis, this study validates the 6-T model and shows that it can help explain the six factors - Tool, Toy, Telephone, Territory, Trade, and Treasure of information - that are critical to Internet attitudes. This study found that the Tool and Toy factors yield the greatest recognition among Taiwan students, while the Trade factor seems to yield the least recognition among all grade groups. The results also indicate that as students grow older, they have increasingly positive attitudes toward the Internet. In addition, students' motivation to use the Internet and their weekend time-on-Internet can predict their attitudes toward the Internet. Implications of these results are also discussed.
Why do teachers not practice what they believe regarding technology integration?
(2008-09-01)
Chen, Chao-Hsiu
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教育研究所
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Institute of Education
Research findings indicate that teachers' beliefs play an important role in their deciding how they will integrate technology into the classroom. The author used qualitative research methods to explore the relations between teachers' pedagogical beliefs and technology integration. Participants were 12 Taiwanese high school teachers, and findings indicated inconsistency between the teachers' expressed beliefs and their practices. The author categorized the reasons for the inconsistency into 3 interrelated aspects: (a) the influence of external factors, (b) teachers' limited or improper theoretical understanding, and (c) teachers' other conflicting beliefs. The author presents suggestions for school settings, professional development, and future research.