Browsing by Author "Chou, Chien"

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A preliminary study of college room-bound male students: Concept exploration and instrument development
(2011-12-01)
Chou, Chien
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Wu, Huan-Chueh
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Wang, Mei-Hung
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教育研究所
;
通識教育中心
From time to time, cases of over-dependence on the Internet have been observed on college campuses. Some students, especially male students, remain connected to the Internet as long as they are awake. In Chinese, the emerging term (sic) (chai-nan) is used to describe this kind of young man, meaning "room-bound male," who seldom leaves his residence and stays online with few interruptions. Thus far, the term 'room-bound male' has become a popular component of Taiwan students' slang, society's common conceptions of technology-savvy youths, and media coverage of these youths, but how people, especially college students, exactly perceive room-bound males is still unclear. The purposes of this study are to explore this emerging concept and possible underlying dimensions of room-bound males in the college-campus context, to examine college students' perception of this concept, and to construct an instrument the Image of the Room-bound Male Scale (IRBMS)-for measuring these dimensions. Based on an exploratory factor analysis of 533 valid responses, the results indicate that respondents expressed significantly stronger agreement with the described dimensions of computer activities, social life, and eating habits than with the described dimensions of adult hobbies, clothing styles, and computer use. The results also indicate that female students were in stronger agreement with the statements regarding all six IRBMS dimensions than were male students: and that freshmen and sophomores were in stronger agreement with the statements regarding the dimensions of computer hobbies, social life, and eating habits as well as with the overall IRBMS than were juniors and seniors. Respondents who evaluated themselves as non-room-bound were in greater agreement with the descriptions of the adult-hobbies dimension than were respondents who evaluated themselves as room-bound. Interpretations of these results, future research directions, and implications for educators are discussed. (C) 2011 Elsevier Ltd. All rights reserved.
A quantitative analysis of factors related to Taiwan teenagers' smartphone addiction tendency using a random sample of parent-child dyads
(2019-10-01)
Chou, Hui-Lien
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Chou, Chien
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教育研究所
;
Institute of Education
The portability, sophistication and connectivity prompt users to revolve around multiple applications on the phones at all times. Teenagers are of particular concern because they are usually overoptimistic about their online activity management but underestimate the negative impacts. This study aims to address individual and parental factors related to teenagers' (mainly aged 13 to 18) smartphone addiction tendency (SAT) with a representative sample of parent-child dyads around Taiwan. We try to draw a holistic view of how Taiwan youngsters use their smartphones and how their parents mediate that use by surveying all possible factors related to that use. According to the analytical results, we ascertained that smartphone ownership and dissimilar purposes for surfing the Internet are associated with students' SAT. Online games and trade are related to younger students' SAT, while SNSs is associated with older students' SAT. Additionally, teenagers' cybersecurity knowledge regarding smartphones is negatively related to their SAT. Lastly, we found parent-reported mediation strategies are barely effective, and parents are even unaware of older students' smartphone use. The implications for suitable interventions in family and school contexts are discussed followed by the analyses.
An Analysis of Adverse Beliefs About Cyberbullying Among Taiwanese Adolescents
(2016)
Huang, Yun-yin
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Chang, Chih-ming
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Chen, Yinlan
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Wei, Huei-chuan
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Chou, Chien
Cyberbullying has emerged as a new threat to adolescents\' well-being in modern society; yet, little is known about adolescents\' alternative views on this virtual form of aggression. This study investigated Taiwanese students\' misconceptions about cyberbullying and the logics behind. We first surveyed 8,547 students nationwide (4th-12th grades) on potential misconceptions. Then, we administrated 6 focus group interviews to further explore students\' adverse beliefs on justifying cyberbullying, not reporting, and disseminating cyberbullying contents. We also found that students did not associate cyberbullying with anonymity as past research suggested. These findings extend the existing knowledge about cyberbullying in school-age youth in East Asian contexts and could lead to appropriate and effective intervention and prevention.
An Analysis of Adverse Beliefs About Cyberbullying Among Taiwanese Adolescents
(2016)
Huang, Yun-yin
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Chang, Chih-ming
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Chen, Yinlan
;
Wei, Huei-chuan
;
Chou, Chien
Cyberbullying has emerged as a new threat to adolescents\' well-being in modern society; yet, little is known about adolescents\' alternative views on this virtual form of aggression. This study investigated Taiwanese students\' misconceptions about cyberbullying and the logics behind. We first surveyed 8,547 students nationwide (4th-12th grades) on potential misconceptions. Then, we administrated 6 focus group interviews to further explore students\' adverse beliefs on justifying cyberbullying, not reporting, and disseminating cyberbullying contents. We also found that students did not associate cyberbullying with anonymity as past research suggested. These findings extend the existing knowledge about cyberbullying in school-age youth in East Asian contexts and could lead to appropriate and effective intervention and prevention.
An analysis of multiple factors of cyberbullying among junior high school students in Taiwan
(2010-11-01)
Huang, Yun-yin
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Chou, Chien
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教育研究所
;
Institute of Education
Cyberbullying, as a serious kind of repeated, intentional, and harmful aggressive behavior, cannot be ignored. In light of the limited studies and inconsistent findings on the matter, this study explores cyberbullying's frequency and other factors (gender, academic achievement, types of technologies used, and anonymity) relevant to both the issue itself and the East Asian context. The interrelationship of different roles (bullies, victims, and bystanders) in cyberbullying is also examined. A survey was conducted with 545 Taiwan junior high school students. The results indicate that male students were more likely to bully others in cyberspace and that cyberbullying was not affected by one's level of academic achievement. Regarding the various technologies and various country-specific cyberbullying forms pertinent to technology users, instant messenger (IM) users experienced significantly more cyberbullying than users of other technologies. The survey results also indicate that the anonymity of cyberbullying was not a pertinent factor. The study found that the dominant attitude toward cyberbullying was indifference, raising alarms about the lack of cyberbullying prevention. Peers, who were the people most teenagers would likely turn to when experiencing cyberbullying, usually took no action because of their tendency to avoid conflicts and to maintain group harmony. In its interpretation of the findings, this study emphasizes Taiwan's context, including Confucian philosophy. (C) 2010 Elsevier Ltd. All rights reserved.
An analysis of multiple factors relating to teachers\' problematic information security behavior
(2016-12)
Chou, Hui-Lien
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Chou, Chien
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教育研究所
;
Institute of Education
Given the high Internet penetration rate and the huge repository of data stored online, there is a growing trend urging people to utilize data. However, the potential for the malicious use of data disclosed online necessitates attention. Risky information security behavior often leads to damage. Previous research has focused on information security behavior in the workplace; however, there has been little research on teachers\' perceptions of their own information security behavior, in particular for teachers in primary and secondary education. For students at this age, their teachers can serve as models. Through understanding teachers\' information security behavioral intentions and related protection motivation, we can design training programs for teachers and hence increase teachers\' as well as students\' normative judgment with regard to information security behavior. The purpose of this research is to explore those factors that relate to teachers\' information security behavior as grounded in Protection Motivation Theory. Additionally, the construct of social norms was incorporated based on several studies. Overall, we wish to examine how perceived severity, vulnerability, response-efficacy, self-efficacy, response costs and social norms related to teachers\' problematic information security behavior. Structural equation modeling was implemented to analyze the relationships. The results and implications are presented. (C) 2016 Elsevier Ltd. All rights reserved.
An exploratory study of young students\' core virtues of e-character education: The Taiwanese teachers\' perspective
(2015-10-02)
Chang, Chih-Ming
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Chou, Chien
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教育研究所
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Institute of Education
The e-character education (e-CE) approach refers to systems of ethics education that pertain specifically to cyberspace. This exploratory study used a survey to collect 2495 teachers\' responses regarding virtues important to e-CE. Furthermore, in order to identify the teaching concerns associated with these most important virtues, this study used two focus groups that involved interviews with 16 teachers and Internet experts, as well as a content analysis of 92 posts from 72 teachers in an online course regarding ethical behavior in the context of Internet activity. The results of this study show that e-CE virtues considered important by teachers include law abidance, respect, self-discipline and sharing. Teaching-related concerns of these virtues have also been discussed. The results serve as a foundation and guide for the promotion of e-CE curriculum development and implementation.
Applying Learning Analytics to Explore the Effects of Motivation on Online Students' Reading Behavioral Patterns
(2018-04-01)
Sun, Jerry Chih-Yuan
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Lin, Che-Tsun
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Chou, Chien
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交大名義發表
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National Chiao Tung University
This study aims to apply a sequential analysis to explore the effect of learning motivation on online reading behavioral patterns. The study's participants consisted of 160 graduate students who were classified into three group types: low reading duration with low motivation, low reading duration with high motivation, and high reading duration based on a second-order cluster analysis. After performing a sequential analysis, this study reveals that highly motivated students exhibited a relatively serious reading pattern in a multi-tasking learning environment, and that online reading duration was a significant indicator of motivation in taking an online course. Finally, recommendations were provided to instructors and researchers based on the results of the study.
Applying learning analytics to explore the influence of online learners\' motivation on their online learning behavioral patterns
(2016)
Sun, Jerry Chih-Yuan
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Lin, Che-Tsun
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Chou, Chien
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教育研究所
;
Institute of Education
This study aims to apply sequential analysis to explore the effect of learning motivation on online learning behavioral patterns. The study participants were 160 graduate students, who were classified into three group types: low reading duration with low motivation, low reading duration with high motivation, and high reading duration based on a second-order cluster analysis. After performing a sequential analysis, this study revealed that highly motivated learners exhibited a relatively serious learning pattern in a multi-tasking learning environment, and that online reading duration was a significant indicator of seriousness in taking an online course. Finally, relevant recommendations were made to instructors and researchers based on the results of the present study.
Are We on the Same Page? College Students\' and Faculty\'s Perception of Student Plagiarism in Taiwan
(2017)
Chen, Yinlan
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Chou, Chien
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教育研究所
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Institute of Education
The rapid development of the Internet has granted college students easy access to vast amount of online resources, and to some degree has increased the chances of plagiarism problems. A number of studies have suggested that both faculty\'s and students\' perceptions toward plagiarism are found to be influential on students\' plagiarizing behaviors, and limited research has been done to explore the perceptional differences between these two roles. This study aims to respond to the growing educational concerns about plagiarism by comparing the perceptions held by faculty and college students. A total of 229 faculty and 634 college students in Taiwan completed the Perceptions of Student Plagiarism Questionnaire designed for the study. The results reveal that faculty held stricter standards than those of students. Results also indicate various causes of plagiarism, such as no interest in the learning subjects, lack of citation knowledge, or lack of research ability. Furthermore, significant disciplinary differences were shown to contribute to students\' plagiarism perception; the results reveal that most students with an Arts or Communication major held a relatively adverse thinking toward plagiarism. Last, this study provides research-based strategies for school and faculty to reduce the likelihood of plagiarism.
Are We on the Same Page? College Students\' and Faculty\'s Perception of Student Plagiarism in Taiwan
(2017)
Chen, Yinlan
;
Chou, Chien
;
教育研究所
;
Institute of Education
The rapid development of the Internet has granted college students easy access to vast amount of online resources, and to some degree has increased the chances of plagiarism problems. A number of studies have suggested that both faculty\'s and students\' perceptions toward plagiarism are found to be influential on students\' plagiarizing behaviors, and limited research has been done to explore the perceptional differences between these two roles. This study aims to respond to the growing educational concerns about plagiarism by comparing the perceptions held by faculty and college students. A total of 229 faculty and 634 college students in Taiwan completed the Perceptions of Student Plagiarism Questionnaire designed for the study. The results reveal that faculty held stricter standards than those of students. Results also indicate various causes of plagiarism, such as no interest in the learning subjects, lack of citation knowledge, or lack of research ability. Furthermore, significant disciplinary differences were shown to contribute to students\' plagiarism perception; the results reveal that most students with an Arts or Communication major held a relatively adverse thinking toward plagiarism. Last, this study provides research-based strategies for school and faculty to reduce the likelihood of plagiarism.
Can more interactivity improve learning achievement in an online course? Effects of college students\' perception and actual use of a course-management system on their learning achievement
(2015-04-01)
Wei, Huei-Chuan
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Peng, Hsinyi
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Chou, Chien
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教育研究所
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Institute of Education
This study aims to investigate how interactivity influence learners\' use of interactive functions in the course-management system (CMS) and their online learning performance. A two-tier mediation framework is proposed to examine the mediating effects of different actual-use records concerning the CMS\'s interactive functions. Data are collected from 381 undergraduate students who enrolled in a general-education asynchronous online course from three universities in Taiwan. The results indicate that the relationships among students\' self-reported use of interactive functions, students\' perceptions of the usefulness of interactive functions, and students\' actual-use logs have some direct influences on students\' online learning performance (online-discussion scores, exam scores, and group-project scores). In addition, students\' actual-use logs (the number of times of log-ins to the online course, the number of times students read learning materials, and the number of postings on the discussion board) have a mediated effect on students\' self-reported frequency of logging into the CMS, students\' self-reported frequency of using the learner-instructor/learner-learner interactive functions, and online learning performance. The findings and implications could constitute a useful guide for educational practitioners and designers concerned with the effective integration of interactivity into future online courses. (C) 2015 Elsevier Ltd. All rights reserved.
College students' misunderstandings about copyright laws for digital library resources
(2010)
Wu, Huan-Chueh
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Chou, Chien
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Ke, Hao-Ren
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Wang, Mei-Hung
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教育研究所
Purpose - This paper has two-primary purposes: to explore common copyright-related problems that arise when librarians promote die use of digital library resources; and to investigate college students' misconceptions of copyright laws that arise when the students use these resources. Design/methodology/approach - Four librarians in charge of the management of digital library resources were interviewed regarding student-users' problematic copyright-infringement behaviors that these librarians often encountered when they promoted the use of digital library resources. Also, a semi-structured questionnaire with nine questions about copyright-related behaviors was developed and distributed to college students. Students needed not only to identify whether the behavior was acceptable, but also to explain the reasons for their identification. A total of 109 valid sets of data were collected from 18 universities or colleges, the sets comprising responses from 48 undergraduate, 56 postgraduate, and five doctoral students. Findings - The librarian-interview results indicate that students' problematic behaviors included systematic downloading, distribution to unauthorized users, and going beyond the purpose and character of academic use. The student-survey results indicate that students had four major areas of misunderstanding about copyright laws when using digital library resources: the digital resources should be shared; the downloaded digital resources are all legitimately authorized and permitted; all educational use is fair use; and any downloading is permitted as long as students are paying tuition. Originality/value - This paper explores students' understanding and misunderstandings that arose when students used the school digital library resources and discusses implications of these results for librarians and libraries with regard to the design of related instruction. The paper also presents interpretations of students' thoughts and conduct, as well as some future possible research topics.
Developing a web-bascd two-tier test for internet literacy
(2007-03-01)
Chou, Chien
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Tsai, Chin-Chung
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Chan, Pei-Shan
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師資培育中心
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Center of Teacher Education
From virtual environments to physical environments: Exploring interactivity in ubiquitous-learning systems
(2008)
Peng, Hsinyi
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Chou, Chien
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Chang, Chun-Yu
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教育研究所
;
師資培育中心
Computing devices and applications are now used beyond the desktop, in diverse environments, and this trend toward ubiquitous computing is evolving. In this study, we re-visit the interactivity concept and its applications for interactive function design in a ubiquitous-learning system (ULS). Further, we compare interactivity dimensions and corresponding interactive functions of web-based learning systems with ULS, and we offer a technical framework for a successful incorporation of interactive functions into ULS. To enhance the ease-of-use and the overall effectiveness of this framework, each of the four panels of experts assessed its own interactive-function term: learning needs, instructional necessity, mobile-interface design, or programming difficulty. Last, this study presents the best practices of a learner-centered ULS and discusses the panel experts' reviews of interactive functions in such a learning environment, along with suggestions for future research.
Gender differences in Taiwan high school students' computer game playing
(2007-01-01)
Chou, Chien
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Tsai, Meng-Jung
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教育研究所
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Institute of Education
The purpose of this study is to explore gender differences among adolescents who play computer games: key areas of study include hours played, motivation, enjoyment experienced, and the impacts on the students' lives. The data were obtained from 535 Taiwan high school students. Results indicated that males spent more time playing computer games than did females and also enjoyed it more. Results also indicated that male students are more strongly motivated to play computer games. Gender differences exist in both the frequency and the types of games the subjects played. It is interesting to note that even with significant gender differences, both genders overwhelmingly concluded that playing computer games has helped the quality of their friendships. Finally, results also showed a slight gender difference regarding the predictors of Taiwan high school students' game playing enjoyments. (c) 2004 Elsevier Ltd. All rights reserved.
Graduate Students' Attitudes Toward Academic Integrity (Al): The Perceptions of Social Needs, Involvement of Al Issues, and Support of Misconduct-Prevented Actions
(2016-07-01)
Pan, Sophia Jui-An
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Chou, Chien
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教育研究所
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Institute of Education
Guest Editorial: Digital Citizenship: Innovations in Education, Practice, and Pedagogy
(2018-01-01)
Atif, Yacine
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Chou, Chien
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教育研究所
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Institute of Education
There are still disparities in technology-access despite economic pressures and widespread promises to overcome them. The induced digital gap defines the degree of digital citizenship for which, unified policies have yet to be drawn at various educational levels to reduce that gap. The quest for a broad participation to develop digital citizenship competencies needs further investigations into innovative educational approaches, pedagogical methods, and routine practices that foster digital literacy, and narrows the digital divide. This special issue accumulates original theoretical and empirical research contributions across contemporary digital citizenship perspectives. The final selection of the papers explores digital citizenship concepts such as ethics, digital literacy and participation, in various contexts to develop opportunities for a wider engagement in social actions. The international perspectives of contributing authors shed lights on digital citizenship prospects across unique contexts among different nations.
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
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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.