Browsing by Author "Hung, Min-Ling"

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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.
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.
Students\' perceptions of instructors\' roles in blended and online learning environments: A comparative study
(2015-02-01)
Hung, Min-Ling
;
Chou, Chien
;
教育研究所
;
Institute of Education
This study develops an instrument the Online Instructor Role and Behavior Scale (OIRBS) and uses it to examine students\' perceptions of instructors\' roles in blended and online learning environments. A total sample of 750 university students participated in this study. Through a confirmatory factor analysis, the OIRBS was validated in five constructs: course designer and organizer (COO), discussion facilitator (DF), social supporter (SS), technology facilitator (TF), and assessment designer (AD). The results show that the five factor structures remained invariant across the blended learning and online learning. Both students in blended learning environments and students in online learning environments exhibited the greatest weight in the CDO dimension, followed by the TF and DF dimensions. In addition, students in the online learning environments scored higher in the DF dimension than did those in the blended learning environments. (C) 2014 Elsevier Ltd. All rights reserved.
The Development, Validity, and Reliability of Communication Satisfaction in an Online Asynchronous Discussion Scale
(2014-06-01)
Hung, Min-Ling
;
Chou, Chien
;
教育研究所
;
Institute of Education
The purpose of this study was to identify dimensions of students\' communication satisfaction in an asynchronous discussion forum. An asynchronous discussion may be defined as text-based human-to-human communication via computer networks that provides a platform for the participants to interact with one another to exchange ideas, insights, and personal experiences. Two sets of samples (336 and 304 college students) served to explore and confirm the constructs of the Asynchronous Discussion Communication Satisfaction model proposed by this study. The model has been empirically validated via Exploratory factor analysis and confirmatory factory analysis. This study\'s concept of communication satisfaction has been a relatively new one, which functions in academic settings as a facilitator of future investigations into the emotional reactions that students have while interacting in asynchronous discussion forums.
The Virtues of Taiwanese Internet-Using Adolescents: The Development and Validation of the Cyber Virtues Scale
(2018-01-01)
Chang, Chih-Ming
;
Hung, Min-Ling
;
Lu, Jui-Lien
;
Chou, Chien
;
教育研究所
Given the importance of cultivating users' positive behaviors in cyberspace, this study presents a comprehensive vision of how to address important virtues that might foster Taiwanese adolescents' positive behaviors in cyberspace. In this study, we constructed an instrument-the Cyber Virtues Scale (CVS)-for measuring the underlying dimensions of Taiwanese adolescents' virtuous behaviors in online settings. Research data were gathered from 607 elementary and junior high school students in different Taiwan's geographic areas. The CVS model has been empirically validated via exploratory factor analysis. The final version of the CVS consists of 5 core virtues in cyberspace: interpersonal interaction, knowledge accumulation, social justice, information sharing and self-discipline. These results will also strengthen the digital generation by cultivating their positive behaviors in cyberspace.