Browsing by Author "Liang, Jyh-Chong"

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A review of features of technology-supported learning environments based on participants' perceptions
(2015-12-01)
Chang, Hsin-Yi
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Wang, Chia-Yu
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Lee, Min-Hsien
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Wu, Hsin-Kai
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Liang, Jyh-Chong
In this study we reviewed 22 studies on developing instruments that measure teachers\', students\' and adult students\' perceptions of learning environments enhanced by a certain type of technology. We conducted a review of all the instruments to propose a new framework conceptualizing technology-supported learning environments (TSLEs) for future instructional designs, and research on learning environments. This framework was also confirmed with the literature on learning theories. The framework consists of six dimensions: technical, content, cognitive, metacognitive, social, and affective. We found that the studies took more into consideration the technical, cognitive and social dimensions, and less the content, metacognitive, and affective dimensions. Moreover, usability in the technical dimension, relevance in the content dimension, inquiry learning in the cognitive dimension, student autonomy in the metacognitive dimension, and teacher support in the social dimension are the salient features most often investigated in TSLEs. The results provide insights into an overview of the instruments used for TSLEs, implications for the instructional design of TSLEs, and trends in the current and future research on perceptions of TSLEs. (C) 2015 Elsevier Ltd. All rights reserved.
A Review of Intervention Studies On Technology-assisted Instruction From 2005-2010
(2013-07-01)
Wu, Ying-Tien
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Hou, Huei-Tse
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Hwang, Fu-Kwun
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Lee, Min-Hsien
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Lai, Chih-Hung
By reviewing papers published in five important SSCI journals from 2005 to 2010, this study aimed to provide insights into intervention studies on technology-assisted instruction. It was found that still relatively little research on educational technology which addresses the effects of specific instructional interventions on student learning was conducted during this period. Moreover, most reviewed studies were conducted in higher education, rather than in high school, elementary school, or adult education contexts. The two subject domains, science and engineering (including computer studies), were most frequently involved in these studies, the majority of which addressed achievement as research (learning outcome) foci, while relatively fewer studies investigated students' learning process or affective outcomes. Regarding technology adoption, this study revealed that, in both the 2005-2007 and 2008-2010 periods, technologies for specific instructional purposes(e.g., a specially designed system for online collaborative writing) were more frequently adopted than those for general purposes (such as PowerPoint). This study also reveals that technology-mediated interpersonal interactions are commonly utilized in these intervention studies, with the focus mainly on student-student interactions.
A Review of Research on Technology-Assisted School Science Laboratories
(2014-04-01)
Wang, Chia-Yu
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Wu, Hsin-Kai
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Lee, Silvia Wen-Yu
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Hwang, Fu-Kwun
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Chang, Hsin-Yi
Studies that incorporate technologies into school science laboratories have proliferated in the recent two decades. A total of 42 studies published from 1990 to 2011 that incorporated technologies to support school science laboratories are reviewed here. Simulations, microcomputer-based laboratories (MBLs), and virtual laboratories are commonly used to assist students in engaging in laboratory activities, followed by remote laboratories, databases, and other miscellaneous technologies. We report the demographics and characteristics of these technology-assisted laboratory studies and provide examples to illustrate how technologies have facilitated science learning in laboratories for different subjects and science domains, with various levels of student involvement and components of investigations. Major findings of the reviewed articles are summarized to understand the effects of applying technologies in school laboratories. Incorporation of technologies in school science laboratories has changed students\' learning experiences in terms of the phenomena to be explored, their interactions with the natural phenomena or materials, and approaches to handling and making sense of data. Based on our findings, possible directions for future research and emerging instructional issues regarding technology-assisted laboratories are discussed.
A review of using eye-tracking technology in exploring learning from 2000 to 2012
(2013-12-01)
Lai, Meng-Lung
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Tsai, Meng-Jung
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Yang, Fang-Ying
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Hsu, Chung-Yuan
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Liu, Tzu-Chien
This study aims to disclose how eye-tracking technology has been applied to studies of learning, and what eye movement measures have been used for investigations by reviewing studies that have employed the eye-tracking approach. A total of 81 papers including 113 studies were selected from the Social Sciences Citation Index database from 2000 to 2012. Content analysis showed that eye movements and learning were studied under the following seven themes: patterns of information processing, effects of instructional design, reexamination of existing theories, individual differences, effects of learning strategies, patterns of decision making, and conceptual development. As for eye-tracking measurements, the most often used indices were temporal measures, followed by count and spatial measures, although the choice of measures was often motivated by the specific research question. Research development trends show that the use of the eye-tracking method has proliferated recently. This study concludes that the eye-tracking method provides a promising channel for educational researchers to connect learning outcomes to cognitive processes. (C) 2013 Elsevier Ltd. All rights reserved.
Development and implications of technology in reform-based physics laboratories
(2012-10-16)
Chen, Sufen
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Lo, Hao-Chang
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Lin, Jing-Wen
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Liang, Jyh-Chong
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Chang, Hsin-Yi
Technology has been widely involved in science research. Researchers are now applying it to science education in an attempt to bring students' science activities closer to authentic science activities. The present study synthesizes the research to discuss the development of technology-enhanced laboratories and how technology may contribute to fulfilling the instructional objectives of laboratories in physics. To be more specific, this paper discusses the engagement of technology to innovate physics laboratories and the potential of technology to promote inquiry, instructor and peer interaction, and learning outcomes. We then construct a framework for teachers, scientists, and programmers to guide and evaluate technology-integrated laboratories. The framework includes inquiry learning and openness supported by technology, ways of conducting laboratories, and the diverse learning objectives on which a technology-integrated laboratory may be focused.
Examining the role of feedback messages in undergraduate students\' writing performance during an online peer assessment activity
(2015-04-01)
Cheng, Kun-Hung
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Liang, Jyh-Chong
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Tsai, Chin-Chung
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傳播與科技學系
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Department of Communication and Technology
Although the effectiveness of online peer assessment for writing performance has been documented, some students may not perceive or attain learning benefits due to receiving certain types of feedback messages. This study therefore aims to explore the role of feedback messages in students\' writing performance. The feedback messages given by 47 undergraduate students in a three-round online peer assessment review were firstly examined by a series of content analyses regarding the affective, cognitive, and metacognitive aspects of the comments. The influences of the feedback messages on the students\' performance progression during the three rounds of review were then explored. The results show that cognitive feedback (e.g.,direct correction) was more helpful for the students\' writing learning gains than was affective feedback (e.g., praising comments) and metacognitive feedback (e.g., reflecting comments). However, this effect on the students\' performance progression decreased in the last stage of the activity. (C) 2015 Elsevier Inc. All rights reserved.
THE ROLE OF INTERNET-SPECIFIC EPISTEMIC BELIEFS AND SELF-REGULATION IN HIGH SCHOOL STUDENTS' ONLINE ACADEMIC HELP SEEKING: A STRUCTURAL EQUATION MODELING ANALYSIS
(2013)
Cheng, Kun-Hung
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Liang, Jyh-Chong
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Tsai, Chin-Chung
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交大名義發表
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數位內容製作中心
Three instruments (i.e., Internet-specific epistemic beliefs, self-regulation, and online academic help seeking questionnaires) were administered to 319 high school students with the aim of understanding the role of Internet-specific epistemic beliefs and self-regulation in their online academic help seeking. Through a structure equation modeling analysis, the results confirm the mediated effects of self-regulation on the relationships between Internet-specific epistemic beliefs and online academic help seeking. Interestingly, naive beliefs about how Internet-based knowledge is constructed and sophisticated beliefs about how Internet-based knowledge is evaluated are verified to be linked with the students' online academic help seeking. The results imply that, with the focus on the Internet as a context of information, the positive influences of sophisticated epistemic beliefs on learning might be challenged, and the role of personal epistemic beliefs should be reinterpreted.
Undergraduate Students' Conceptions of and Approaches to Learning in Biology: A study of their structural models and gender differences
(2012)
Chiou, Guo-Li
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Liang, Jyh-Chong
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Tsai, Chin-Chung
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教育研究所
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Institute of Education
This study reports the findings of a study which examined the relationship between conceptions of learning and approaches to learning in biology. This study, which used structural equation modelling, also sorted to identify gender differences in the relationship. Two questionnaires, the Conceptions of Learning Biology (COLB) and the Approaches to Learning Biology (ALB), were developed to investigate 582 undergraduate biology majors' (275 females and 307 males) conceptions of and approaches to learning biology, respectively. The results indicate a general trend that, while the students possessing lower-level COLB, 'Memorizing', 'Testing', and 'Calculating and Practising', tend to adopt a surface approach to learning in biology, the students expressing higher-level conceptions, 'Increasing one's knowledge', 'Application', and 'Understanding and seeing in a new way', are more likely to adopt a deep approach to learning in biology. This study also found several salient gender differences in the COLB, as well as in the way in which the COLB affected the ALB. For example, female students tended to express more sophisticated COLB than male students. The 'Memorizing' conception of learning biology held by male students is inclined to engender both deep motive and deep strategy, but this tendency was not found among the female students.
University students' online academic help seeking: The role of self-regulation and information commitments
(2013-01-01)
Cheng, Kun-Hung
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Liang, Jyh-Chong
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Tsai, Chin-Chung
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數位內容製作中心
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Center for Digital Content Production
Students' online academic help seeking (OAHS) can be facilitated by the aid of technology, but improvement in OAHS may also involve personal variables such as self-regulated learning (SRL), and 'information commitments' (ICs), which are evaluative standards and strategies of online information. Accordingly, three instruments - an OAHS, an SRL, and an ICs questionnaire - were adopted to explore the role of SRL and ICs in the OAHS of 328 university students in Taiwan. The results verify that the students' perceived SRL mediates the relationships between their perceptions of their ICs and OAHS to some degree. The enhancement of learners' SRL may encourage their use of sophisticated ICs when involved in OAHS. When the students made informal OAHS queries, however, they tended to use less sophisticated strategies, and the significance of their perceived SRL was not apparent. This study contributes to a better understanding of university students' online academic help seeking. (C) 2012 Elsevier Inc. All rights reserved.