Browsing by Author "Lin, SSJ"

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A networked peer assessment system based on a Vee heuristic
(2001-08-01)
Tsai, CC
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Liu, EZF
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Lin, SSJ
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Yuan, SM
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師資培育中心
This study implements a networked peer assessment system based on the use of a Vee heuristic. Using this system, students submit their homework (relating to designing science activities) via the underlying network facility. They then assess each other's homework by offering suggestions - again, through the network. Students then modify their original designs based on the suggestions that they receive. This procedure is repeated for two or three consecutive rounds. In this process, each student functions as an author, a reviewer, and an adapter. This learning model allows students to further develop their critical thinking skills. Preliminary peer assessment results revealed that the networked peer-assessment model and Vee heuristic facilitated pre-service science teachers to continuously progress when designing science activities.
A pilot study of students' attitudes toward and desired system requirements of networked peer assessment system
(2002)
Lin, SSJ
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Liu, EZF
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Yuan, SM
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交大名義發表
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National Chiao Tung University
This study applied NetPeas (networked peer assessment system) in peer assessment activities of graduate level of thesis writing course. Authors wish to discover the students' attitudes toward and desired system requirements of NetPeas in writing course. This study involved 100 electrical engineering graduates from two research-oriented universities at northern Taiwan. Those students were required to attend a weekly thesis writing course and submit eight assignments through four rounds of networked peer assessment, and then authors survey their attitudes and opinions toward NetPeas. In the last, quantitative and qualitative surveys indicated that significantly more students willing to join the networked peer assessment activities via NetPeas in the near future and stand for using NetPeas. Authors also have dug several desirable requirements for NetPeas.
Analysis of attitudes toward computer networks and internet addiction of Taiwanese adolescents
(2001-06-01)
Tsai, CC
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Lin, SSJ
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師資培育中心
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Center of Teacher Education
This study explored the interplay between young people's attitudes toward computer networks and Internet addiction. Ninety possible Internet addicts were selected for examination after analyzing the questionnaire responses of an initial sample of 753 Taiwanese high school adolescents. It was found that the subjects' attitudes toward computer networks could explain many aspects of Internet addiction. However, actual behaviors on Internet usage and perceptions on the usefulness of Internet were more important than affective responses toward computer networks in predicting adolescents' Internet addiction.
Design of a networked portfolio system
(2001-09-01)
Liu, EZF
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Lin, SSJ
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Yuan, SM
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資訊工程學系
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Department of Computer Science
Developing an Internet Attitude Scale for high school students
(2001-08-01)
Tsai, CC
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Lin, SSJ
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Tsai, MJ
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師資培育中心
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Center of Teacher Education
Although educators over the past decade have developed various scales measuring students' computer attitudes, few of them have constructed scales specifically for attitudes towards the Internet. The purpose of this study was to develop an Internet attitude scale for high school students. Through both revising a previous scale proposed by Selwyn (1997) [Selwyn, N. (1997), Students' attitudes toward computers: validation of a computer attitude scale for 16-19 education. Computers & Education, 28(1), 35-41] and writing new items, this study developed an Internet Attitude Scale of 18 items, with the following four subscales: perceived usefulness, affection? perceived control, and behavior. This study also explored gender differences on the scale, and the relationship between Internet experience and students' responses on the scale. Research data gathered from 753 Taiwan high school students revealed that students of different gender and various Internet experiences did not show statistical differences on the perceptions toward the potential usefulness of the Internet subscale. However, male students tended to express more positive feeling, lower anxiety, and higher confidence toward using the Internet than female students. Students having more Internet experience tended to show similar positive attitudes than those of less experience. (C) 2001 Elsevier Science Ltd. All rights reserved.
Developing science activities through a networked peer assessment system
(2002-01-01)
Tsai, CC
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Lin, SSJ
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Yuan, SM
;
教育研究所
;
師資培育中心
This paper described the use of a networked peer assessment system to facilitate the development of inquiry-oriented activities for secondary science education. Twenty-four preservice teachers in Taiwan participated in this study and experienced a three-round peer assessment for developing science activities. The findings suggested that teachers tended to develop more creative, theoretically relevant, and practical science activities as a result of the networked peer assessment. However, the peers' evaluations were not highly consistent with experts' (e.g., university professors) grades. This study also revealed that students who offered detailed and constructive comments on reviewing and criticizing other peers' work might help them improve their own work, especially in the beginning stage of revising their original work. (C) 2002 Elsevier Science Ltd. All rights reserved.
Internet addiction of adolescents in Taiwan: An interview study
(2003-12-01)
Tsai, CC
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Lin, SSJ
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師資培育中心
;
Center of Teacher Education
This study presented a follow-up investigation of a series of studies about Taiwanese adolescents' Internet addiction. Through analyzing a series of questionnaires, 10 Taiwanese adolescents with Internet addiction were selected for in-depth interviews. Adolescents' interview data revealed the following: First, almost all of the interviewed adolescents exhibited most of the symptoms of Internet addiction as identified by previous studies, including compulsive use and withdrawal, tolerance, and related problems of school, health, family, finance, and time management. Moreover, almost all of the interviewed adolescents stated that messages on the Internet became the primary source of their information and knowledge. Many of them were addicted to the messages and activity on the Internet, but not by the Internet as a medium per se. Also, the world of the Internet seemed to become a place to relieve adolescents' depression. Most of the interviewed adolescents self-declared that they were Internet addicts, but none of them could clearly state what to do with such an addiction. Psychologists and educators should pay more attention to this and then propose possible solutions for adolescents.
Sensation seeking and internet dependence of Taiwanese high school adolescents
(2002-07-01)
Lin, SSJ
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Tsai, CC
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師資培育中心
;
Center of Teacher Education
The present study examined excessive Internet use of Taiwanese adolescents and a psychological aspect of users. sensation seeking, thus to differentiate motivation of Internet dependents and non-dependents. Seven hundred and fifty three Taiwanese high school student, were selected using cluster sampling and 88 of them were categorized as Internet dependent users. Results indicated that Internet dependents spent more time on-line than non-dependents. While Internet dependents perceived significantly more negative Internet influences on daily routines, school performance. and parental relation than non-dependents, both Internet dependents and non-dependents viewed Internet use as enhancing peer relations. Making friends through the Internet has become a popular activity among adolescents, Potentially leading to its excessive use. Internet dependents scored significantly higher on overall sensation seeking and disinhibition than Internet non-dependents. Ho ever. both groups did not differ in the life experience seeking subscale and thrill and adventure seeking subscale. This finding contradicts that of Lavin, Marvin. McLarney, Nola. and Scott [CyberPsychol. Behav. 2 (2000) 425], Possible reasons for this discrepancy and for the relation between Internet dependence and disinhibition in Taiwanese adolescents are also discussed. (C) 2002 Elsevier Science Ltd. All rights reserved.
Student participation in computer science courses via the Network Peer Assessment System (NetPeas)
(1999)
Liu, EZF
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Chiu, CH
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Lin, SSJ
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Yuan, SM
;
資訊工程學系
Students enrolling in computer science courses at National Chiao Tung University (Hsinchu, Taiwan) have responded positively to network peer assessment. This study adopts Internet resources to facilitate contact between individuals and information, assist in brainstorming, and generate a more meaningful learning at a higher education level.
Students' use of web-based concept map testing and strategies for learning
(2001-03-01)
Tsai, CC
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Lin, SSJ
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Yuan, SM
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師資培育中心
;
Center of Teacher Education
The study reported in this paper developed and evaluated a web-based concept map testing system for science students. Thirty-eight Taiwanese high school students were involved and it was found that their performance on the system was not significantly related to their achievement as measured by traditional standard tests. Their views about the use of the system, in general, were positive. An analysis of students' future use of the system and their motivation and learning strategies revealed that those with more critical thinking metacognitive activities and an effort regulation management strategy showed more willingness to use the online testing system. Moreover, students with high test anxiety showed a preference to be tested through the system.
To propose a reviewer dispatching algorithm for networked peer assessment system
(2002)
Liu, EZF
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Lin, SSJ
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Yuan, SM
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交大名義發表
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National Chiao Tung University
Despite their increasing availability on the Internet, networked peer assessment systems lack feasible automatic dispatching algorithm of student's assignments and ultimately inhibit the effectiveness of peer assessment. Therefore, this study presents a reviewer dispatching algorithm capable of supporting networked peer assessment system in order to automatically dispatch student's assignments to their peer reviewers.
Using agents and simulation to develop adequate thinking styles
(2005)
Wang, DY
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Wu, ZH
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Sun, CT
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Lin, SSJ
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資訊工程學系
Reinforcement learning theory encourages the use of agents for stimulating and assisting learners in their efforts to develop thinking styles. In this study the authors looked at a similar scenario of human-environmental interaction using Internet-mediated simulations as learning environments. One hundred and forty-nine vocational high schools students participated in this study to see if they can develop adequate thinking style when they learned in a simulation environment with help from agents. The results show that the judicial thinking style was best suited to the system we designed for this project-that is, we observed the greatest amount of development for this particular thinking style. Our results indicate that it is possible to establish and support thinking styles via Internet-mediated simulations.
Web-based peer assessment: feedback for students with various thinking-styles
(2001-12-01)
Lin, SSJ
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Liu, EZF
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Yuan, SM
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教育研究所
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資訊工程學系
This study used aptitude treatment interaction design to examine how feedback formats (specific vs. holistic) and executive thinking styles (high vs. low) affect web-based peer assessment. An Internet-based (anonymous) peer-assessment system was developed and used by 58 computer science students who submitted assignments for peer review. The results indicated that while students with high executive thinking styles significantly improved over two rounds of peer assessment, low executive students did not improve through the cycles. In addition, high executive students contributed substantially better feedback than their low executive counterparts. In the second round of peer assessment, thinking style and feedback format interactively affected student learning. Low executive students receiving specific feedback significantly outperformed those receiving holistic feedback. In receiving holistic feedback, high executive thinkers outperformed their low executive counterparts. This study suggests that future web-based peer assessment adopts a specific feedback format for all students.
Web-based peer review: The learner as both adapter and reviewer
(2001-08-01)
Liu, EZF
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Lin, SSJ
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Chiu, CH
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Yuan, SM
;
師資培育中心
This study describes an effective web-based learning strategy, peer review, used by 143 computer science undergraduate students in an Operating Systems class at a Taiwanese university. Peer review, based on social constructivism, can be easily implemented via the authors' well-developed web-based peer review (WPR) system. Through peer review, the authors hope to form an authentic learning environment similar to an academic society in which a researcher submits a paper to a journal and receives reviews from society members before publication. Students using this learning strategy are expected to develop higher level thinking skills. The WPR system functioned in the following roles in this study: 1) an information distribution channel and management center for assignment submissions and peer review; 2) a forum for peer interaction and knowledge construction; and 3) storage for knowledge construction procedures. An evaluation of learning effects and students' perceptions about peer review during the spring of 1998 revealed that students not only performed better under peer review, but also displayed higher level thinking skills, i.e., critical thinking, planning, monitoring, and regulation. Students perceived peer review as an effective strategy that promoted their learning motivation. However, merely being an effective reviewer or an effective author may not excel in a peer review environment. The most effective individual appears to be the strategic adapter who effectively constructs a project, adjusts to peers' comments, and serves as a critical reviewer as well.