Browsing by Author "Peng, Hsinyi"

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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
;
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.
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
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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.
Net-friends: Adolescents' attitudes and experiences vs. teachers' concerns
(2007-09-01)
Chou, Chien
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Peng, Hsinyi
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師資培育中心
;
Center of Teacher Education
This study has three chief purposes: (1) identify Taiwan adolescents' attitudes and experiences regarding their online relationships, (2) understand teachers' attitudes and concerns about students' online relationships, and (3) investigate the discrepancies between students and teachers on these issues. The researchers surveyed 494 middle and high school students in Taiwan and interviewed 21 teachers as well. The results indicated that having net-friends is a part of Taiwan adolescents' social lives. They are quite honest about the personal information they reveal with their online friends and generally have very positive attitudes regarding their online relationships. Some have gone beyond online interactions to meet in person, often without telling their parents or teachers. In contrast, this phenomenon of online friendships is not common for teachers. Most teachers did not have first-hand experiences themselves because they are either too busy or have no desire to use the Internet to form friendships. Teachers generally think students are too young to handle the complicated, anonymous, casual interactions found in cyberspace and they believe students should know more about how to protect themselves in online relationships. Interpretations and comments are discussed and recommendations for future studies are provided. (c) 2006 Elsevier Ltd. All rights reserved.
Promoting awareness of Internet safety in Taiwan in-service teacher education: A ten-year experience
(2011-01-01)
Chou, Chien
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Peng, Hsinyi
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教育研究所
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Institute of Education
The Internet has changed many people's lives, in both positive and negative ways. The Taiwan Ministry of Education has recognized the Internet's possible risks and has initiated the island-wide Teacher Awareness of Internet Safety (TAIS) project for elementary and middle school teachers since 2000. TAIS project is the first large-scale, government-run, ongoing project that addresses Internet safety in Chinese. The researchers discuss the development of and the evaluation of the TAIS project over its ten-year history (2000-2009). The researchers also present the processes and products of the TAIS project. The TAIS project has used design-based research (DBR) to outline its initial design, data collection and analysis, macrocycle-level analysis, design adjustment, and theory or policy building in three consecutive stages. The present article also offers some general reflections on the lessons learned and the methodology used in this project, as well as some suggestions for future research in this area. (C) 2010 Elsevier Inc. All rights reserved.
The Effects of Mobile Natural-science Learning Based on the 5E Learning Cycle: A Case Study
(2009-10-01)
Liu, Tzu-Chien
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Peng, Hsinyi
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Wu, Wen-Hsuan
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Lin, Ming-Sheng
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教育研究所
This study has three major purposes, including designing mobile natural-science learning activities that rest on the 5E Learning Cycle, examining the effects of these learning activities on students' performances of learning aquatic plants, and exploring students' perceptions toward these learning activities. A case-study method is utilized and the science club with 46 fourth-grade students is selected as the study case in the study. Besides, a set of quantitative and qualitative data were collected from the case to document the learning effects of and the students' perceptions of the learning activities, and to discuss factors underlying these effects and students' perceptions. The results indicate that the learning activities can enhance students' scientific performances, including both knowledge and understanding levels. Students' perceptions of these learning activities appear to be positive. The study identifies two factors that are prominent in the positive effects: students' engaging in "mobile-technology supported" observation during their scientific inquiry; and students' engaging in "mobile-technology supported" manipulation during their scientific inquiry. Finally, the conclusions that our study has drawn could constitute a useful guide for educational practitioners concerned with the potentials of mobile computing in school settings.
The technical framework of interactive functions for course-management systems: Students' perceptions, uses, and evaluations
(2010-11-01)
Chou, Chien
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Peng, Hsinyi
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Chang, Chun-Yu
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教育研究所
;
Institute of Education
This study explores the interactivity of course-management systems (CMSs). First, this study reviews the concepts of interactivity, interactivity dimension, and interaction type on the basis of related theories and studies. Second, this study analyzes the interactive functions attributable to the six major CMSs in Taiwan colleges and universities, and re-constructs a technical framework containing five interaction types, nine interactivity dimensions, and 83 possible interactive functions. This study has found that a total of 21 interactive functions were featured in the six CMSs, while six functions identified from theories and research were not. In terms of interaction type, the results indicate that these six CMSs possessed the highest percentage of possible interactive functions for facilitating human interactions (e.g., learner-learner interaction and learner-instructor interaction), followed by learner-interface interaction and learner-self interaction, with the lowest percentage corresponding to learner-content interaction. In terms of interactivity dimension, these six CMSs seemed more likely to feature a learner-centered design approach than a system-centered one. Also, this study conducted user surveys on students' perceptions, use, and evaluation of these interactive functions. A total of 491 valid sets of data were collected from six CMS user groups. The results indicate that, for their online learning, students considered the function of "Assignment handling" to be the most known, frequently used, and useful function. In addition, students were well familiar with, and made use of, any functions that would help them monitor or track their learning process. Students required more content-related interactive functions than were currently available in CMSs. Last, the regression results indicate that the more positively the students perceived the CMS interactivity, the usefulness of CMS for learning, and the interactive functions, the more positively these students perceived their CMSs. (C) 2010 Elsevier Ltd. All rights reserved.
The technical framework of interactive functions for course-management systems: Students' perceptions, uses, and evaluations
(2010-11-01)
Chou, Chien
;
Peng, Hsinyi
;
Chang, Chun-Yu
;
教育研究所
;
Institute of Education
This study explores the interactivity of course-management systems (CMSs). First, this study reviews the concepts of interactivity, interactivity dimension, and interaction type on the basis of related theories and studies. Second, this study analyzes the interactive functions attributable to the six major CMSs in Taiwan colleges and universities, and re-constructs a technical framework containing five interaction types, nine interactivity dimensions, and 83 possible interactive functions. This study has found that a total of 21 interactive functions were featured in the six CMSs, while six functions identified from theories and research were not. In terms of interaction type, the results indicate that these six CMSs possessed the highest percentage of possible interactive functions for facilitating human interactions (e.g., learner-learner interaction and learner-instructor interaction), followed by learner-interface interaction and learner-self interaction, with the lowest percentage corresponding to learner-content interaction. In terms of interactivity dimension, these six CMSs seemed more likely to feature a learner-centered design approach than a system-centered one. Also, this study conducted user surveys on students' perceptions, use, and evaluation of these interactive functions. A total of 491 valid sets of data were collected from six CMS user groups. The results indicate that, for their online learning, students considered the function of "Assignment handling" to be the most known, frequently used, and useful function. In addition, students were well familiar with, and made use of, any functions that would help them monitor or track their learning process. Students required more content-related interactive functions than were currently available in CMSs. Last, the regression results indicate that the more positively the students perceived the CMS interactivity, the usefulness of CMS for learning, and the interactive functions, the more positively these students perceived their CMSs. (C) 2010 Elsevier Ltd. All rights reserved.
Ubiquitous knowledge construction: mobile learning re-defined and a conceptual framework
(2009)
Peng, Hsinyi
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Su, Yi-Ju
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Chou, Chien
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Tsai, Chin-Chung
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教育研究所
Emerging from recent mobile technologies, mobile learning, or m-learning, is beginning to offer 'stunning new technical capabilities' in education (DiGiano et al., 2003). This new genre of learning is viewed as a revolutionary stage in educational technology. However, ubiquitous computing technologies have given rise to several issues. This article revisits the relevant definitions and provides a conceptual framework of ubiquitous knowledge construction in light of contemporary research and theory. The framework can be used to assist educators and researchers who are examining the specific implications of mobile learning.
Ubiquitous Performance-support System as Mindtool: A Case Study of Instructional Decision Making and Learning Assistant
(2009)
Peng, Hsinyi
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Chuang, Po-Ya
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Hwang, Gwo-Jen
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Chu, Hui-Chun
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Wu, Ting-Ting
Researchers have conducted various studies on applying wireless communication and ubiquitous computing technologies to education, so that the technologies can provide learners and educators with more active and adaptive support. This study proposes a Ubiquitous Performance-support System (UPSS) that can facilitate the seamless use of powerful new technologies in the school setting. In order to help the readers visualize these novel technologies in practice, we present one case study of a butterfly-ecology training course facilitated by the UPSS. The aim behind the case study is to inform the design and the development of context-aware ubiquitous computing system and its learning materials. The research inquiry centers around three themes: (1) the critical features to the data-driven decision making of teachers, (2) the perceptions of teachers and students to the UPSS, and (3) implementation issues. The results of the two rounds of formative evaluation indicate positive effects of the UPSS regarding motivation, interactivity, and effectiveness. In addition, teachers' attitudes and teachers' pedagogical approaches toward UPSS use are two key factors in the successful implementation of teaching with such innovative technology. This study can be a useful reference for those who are interested in conducting studies applying context-aware ubiquitous computing to educational contexts. Finally, this study presents suggestions and implications for future research and system development.