Browsing by Author "Wang, Mei-Hung"

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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
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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.
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.