Browsing by Author "Wu, Ying-Tien"

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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.
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.
University students' Internet attitudes and Internet self-efficacy: A study at three universities in Taiwan
(2006-08-01)
Wu, Ying-Tien
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Tsai, Chin-Chung
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教育研究所
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師資培育中心
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Institute of Education
This study was conducted to explore university students' attitudes and self-efficacy toward the Internet. Moreover, the relationships between their attitudes and self- efficacy toward the Internet were also investigated. The sample of this study included 1,313 students, coming from three universities in Taiwan. It was found that male students expressed significantly more positive attitudes than females on their "perceived control" of the Internet. The male students also revealed better Internet self-efficacy than their female counterparts. Moreover, students having more on-line hours per week, in general, displayed more positive Internet attitudes and Internet self- efficacy. In addition, students' grade level also played an important role in their Internet attitudes; graduate students tended to possess more positive Internet attitudes. More importantly, students' Internet attitudes were highly correlated with their Internet self- efficacy. The results in this study seemed to reveal that students' attitudes toward the Internet could be viewed as one of the important indicators for predicting their Internet self- efficacy. It is also suggested that some training programs or courses may be helpful in improving university students' attitudes and self- efficacy toward the Internet.