Browsing by Author "Chang, K. E."
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Item An analysis of peer assessment online discussions within a course that uses project-based learning(Taylor & Francis, 2007-10-01) Hou, H. T.; Chang, K. E.; Sung, Y. T.In recent years project-based learning (PBL) incorporating online discussions has gradually been applied to courses that focus on writing projects. Past studies have shown that learners in PBL often face the difficulties of not having in-depth data analysis and peer discussions and how teachers design the rules and methods for online discussions has a significant influence on the quality of discussion. Since using a peer assessment strategy in the classroom could facilitate learners’ critical thinking and meta-cognitive skills, this study conducts an empirical observational study in order to analyse the content and process of the discussion activities based on peer assessment without teacher intervention and tries to explore students’ knowledge construction of the discussion. Sequential analysis and content analysis were conducted to observe the scale of each aspect of knowledge construction and the sequential pattern of students’ knowledge construction during the discussions. Teachers didn’t provide any guidance or intervention during the activity. Based on the results of the observations, this study discusses the possible difficulties that students may encounter when conducting peer assessment online discussions. Finally, this study also proposes suggestions about the timing and methods for teacher interventions.Item Analysis of problem-solving-based online asynchronous discussion pattern(International Forum of Educational Technology & Society, 2008-01-01) Hou, H. T.; Chang, K. E.; Sung, Y. T.This research explores the process of asynchronous problem-solving-based discussion activities and aims to understand limitations likely to arise during learners’ problem-solving discussions. The research has combined lag-sequential analysis and quantitative content analysis, and expects to use such analyzing methods to further understand the sequential pattern of students’ problem-solving discussion behaviors and knowledge-construction levels. In order to avoid influence caused by teachers’ subjective guiding methods and ensure objective observations, we observed learners’ online problem-solving discussions without intervention or guidance from the teachers. From the sequential pattern derived, we have not only induced a pattern of students’ discussion behavior but also discovered that, compared to discussion activity based on a single topic appointed by the teacher, the problem-solving online discussion activity is more helpful for students’ knowledge construction. In addition, this research also revealed certain limitations toward the content and behavior of students’ discussion without teachers’ guidance. Based on the results, this paper proposes a strategy in which teachers can intervene and guide, which is expected to enhance the depth of students’ discussion and knowledge construction when a teacher is applying a problem-based learning activity.Item Application of neural network on student modeling(1993-12-01) Hou, W. J.; Chang, K. E.Item Applications of a mobile electronic guidebook on museum learning: Analysis of visitors’ attention and behavioral patterns(2007-11-05) Sung, Y. T.; Lee, Y. S.; Chang, K. E.Item Applications of a mobile electronic guidebook on museum learning: Analysis of visitors' attention and behavioral patterns(2007-11-09) Sung, Y. T.; Lee, Y. S.; Chang, K. E.Item Apply handheld devices to formative evaluation in classroom(Elsevier, 2009-01-01) Chang, K. E.; Sung, Y. T.; Huang, C. C.Item Applying lag sequential analysis to detect visual behavioral patterns of online learning activities(the British Educational Communications and Technology Agency, 2010-03-01) Hou, H. T.; Chang, K. E.; Sung, Y. T.The recent trend towardsWeb 2.0 focuses on users’ active participation and interaction via online environment (Musser, O’Reilly & the O’Reilly Radar Team, 2006), and makes educational strategies more interactive and diverse. Many teaching strategies are also integrated with online learning activities. However, this raises questions about how learners conduct these online learning behaviours and about the visual sequential behavioural patterns that they employ. These patterns may provide an important reference for teachers’ or intelligent agents’ guidance for enhancing learners’ learning. Lag sequential analysis (Bakeman & Gottman, 1997) can individually examine whether the sequential relationship between each behaviour has been achieved significantly and visualise the patterns. This study tries to conduct an empirical observation and apply sequential analysis to detect learners’ behavioural patterns. Based on our initial findings, we also provide suggestions, which are expected to promote in-depth online learning.Item Are you listening? - The development of online peer assessment system for English oral reading.(2009-12-04) Lan, Y. J.; Sung, Y. T.; Chang, K. E.Peer assessment is a common used strategy in EFL reading class in Taiwan to help EFL teacher “ensure” that all students are paying attention to others’ oral reading. In this study we develop an online peer assessment system for EFL oral reading activities to overcome the potential drawbacks of traditional peer assessment.Item Attributed concept maps: fuzzy integration and fuzzy matching(Institute of Electrical and Electronics Engineers, 2001-10-01) Chen, S. W.; Lin, S. C.; Chang, K. E.A concept map, typically depicted as a connected graph, is composed of a collection of propositions. Each proposition forming a semantic unit consists of a small set of concept nodes interconnected to one another with relation links. Concept maps possess a number of appealing features which make them a promising tool for teaching, learning, evaluation, and curriculum planning. We extend concept maps by associating their concept nodes and relation links with attribute values which indicate the relative significance of concepts and relationships in knowledge representation. The resulting maps are called attributed concept maps (ACM). Assessing students will be conducted by matching their ACMs with those prebuilt by experts. The associated techniques are referred to as map matching techniques. The building of an expert ACM has in the past been done by only one specialist. We integrate a number of maps developed by separate experts into a single map, called the master map (MM), which will serve as a prototypical map in map matching. Both map integration and map matching are conceptualized in terms of fuzzy set discipline. Experimental results have shown that the proposed ideas of ACM, MM, fuzzy map integration, and fuzzy map matching are well suited for students with high performances and difficult subject materials.Item CASTLE: A tutoring system with multiple strategies for reading comprehension(2002-12-11) Sung, Y. T.; Huang, J. S.; Chang, K. E.Item CASTLE: A tutoring system with multiple strategies for reading comprehension(2002-12-09) Sung, Y. T.; Huang, J. S.; Chang, K. E.Item Certification of e-Learning courseware: A case study on Taiwanese experiences(2007-10-20) Sung, Y. T.; Chang, K. E.Item Classifying Chinese text based on readability indices: comparing the machine learning and statistical approaches(2012-08-01) Lee, Y. S.; Chen, J. L.; Chang, T. H.; Chang, K. E.; Chen, H. C.; Sung, Y. T.Item CoCAR: An online synchronous training model for empowering ICT capacity of CFL teachers.(ASCILITE, 2012-01-01) Lan, Y. J.; Chang, K. E.; Chen, N. S.In response to the need to cultivate pre-service Chinese as a foreign language (CFL) teachers’ information and communication technology (ICT) competency in online synchronous environments, this research adopted a three-stage cyclical model named cooperation-based cognition, action, and reflection (CoCAR). The model was implemented in an 18-week program to prepare pre-service CFL teachers for online synchronous teaching. A qualitative approach was adopted to analyse the collected data. The results demonstrate that the CoCAR model benefits the pedagogical growth of the pre-service CFL teachers, and helps them to make progress in online synchronous teaching activity design and tool usage. The proposed model also creates a positive climate for technological and pedagogic knowledge to overcome some common problems in conventional teacher training programs. The CoCAR model, which emphasises cognition, action, and reflection, is considered suitable for the training of online synchronous teaching skills among CFL teachers, and can be applied to general training programs to enhance the ICT capacity of teachers.Item A cognitive-interactive approach to Chinese characters learning: System design and development.(2009-08-11) Lan, Y. J.; Sung, Y. T.; Wu, C. Y.; Chang, K. E.A solid knowledge of Chinese characters plays an important role in Chinese reading. Essentially, Chinese characters, a graphic- based orthographic rule, are much different from the words of an alphabetic language, such as English, French, etc. The uniqueness of Chinese characters make it is extremely difficult for most of the CFL/CSL learners no matter what their nationalities are. In this paper we developed a Chinese character learning system based on a cognitive-interactive perspective to help CFL/CSL learners learn Chinese characters. The results of a preliminary survey show that most of the surveyed CSL learners approved the learning system’s design rationale as well as made positive comments on the system learning effect upon their Chinese character knowledge construction.Item Collaborative Early EFL Reading among Distributed Learners : A Simulation Pilot Study.(2006/7/5-7) Lan, Y. J.; Sung, Y. T.; Chang, K. E.; Hsiao, H. S.In this paper, we designed a wireless peer-assisted learning system for early EFL reading to enhance online collaborative EFL reading and provide distributed EFL learners with an opportunity to teach and learn with each other. Compare with the control group, the result shows that wireless EFL reading is emerging as a flexible and portable solution to the pedagogical challenges exist in conventional EFL reading teaching instructionItem Collaborative early EFL reading among distributed learners: A simulation pilot study(The Journal of the JALT CALL SIG, 2006-08-01) Lan, Y. J.; Sung, Y. T.; Chang, K. E.It is widely accepted that reading provides important opportunities for second language (L2) development, however, in Taiwan sources of L2 input are often limited for learners in English as a Foreign Language (EFL) settings. This problem is compounded by environmental constraints such as students’ diversity in reading abilities, the socio-economic gap between urban and rural students, class sizes, time constraints and available resources, and dealing with these constraints effectively requires new pedagogies and tools. We designed a wireless peer-assisted leaning system for early EFL reading to enhance online collaborative EFL reading and provide EFL learners with an opportunity to teach and learn with each other. In this study we examine the use of this wireless reading system in a conventional EFL class to simulate a distributed learning situation. The results suggested that wireless EFL reading may emerge as a flexible and portable solution to the pedagogical challenges that exist in conventional EFL reading and teaching environments.Item Computer-assisted learning for mathematical problem solving(ELSEVIER, 2006-02-01) Chang, K. E.; Sung, Y. T.; Lin, S. FPrevious computer-assisted problem-solving systems have incorporated all the problem-solving steps within a single stage, making it difficult to diagnose stages at which errors occurred when a student encounters difficulties, and imposing a too-high cognitive load on students in their problem solving. This study proposes a computer-assisted system named MathCAL, whose design is based on four problem-solving stages: (1) understanding the problem, (2) making a plan, (3) executing the plan and (4) reviewing the solution. A sample of one hundred and thirty fifth-grade students (aged 11 years old) completed a range of elementary school mathematical problems and empirically demonstrated. The results showed MathCAL to be effective in improving the performance of students with lower problem solving ability. This evaluation allowed us to address the problem of whether the assistances in various stages help students with their problem solving. These assistances improve students’ problem-solving skills in each stage.Item Concept mapping system with scaffolding learning(1998-10-14) Sung, T. C.; Chen, S. F.; Lin, S. C.; Chang, K. E.Item Concept mapping with scaffolding learning(1998-10-17) Sung, Y. T.; Chen, S. F.; Chang, K. E.