國中基本學力測驗
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年度 篇名
2007

Hou, H. T., Chang, K. E., & Sung, Y. T. (2007). Analysis of Problem-Solving Based Online Asynchronous Discussion Pattern. Educational Technology & Society, 11, 17-28. (SSCI)

摘要

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.

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2007

Sung, Y. T. & Lesgold, A. (2007). Software Infrastructure for Teachers: A Missing Link in Integrating Technology with Instruction. Teachers College Record, 109(11), 2541-2575. (SSCI)

摘要

Background: Based on analyses of the difficulties encountered during the process of integrating technology into instruction and the efforts made by researchers to overcome barriers to such integration, we propose that the efforts made to date (e.g., increasing the availability of computer equipment and enhancing computer literacy, support, and training) are not sufficiently comprehensive to achieve the goals of improving teaching efficiency and developing innovative teaching methods. Objectives: The objective of this research commentary is to highlight the importance of the software infrastructure for teachers (SIT) to promoting the integration of information technology into instruction. Research Method and Design: A critical synthesis was conducted on the literature of using computer technology for learning, teaching, and teacher professional development. Conclusions: This study points out the features of SIT, the benefits of using SIT, and the possible approach to the development of SIT, and highlights some problems that have yet to be solved.

2007

Lan, Y. J., Sung, Y. T., & Chang, K. E. (2007). A mobile device-supported peer-assisted learning system for collaborative early EFL reading. Language Learning and Technology, 11, 130-151. (SSCI)

摘要摘要

Collaborative learning methods which emphasize peer interaction have been widely applied to increase the intensity and effectiveness of EFL reading programs. However, simply grouping students heterogeneously and assigning them group goals does not
guarantee that effective collaborative learning will ensue. The present research includes two studies. In Study One, the eaknesses of collaborative learning in a traditional EFL setting were observed. Then, in Study Two, a mobile-device-supported peer-assisted learning (MPAL) system was developed for the purpose of addressing the identified weaknesses. Two classes of twenty-six third grade students participated in the present research to examine the unique contribution of MPAL to collaborative EFL reading activities. The collaborative behavior of elementary EFL learners was videotaped and analyzed. Detailed analysis of the videotaped behavior indicated that MPAL helped improve collaboration in elementary school level EFL learners and promotes their reading motivation.

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