29 research outputs found
Diverse Development and Future Challenges of Game-Based Learning and Gamified Teaching Research
Play is one of the most important activities in human life [...
An analysis of peer assessment online discussions within a course that uses project-based learning
[[abstract]]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.
What kinds of knowledge do teachers share on blogs? A quantitative content analysis of teachers' knowledge sharing on blogs
[[abstract]]The article focuses on a content analysis of the use of blogs in knowledge sharing by educators. It states that blog use for teachers' professional development may improve teacher interaction. It states that the coding scheme of the study utilized Bloom's taxonomy with a focus on the knowledge aspect of teacher discussions. It comments that teachers did not utilize blogs solely for professional development and suggests that unofficial environments might play a role in promoting a climate conducive of knowledge sharing. It also suggests the development of an automatic interaction analysis module could be used to detect current behavioral and content patterns and limitations in knowledge sharing by teachers, including automatic data mining.
Analysis of problem-solving based online asynchronous discussion pattern
[[abstract]]This research explores the process of asynchronous problem-solving-based discussion activities and aims to understand limitations likely to arise during learnersā 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 studentsā problem-solving discussion behaviors and knowledge-construction levels. In order to avoid influence caused by teachersā subjective guiding methods and ensure objective observations, we observed learnersā online problem-solving discussions without intervention or guidance from the teachers. From the sequential pattern derived, we have not only induced a pattern of studentsā 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 studentsā knowledge construction. In addition, this research also revealed certain limitations toward the content and behavior of studentsā discussion without teachersā 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 studentsā discussion and knowledge construction when a teacher is applying a problem-based learning activity.
[[alternative]]The research on web-based instructional design
[[abstract]]The purposes of this study were to propose a web-based instructional design model, which aims to assist the teacher to do their instructional design task under the web-based technology environment. A web-based instructional design environment (WIDE) was then implemented according to the model. To assess the effectiveness of the WIDE system, an empirical study on instructional design was conducted, teachers used the system, and we analyzed the teachersā attitudes and the systemās usability.
Six junior high school history teachers in Taipei were invited to participate the experiment. Through the observations of their using of the system, and the documents they constructed and the interview records, we found that the environment could arrive the objectives as the following:
1. The environment can promote teachers to reconstruct or reorganize their cognition about teaching and subject domain knowledge, and make their instructional design content more systematic and coherent.
2. Instruction designers could provide learners with more integrated and wider learning information.
3. The environment can decrease teachersāload when they were searching for related learning information under the web-based environment.
4. The teacher could integrate more teaching strategies into their instructional design.
5. The environment was helpful for teachers using technology and web-based environment in their instruction practice.
Behavior Analysis
Many research fields are heading toward more precise process analyses in the era of big data and artificial intelligence. In particular, using innovative methods to analyze different human behaviors as well as understand specific behavioral patterns helps explore the structures and contexts in all kinds of human behaviors, which can serve as theoretical innovation and strategies to solve human problems. This book collects the latest behavior analysis research in different disciplines, including some methods or analysis examples