A framework of PBL strategy integrated in LMS and a ubiquitous learning environment

[[abstract]]This study describes the design of problem-based learning strategy (PBL) integrated into LMS with mobile tools in a ubiquitous learning environment, which is called uPBL system. This paper discusses the analysis and design of PBL instructional steps for building a LMS system to create a new learning environment. A trial case was designed and implemented with elementary school teachers to obtain feedback and suggestions on the design of uPBL system structure. In the trail PBL outdoor activities coped with PDA devices, students were interested in mobile learning devices and the developed system. Also, students felt comfortable to solve the real live problems and communicate with team members without the obstacles of time and space. It is expected that students will be enhanced their learning performance with a well-designed learning environment via held technology devices. Experimental studies of students learning performance are ongoing in the next research step.[[incitationindex]]EI[[conferencetype]]國際[[conferencedate]]20100816~20100818[[iscallforpapers]]Y[[conferencelocation]]Seoul, Kore

The effects of learning goals on learning performance of field-dependent and field-independent late adolescents in a hypertext environment

99學年度顧大維研究獎補助論文[[abstract]]To provide better instruction for the "Digital Native," it is important to understand the information processing behavior of adolescents using Internet programs and the potential impact of that behavior on learning. This study asks whether the use of general or specific learning goals in a hypertext environment affects learning performance. It also examines whether general versus specific learning goals have a different effect on adolescents with different cognitive styles (field dependent/field). One hundred eighty college freshmen were classified as field dependent or field independent and randomly assigned to one of two treatments: "specific preset learning goal" and "general preset learning goal." Participants provided with either specific or general learning goals navigated identical hypertext instructional programs and then completed an achievement test. Results indicate that field-dependent adolescents perform significantly better when they have specific rather than general learning goals. This study suggests that providing appropriate direction or guidance may mitigate the drawbacks of a field-dependent learning style of adolescents in a hypertext environment. Other related issues are also discussed.[[journaltype]]國外[[incitationindex]]SSCI[[booktype]]紙本[[countrycodes]]US

RELIABILITY, VALIDITY, AND INVESTIGATION OF THE INDEX OF LEARNING STYLES IN A CHINESE LANGUAGE VERSION FOR LATE ADOLESCENTS OF TAIWANESE

100學年度沈俊毅升等參考著作[[abstract]]The Felder-Soloman Index of Learning Styles (ILS) has been a popular instrument for measuring learning styles of college students for the past two decades. Even though several researchers have translated the ILS into Chinese for their own studies, a Chinese version has not been standardized and evaluated, nor has anyone reported on its reliability and validity. Based on data collected from 2,748 students at a large private university in Taiwan, this study investigates the reliability and validity of the Chinese version of the ILS. In addition, through factor analysis and structural equation modeling (SEM) analysis, problematic test items are identified for further modification. Results show that the reliability of each scale of the ILS has a pattern similar to that of previous studies. The study therefore investigates the identified problematic elements and discusses two key points: (1) the language and translation problems and (2) precision and design. In addition, results of the significant interaction effects of analysis of variance (ANOVA) for active/reflective and sensing/intuitive scales indicate the effect of college differences depends on the levels between genders. Moreover, in general, female students are significantly more intuitive and global and less visual than male students. Other detailed analysis of academic disciplines and gender onILS are also reported.[[journaltype]]國外[[incitationindex]]SSCI[[ispeerreviewed]]Y[[booktype]]紙本[[countrycodes]]US

The effect of academic discipline and gender difference on Taiwanese college students’ learning styles and strategies in web-based learning environments

[[abstract]]This paper explores students’ learning styles in relation to learning strategies in web-based learning environments, and in particular, how academic discipline and gender differences affect learning styles and learning strategies in web-based learning for college students in Taiwan. The results show that regardless of learning strategy, academic discipline or gender, the visual type learner is the most dominate learning style for web learners. In addition, sensing learners have significantly lower scores in the dimension of anxiety than moderate learners, which indicates that sensing learners feel uneasy in a web-based learning atmosphere, and its related activities. The study also finds that sequential learners are more highly motivated than moderate and global learners, and female learners have higher motivation than male learners in web learning situations. Moreover, students in colleges of liberal arts are less active in web-based learning, as compared with other colleges. Future directions and other related issues are also discussed.[[journaltype]]國外[[incitationindex]]SSCI[[ispeerreviewed]]Y[[booktype]]電子版[[countrycodes]]TU

A pilot study of the Interface Design of Cross-Cultural Web sites Through the Usability Testing of Multilanguage Web sites and the Preferences of Taiwanese and American Users

[[abstract]]By conducting usability testing on a multilanguage Web site, this study analyzed the cultural differences between Taiwanese and American users in the performance of assigned tasks. To provide feasible insight into cross-cultural Web site design, Microsoft Office Online (MOO) that supports both traditional Chinese and English and contains an almost identical interface design between the two language environments, was investigated. The results indicate that no substantial difference in the use of MOO existed between Taiwanese and American users. Both groups tend to use the search function to find information and locate unknown functions, and did not the menu directly. Moreover, the Taiwanese and American users exhibited similar interface design and color preferences when using the Web site. However, differences in user preferences regarding the motion elements and style of the buttons were apparent. Suggestions for cross-cultural Web site design and the direction of future research are discussed in this work.[[notice]]補正完畢[[journaltype]]國外[[ispeerreviewed]]Y[[booktype]]紙本[[countrycodes]]US

Looking forward: a better integration of multimedia management and e-learning technology

[[notice]]補正完畢[[journaltype]]國外[[incitationindex]]E

Integration of Situated Learning and Context Awareness Technology into Elementary School English Learning

[[conferencetype]]åé[[conferencedate]]20150623-20150625[[booktype]]é»å­ç[[iscallforpapers]]Y[[conferencelocation]]Montreal, Canad

The Effects of Media Presentations on Reading Comprehension and Attention for the Third Grade Students in Taiwan

[[sponsorship]]Association for the Advancement of Computing in Educatio(AACE)[[conferencetype]]國際[[conferencedate]]20120626~20120629[[booktype]]電子版[[iscallforpapers]]Y[[conferencelocation]]Denver, CO, US

A design framework for a conceptual multi-dimensional learning assessment system

[[abstract]]In recent years, using e-portfolios to assess student learning has become more popular. From the perspective of education, portfolios should encourage students to collect, reflect on, and present their own works to enhance learning. Yet, currently available e-portfolios seem to function mainly as repositories of artifacts without connecting to the real learning process. As a result, although eportfolios create a much more convenient environment through their technology, they are still unable to fulfill the initial purpose of portfolios. This paper presents a conceptual framework for the design of uFolio, an idea for an all-purpose portfolio system that has never been introduced previously. Based on the core value of portfolio and the technologies of a visual object-oriented platform and ubiquitous communications system, the design framework lays out an innovative system that establishes three major components?MyFolio, MyClass and MyLog?and an instant awareness notification tool, uAware, to integrate an e-portfolio, a learning management system (LMS) and a multidimensional assessment system into one. This paper presents the design steps taken so far and indicates the development tasks and related studies that still need to be carried out.[[notice]]補正完畢[[journaltype]]國外[[incitationindex]]EI[[booktype]]紙本[[booktype]]電子

Development of context awareness learning system: For elementary Chinese language learning

[[conferencetype]]國