參考文獻 |
Andersen, C. (2000). Collaboration as argument. Presented at the meeting of the American Educational Research Association, New Orleans, LA.
Aikaterini, A., Fotini, P. (2010). Enhancing self-regulated learning skills through the implementation of an e-portfolio tool. Procedia-Social and Behavioral Sciences, 2, 3048-3054.
Aleven, V. A., & Koedinger, K. R. (2002). An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science, 26(2), 147–179.
Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanism. In F. E. Weinert& R. H. Kluwe (Ed), Lawrence Erlbaum.
Bloom, B. S. (1956). Taxonomy of Educational Objectives: Handbook I: Cognitive Domain. Longman, NY.
Bain, J. D., Ballantyne, R., Packer, J., & Mills, C. (1999). Using journal writing to enhance student teachers’ reflectivity during field experience placements. Teachers and Teaching, 5(1), 51–73.
Borkowski, J., Carr, M., Rellinger, E., & Pressley, M. (1990). Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 53–92). Hillsdale, NJ: Lawrence Erlbaum.
Boud, D., Keogh, R. & Walker, D. (Eds) (1985). Reflection: Turning Experience into Learning. London: Kogan Page.
Ball, E. C. (2010). Annotation an effective for student feedback: A critical review of the literature. Nurse Education in Practice, 10, 138-143.
Chao, H. P. (2007). The Research On Using Blog as Learning Reflection Tool. College of Science National Chiao Tung University for the Degree of Master in Degree Program of E-Learning, Unpublished doctoral dissertation, Taiwan.
Chang, S. C. Instruction of construction: Theory and application (p. 17). Taipei: Wu Nan.
Chi, M. T. H., de Leeuw, N., Chiu, M., & Lavancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439-477.
Chen, N. S., Hwang, G. J., Hsieh, S. W., & Chang, Y. R. (2010). Impacts of adaptive reflection prompt on learners’ reflection levels in a u-learning. The Fourth Mobile and Ubiquitous Technologies Enhanced Learning Conference. Taiwan.
Chen, N. S., Wei, C. W., Wu, K. T., & Uden, L. (2009). Effects of high level prompts and peer assessment on online learners’ reflection levels. Computer & Education, 52, 283-291.
Chiang, P. K., & Yang, H. L. (2006). Annotation System in Electronic Documents. International Conference of Digital Technology and Innovation Management. HUAFAN University, Taipei, Taiwan.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Houghton Mifflin Company.
Fosnot, C. T. (1989). Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York: Teachers Coll.Press.
Farrell, T. S. C. (1999). Reflective practice in an EFL development group. System, 27, pp. 157-172.
Flippo, R. F., & Caverly, D. C. (2009). Handbook of college reading and study strategy research (2nd Ed.). New York: Routledge.
Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31(1), 104-137.
Hirshman, E., & Bjork, R. (1988). The generation effect: Support for a two-factor theory. Journal of Experimental Psychology: Learning Memory and Cognition, 14(3), 484–494.
Hwang, W. Y., Wang, C. Y., Hwang, G. J., Huang, Y. M., & Huang, S. (2008). A web-based programming learning environment to support cognitive development. Interacting with Computers, 20, 524-534.
Hwang, W. Y., Chen, N. S., Shadiev, R. & Li, J. S. (2010), Effects of reviewing annotations and homework solutions on math learning achievement. British Journal of Educational Technology, 42: no. doi: 10.1111/j.1467-8535.2010.01126.x
Johnson, T. E., Archibald, T. N., Tenenbaum, G. (2010). Individual and team annotation effects on students' reading comprehension, critical thinking, and meta-cognitive skills. Computer in Human Behavior, doi:10.1016/j.chb.2010.05.014
Kullman, J. (1998). Mentoring and the development of reflective practice: Concepts and context. System, 26, 471-484.
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 32, 175-181.
Liaw, S. S., Chen, G. D., & Huang, H. M. (2008). Users’ attitudes toward Web-based collaborative learning systems for knowledge management. Computers & Education, 50(3), 950-961.
Lee, A. Y., & Hutchison, L. (1998). Improving learning from examples through reflection. Journal of Experimental Psychology: Applied, 4(3), 187-210.
Lamy, M-N. & Goodfellow, R. (1999). "Reflective Conversation" in the Virtual Language Classroom. Language Learning & Technology, 2(2), 43-61.
Lin, H. T., Yuan, S. M. (2006). Taking Blog as a Platform of Learning Reflective Journal, Lecture Notes in Computer Science, W. Liu, Q. Li, and W.H. Lau (Eds.), LNCS 4181, pp. 38-47.
Marshall, C. C. (1998). Toward an ecology of hypertext annotation. Proceedings of the ninth ACM conference on Hypertext and hypermedia, 40-49.
McNamara, D. S. (2004). SERT: Self-explanation reading training. Discourse Processes, 38(1), 1-30.
Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6.
McMahon, M., & Oliver, R. (2006). Mark-UP: Design and evaluation of an on-line annotation tool to support meta-cognitive development of reading comprehension. Higher Education Research and Development Society of Australasia inc. Australia.
McNamara, D. S., O’Reilly, T. P., Best, R. M., & Ozuru, Y. (2006). Improving adolescent student’ reading comprehension with iSTART. Journal of Educational Computing Research, 34(2), 147-171.
Schön, D. (1983). The Reflective Practitioner. New York: Basic Books.
Slotte, V., Lonka, K. et al. (2003). Note-taking review – Practical value for learners, Arob@se,www.arobase.to, volume 1-2, pp. 79-86.
Su, Y. S., Yang, J. H., Hwang, W. Y., & Zhang, J. (2010). A Web 2.0-based collaborative annotation system for enhancing knowledge sharing in collaborative learning environments. Computers & Education, 55, 752-766.
Terence, C. A. (2005).Using online annotation software to provide timely feedback in an introductory programming course. 35th IEEE Frontiers in Education Conference, Arlington, VA.
Tamas, M., Jonathan., & Itiel, E. D. (2009). Optimising the use of note-taking as an external cognitive aid for increasing learning. British Journal of Educational Technology, 40: no. doi: 10.1111/j.1467-8535.2008.00906.x
Tristan, E. J., Thomas, N. A., Gershon, T. (2010). Individual and team annotation effects on students’ reading comprehension, critical thinking, and meta-cognitive skills. Computers in Human Behavior, 26(6), 1496-1507.
Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228.
Van den Boom, G., Paas, F., Van Merrienboer, J. J. G., & Van Gog, T. (2004). Reflection prompts and tutor feedback in a web-based learning environment: effects on students’ self-regulated learning competence. Computers in Human Behavior, 20, 551-567.
Wolfe, J. (2002). Annotation technologies: A software and research review. Computers & Composition, 19, 471-497.
Wolfe, M. B. W., & Goldman, S. R. (2005). Relations between adolescents’ text processing and reasoning. Cognition and Instruction, 23(4), 467-502.
Yang, Y. F. (2010). Students’reflection on online self-correction and peer review to improve writing. Computers & Education, 55, 1202-1210.
|