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| 題名: | A review of intervention studies on technology-assisted instruction from 2005-2010 |
| 作者: | 吳穎沺;Wu, Ying-Tien;Hou, Huei-Tse;Hwang, Fu-Kwun;Lee, Min-Hsien;Lai, Chih-Hung;Chiou, Guo-Li;Lee, Silvia Wen-Yu;Hsu, Yu-Chen;Liang, Jyh-Chong;Chen, Nian-Shing;Tsai, Chin-Chung |
| 貢獻者: | 資訊電機學院網路學習科技研究所 |
| 關鍵詞: | Collaborative Writing;Computer technology;Domains;Education;Educational research;Educational technology;Environmental technology;Full Length Articles;Information technology;Innovation adoption;Instructional design;Interpersonal interaction;Intervention;Intervention studies;Learning;Learning Processes;Management;On-line systems;Student interaction;Technology;Technology application;Technology utilization |
| 日期: | 2013-09-19 |
| 上傳時間: | 2026-04-23 14:01:56 (UTC+8) |
| 出版者: | National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society |
| 摘要: | 摘要： By reviewing papers published in five important SSCI journals from 2005 to 2010, this study aimed to provide insights into intervention studies on technology-assisted instruction. It was found that still relatively little research on educational technology which addresses the effects of specific instructional interventions on student learning was conducted during this period. Moreover, most reviewed studies were conducted in higher education, rather than in high school, elementary school, or adult education contexts. The two subject domains, science and engineering (including computer studies), were most frequently involved in these studies, the majority of which addressed achievement as research (learning outcome) foci, while relatively fewer studies investigated students' learning process or affective outcomes. Regarding technology adoption, this study revealed that, in both the 2005-2007 and 2008-2010 periods, technologies for specific instructional purposes(e.g., a specially designed system for online collaborative writing) were more frequently adopted than those for general purposes (such as PowerPoint). This study also reveals that technology-mediated interpersonal interactions are commonly utilized in these intervention studies, with the focus mainly on student-student interactions.
出版者： Palmerston North: International Forum of Educational Technology & Society
出版日期： 2013-07-01
出處： Educational Technology & Society, 2013-07, Vol.16 (3), p.191-203
資源來源： Chinese Electronic Periodical Services (CEPS)
版權： Copyright 2013 by International Forum of Educational Technology & Society (IFETS)
版權： COPYRIGHT 2013 International Forum of Educational Technology & Society
版權： 2013. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html
識別號： ISSN: 1176-3647
識別號： ISSN: 1436-4522
識別號： EISSN: 1436-4522
識別號： DOI: 10.30191/ETS.201307_16(3).0015 |
| 顯示於類別: | [網路學習科技研究所 ] 期刊論文
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