DSpace collection: 期刊論文

設計與評估電腦輔助邏輯句型課程對學生句子能力與動機之影響

title: 設計與評估電腦輔助邏輯句型課程對學生句子能力與動機之影響 abstract: 摘要： Constructing well-formed sentences is an important element of writing. However, many students struggled with this skill. The purpose of this study were to design and evaluation of computer assisted logical sentence composing learning on the students’ performance and motivation. Hence, based on Variation Theory, the eight categories logical sentence composing instruction were designed. To understand the effective of this instruction, the study was conducted in an elementary and the participants were 94 4th grade students from 3 classes. The control group was conventional instruction and a delay posttest. The experiment group implemented the logical sentence composing instruction during three months and conducted the pre/post/delay-test of sentence, ARCS motivation questionnaires, and interviews. The fi ndings show that the experiment students’ logical sentence composing has signifi cant improvement and the results of ARCS questionnaire showed students regard the instruction were position: Attention (62.19%), R 其他題名： Interbtional Journal on Digital Learning Technology 出版者：台灣: 台灣數位學習與內容學會出版日期： 2016-10 出處：數位學習科技期刊, 2016-10, Vol.8 (4), p.001-026 資源來源：華藝CEPS中文電子期刊服務識別號： ISSN: 2071-260X 識別號： DOI: 10.3966/2071260X2016100804001

Young children's metacognition in the context of telling a written story

title: Young children's metacognition in the context of telling a written story abstract: 摘要： This study examines young children's metacognition in the context of telling a written story. The participants were 36 children: 12 preschoolers, 12 kindergarteners, and 12 first graders in a kindergarten and a nearby elementary school in a northwestern city in Taiwan. Each child was asked to 'read' a 13-page wordless picture book and tell a story that will be transcribed for others to read. Once each child finished telling the story, the scribe asked whether the child wished to revise it; the children's revisions were taken as indicative of metacognitive abilities. Results indicate that 33 out of 36 children demonstrated metacognition as they revised their stories. A significant difference with regards to the accuracy of the revisions was found among the three groups of children, with first graders producing significantly more accurate revisions than did the preschoolers. The implications for future research and practices for teachers are discussed. 出版者： Routledge 出版日期： 2013-12 出處： Early child development and care, 2013-12, Vol.183 (12), p.1796-1810 資源來源： Taylor & Francis Journals Auto-Holdings Collection 版權： 2013 Taylor & Francis 2013 識別號： ISSN: 0300-4430 識別號： EISSN: 1476-8275 識別號： DOI: 10.1080/03004430.2012.754436

When a classroom is not just a classroom: Building digital playgrounds in the classroom

title: When a classroom is not just a classroom: Building digital playgrounds in the classroom abstract: 摘要： In the context of classroom, it is possible to create a playground with digital technology beneficial for learning in spite of rising enthusiasm in incorporating educational games in classroom. This paper is an essay to describe a learning playground called Digital Learning Playground (DLP). It is essentially an application of digital technology to build a Mixed Reality environment with game-based-learning-like ingredient for classroom context. A learning theory that could be used to describe the learning process is that of experiential learning by Kolb. Meanwhile, Total Scenario Response (TSR) can be used for its learning design. Although the experiment was applied in the context of learning English, it may open a possibility to extend for the purpose of learning other subjects, such as Math. 出版者： Adapazari: Sakarya University 出版日期： 2012-01-01 出處： TOJET : the Turkish online journal of educational technology, 2012-01, Vol.11 (1), p.202 資源來源： ERIC - Full Text Only (Discovery) 版權： Copyright Sakarya University 2012 識別號： ISSN: 1303-6521 識別號： EISSN: 1303-6521

Using peer feedback to improve learning via online peer assessment

title: Using peer feedback to improve learning via online peer assessment abstract: 摘要： This study investigates the influence of various forms of peer observation and feedback on student learning. We recruited twelve graduate students enrolled in a course entitled, Statistics in Education and Psychology, at a university in northern Taiwan. Researchers adopted the case study method, and the course lasted for ten weeks. Students were first required to learn the content and complete homework assignments through online peer assessment activities. Data were collected from interviews and student journals for content analysis. The results demonstrate that the quality of feedback improved from the first peer assessment to the second; however, the amount of advanced feedback decreased. Although students adjusted their homework according to the feedback provided by their classmates, they did not fully accept this criticism. Students valued specific feedback more highly than scores; however, the desire to obtain high scores motivated many students to modify their papers. When students discovered that peer reviewers were unable to understand their work, they would rewrite it with more extensive explanations and adopt feedback to generate new ideas or research directions. Finally, the students made valuable modifications to their work with the help of feedback from others, and most of the students had a positive impression of peer observation after participating in online peer assessment activities. [PUBLICATION ABSTRACT] 出版者： Adapazari: Sakarya University 出版日期： 2013-01-01 出處： TOJET : the Turkish online journal of educational technology, 2013-01, Vol.12 (1), p.187 資源來源： ERIC - Full Text Only (Discovery) 版權： Copyright Sakarya University 2013 識別號： ISSN: 1303-6521 識別號： EISSN: 1303-6521