參考文獻 |
參考文獻
中文文獻
吳榮豐 (2005)。電腦輔助交互式同儕教學運用在國小分數之學習環境設計。國立中央大學。http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=92524004
宋爾軒、蔡孟涵、康仕仲、賴進松和譚義績 (2014)。防災資訊儀表板開發研究。災害防救科技與管理學刊,3(1),69-94頁。https://doi.org/10.6149/JDM.2014.0301.04
英文文獻
Abraham, R. R., Vinod, P., Kamath, M., Asha, K., & Ramnarayan, K. (2008). Learning approaches of undergraduate medical students to physiology in a non-PBL-and partially PBL-oriented curriculum. Advances in Physiology Education, 32(1), 35-37. https://doi.org/10.1152/advan.00063.2007
Adamidi, F., Paraskeva, F., Bouta, H., & Gkemisi, S. (2017). Problem-based learning in language instruction: A collaboration and language learning skills framework in a CSCL environment. In International Workshop on Learning Technology for Education in Cloud (pp. 133-146). Springer. https://doi.org/10.1007/978-3-319-62743-4_12
Adodo, S. (2013). Effect of mind-mapping as a self-regulated learning strategy on students’ achievement in basic science and technology. Mediterranean Journal of Social Sciences, 4(6), 163-163. https://doi.org/10.36941/mjss
Alharbi, N. M., Athauda, R. I., & Chiong, R. (2018). Empowering collaboration in project-based learning using a scripted environment: lessons learned from analysing instructors’ needs. Pedagogy and Education, 27(3), 381-397. https://doi.org/10.1080/1475939X.2018.1473289
Azer, S. A., & Azer, D. (2015). Group interaction in problem‐based learning tutorials: a systematic review. European Journal of Dental Education, 19(4), 194-208. https://doi.org/10.1111/eje.12121
Barak, M. (2010). Motivating self-regulated learning in technology education. International journal of technology and design education, 20(4), 381-401. https://doi.org/10.1007/s10798-009-9092-x
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S.-L. (2009). Measuring self-regulation in online and blended learning environments. The internet ang higher education, 12(1), 1-6. https://doi.org/10.1016/j.iheduc.2008.10.005
Chan, T.-W., & Baskin, A. B. (1988). Studying with the prince: The computer as a learning companion. In Proceedings of the International Conference on Intelligent Tutoring Systems (Vol. 194200). http://chan.lst.ncu.edu.tw/paper2/img00655.pdf
Coleman, E. B., Brown, A. L., & Rivkin, I. D. (1997). The effect of instructional explanations on learning from scientific texts. The Journal of the Learning Sciences, 6(4), 347-365. https://doi.org/10.1207/s15327809jls0604_1
Datig, I., & Whiting, P. (2018). Telling your library story: Tableau Public for data visualization. Library Hi Tech News. https://doi.org/10.1108/LHTN-02-2018-0008
Donohoe, D., & Costello, E. (2020). Data visualisation literacy in higher education: An exploratory study of understanding of a learning dashboard tool. International Journal of Emerging Technologies in Learning, 15(17), 115-126. https://doi.org/10.3991/ijet.v15i17.15041
Duran, D. (2017). Learning-by-teaching. Evidence and implications as a pedagogical mechanism. Innovations in Education and Teaching International, 54(5), 476-484. https://doi.org/10.1080/14703297.2016.1156011
Fiorella, L., Stull, A. T., Kuhlmann, S., & Mayer, R. E. (2020). Fostering generative learning from video lessons: Benefits of instructor-generated drawings and learner-generated explanations. Journal of Educational Psychology, 112(5), 895. https://doi.org/10.1037/edu0000408
Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., Karns, K., & Dutka, S. (1997). Enhancing students′ helping behavior during peer-mediated instruction with conceptual mathematical explanations. The Elementary School Journal, 97(3), 223-249. https://doi.org/10.1086/461863
George, D., & Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge. https://doi.org/10.4324/9780429056765
Grant, M. M., & Branch, R. M. (2005). Project-based learning in a middle school: Tracing abilities through the artifacts of learning. Journal of Research on technology in Education, 38(1), 65-98. https://doi.org/10.1080/15391523.2005.10782450
Hadwin, A., & Oshige, M. (2011). Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113(2), 240-264. https://doi.org/10.1177/016146811111300204
Hadwin, A. F., Wozney, L., & Pontin, O. (2005). Scaffolding the appropriation of self-regulatory activity: A socio-cultural analysis of changes in teacher–student discourse about a graduate research portfolio. Instructional science, 33(5), 413-450. https://doi.org/10.1007/s11251-005-1274-7
Hennessy, S., & Murphy, P. (1999). The potential for collaborative problem solving in design and technology. International journal of technology and design education, 9(1), 1-36. https://doi.org/10.1023/A:1008855526312
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational psychology review, 16(3), 235-266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Hwang, G.-J., Wang, S.-Y., & Lai, C.-L. (2021). Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics. Computers & Education, 160, 104031. https://doi.org/10.1016/j.compedu.2020.104031
Jobe, J. B., & Mingay, D. J. (1991). Cognition and survey measurement: History and overview. Applied Cognitive Psychology, 5(3), 175-192. https://doi.org/10.1002/acp.2350050303
Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational psychologist, 48(1), 25-39. https://doi.org/10.1080/00461520.2012.748006
Järvelä, S., Järvenoja, H., Malmberg, J., & Hadwin, A. F. (2013). Exploring socially shared regulation in the context of collaboration. Journal of Cognitive Education and Psychology, 12(3), 267-286. https://doi.org/10.1891/1945-8959.12.3.267
Järvelä, S., Malmberg, J., & Koivuniemi, M. (2016). Recognizing socially shared regulation by using the temporal sequences of online chat and logs in CSCL. Learning and Instructional, 42, 1-11. https://doi.org/10.1016/j.learninstruc.2015.10.006
Järvelä, S., Volet, S., & Järvenoja, H. (2010). Research on motivation in collaborative learning: Moving beyond the cognitive–situative divide and combining individual and social processes. Educational psychologist, 45(1), 15-27. https://doi.org/10.1080/00461520903433539
Karasavvidis, I., Pieters, J. M., & Plomp, T. (2000). Investigating how secondary school students learn to solve correlational problems: Quantitative and qualitative discourse approaches to the development of self-regulation. Learning and Instruction, 10(3), 267-292. https://doi.org/10.1016/S0959-4752(99)00030-4
King, A., Staffieri, A., & Adelgais, A. (1998). Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning. Journal of Educational Psychology, 90(1), 134. https://doi.org/10.1037/0022-0663.90.1.134
Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., & Soloway, E. (1994). A collaborative model for helping middle grade science teachers learn project-based instruction. The Elementary School Journal, 94(5), 483-497. https://doi.org/10.1086/461779
Lu, J., Lajoie, S. P., & Wiseman, J. (2010). Scaffolding problem-based learning with CSCL tools. International Journal of Computer-Supported Collaborative Learning, 5(3), 283-298. https://doi.org/10.1007/s11412-010-9092-6
Martin, J.-P. (1985). Zum Aufbau didaktischer Teilkompetenzen beim Schüler: Fremdsprachenunterricht auf der lerntheoretischen Basis des Informationsverarbeitungsansatzes. G. Narr. https://doi.org/10.1515/infodaf-1986-135-672
McCaslin, M., & Burross, H. L. (2011). Research on individual differences within a sociocultural perspective: Co-regulation and adaptive learning. Teachers College Record, 113(2), 325-349. https://doi.org/10.1177/016146811111300203
McCrudden, M. T., & Schraw, G. (2007). Relevance and goal-focusing in text processing. Educational psychology review, 19(2), 113-139. https://doi.org/10.1007/s10648-006-9010-7
Melovitz-Vasan, C., Gentile, M., Huff, S., & Vasan, N. (2018). Student perception of active learning group in a problem-based learning curricular environment. Medical science educator, 28(1), 195-201. https://doi.org/10.1007/s40670-018-0541-6.
Neville, A. J. (2009). Problem-based learning and medical education forty years on. Medical Principles and Practice, 18(1), 1-9. https://doi.org/10.1159/000163038
Ngai, E. W. (2007). Learning in introductory e-commerce: A project-based teamwork approach. Computers & Education, 48(1), 17-29. https://doi.org/10.1016/j.compedu.2004.11.005
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Panadero, E., Järvelä, S., Malmberg, J., Koivuniemi, M., Phielix, C., Jaspers, J. G., & Kirschner, P. A. (2013). Enhancing socially shared regulation in working groups using a CSCL regulation tools. In AIED Workshops (pp. 7-12). Springer. http://ceur-ws.org/Vol-1009/1002.pdf
Peña-Ayala, A. (2014). Educational data mining: A survey and a data mining-based analysis of recent works. Expert systems with applications, 41(4), 1432-1462. https://doi.org/10.1016/j.eswa.2013.08.042
Peng, M. Y.-P., Sheng-Hwa, T., & Han-Yu, W. (2018). The impact of professors′ transformational leadership on university students′ employability development based on social cognitive career theory. In Proceedings of the 2nd international conference on education and multimedia technology (pp. 54-58). https://doi.org/10.1145/3206129.3239422
Perry, N. E. (1998). Young children′s self-regulated learning and contexts that support it. Journal of Educational Psychology, 90(4), 715. https://doi.org/10.1037/0022-0663.90.4.715
Peterson, S. E., & Myer, R. A. (1995). The use of collaborative project-based learning in counselor education. Counselor Education and Supervision. https://doi.org/10.1002/j.1556-6978.1995.tb00219.x
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). Elsevier. https://doi.org/10.1016/B978-012109890-2/50043-3
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational psychology review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006-x
Podgorelec, V., & Kuhar, S. (2011). Taking advantage of education data: Advanced data analysis and reporting in virtual learning environments. Elektronika ir Elektrotechnika, 114(8), 111-116. https://doi.org/10.5755/j01.eee.114.8.708
Prichard, J. S., Bizo, L. A., & Stratford, R. J. (2006). The educational impact of team‐skills training: Preparing students to work in groups. British Journal of Educational Psychology, 76(1), 119-140. https://doi.org/10.1348/000709904X24564
Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., . . . Soloway, E. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13(3), 337-386. https://doi.org/10.1207/s15327809jls1303_4
Rob, M., & Rob, F. (2018). Dilemma between constructivism and constructionism: Leading to the development of a teaching-learning framework for student engagement and learning. Journal of International Education in Business, 11(2), 273-290. https://doi.org/10.1108/JIEB-01-2018-0002.
Romero, C., Ventura, S., & García, E. (2008). Data mining in course management systems: Moodle case study and tutorial. Computers & Educational, 51(1), 368-384. https://doi.org/10.1016/j.compedu.2007.05.016
Sedrakyan, G., Mannens, E., & Verbert, K. (2019). Guiding the choice of learning dashboard visualizations: Linking dashboard design and data visualization concepts. Journal of Computer Languages, 50, 19-38. https://doi.org/10.1016/j.jvlc.2018.11.002
Splichal, J. M., Oshima, J., & Oshima, R. (2018). Regulation of collaboration in project-based learning mediated by CSCL scripting reflection. Computers & Education, 125, 132-145. https://doi.org/10.1016/j.compedu.2018.06.003
Stolte, C., Tang, D., & Hanrahan, P. (2002). Polaris: A system for query, analysis, and visualization of multidimensional relational databases. IEEE Transactions on Visualization and Computer Graphics, 8(1), 52-65. https://doi.org/10.1109/2945.981851
Umble, E. J., Umble, M., & Artz, K. (2008). Enhancing undergraduates′ capabilities through team‐based competitions: The Edward Jones challenge. Decision Sciences Journal of Innovative Education, 6(1), 1-27. https://doi.org/10.1111/j.1540-4609.2007.00164.x
Vauras, M., Iiskala, T., Kajamies, A., Kinnunen, R., & Lehtinen, E. (2003). Shared-regulation and motivation of collaborating peers: A case analysis. Psychologia, 46(1), 19-37. https://doi.org/10.2117/psysoc.2003.19
Volet, S., Summers, M., & Thurman, J. (2009). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19(2), 128-143. https://doi.org/10.1016/j.learninstruc.2008.03.001
Winne, P. H. (1997). Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89(3), 397. https://doi.org/10.1037/0022-0663.89.3.397
Winne, P. H. (2015). What is the state of the art in self-, co-and socially shared regulation in CSCL? Computers in Human Behavior, 52, 628-631. https://doi.org/10.1016/j.chb.2015.05.007
Winne, P. H., & Hadwin, A. F. (2010). Self-regulated learning and socio-cognitive theory. In B. McGaw, E. Baker, & P. Peterson (Eds.). International encyclopedia of education, (3rd ed.) (New York). https://doi.org/10.1016/B978-0-08-044894-7.00470-X
Zhang, Y., Zhou, L., Liu, X., Liu, L., Wu, Y., Zhao, Z., . . . Yi, D. (2015). The effectiveness of the problem-based learning teaching model for use in introductory Chinese undergraduate medical courses: a systematic review and meta-analysis. PloS one, 10(3), e0120884. https://doi.org/10.1371/journal.pone.0120884
Zheng, J., Xing, W., & Zhu, G. (2019). Examining sequential patterns of self-and socially shared regulation of STEM learning in a CSCL environment. Computers & Education, 136, 34-48. https://doi.org/10.1016/j.compedu.2019.03.005
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329. https://doi.org/10.1037/0022-0663.81.3.329 |