排序方式： 共有73条查询结果，搜索用时 578 毫秒
61.
Li-Chuan Chiang 《Higher Education》2004,48(2):189-212
This paper aims to re-examine the effects offunding on university autonomy since therelationship between university autonomy andfunding is likely to be interpreted as a lineareffect; namely, the more funding the greaterautonomy. Such a simplistic vision is less than complete since it ignores the complicated nature of university autonomy. The nature of the latter should be defined contextually and politically. Itsinterpretation should also be placed in thechanging government-university relationships.This paper argues that the effect of funding on university autonomy is conditioned by the nature of university autonomy in a given country. While universityautonomy involves more than a financial tie,greater efforts on the part of universities todiversify their funding bases may well notenhance, at least directly, their autonomy.Through an extensive literature review, andempirical studies conducted in England and Taiwan, the argument of this paper is supported. 相似文献
62.
Most ubiquitous learning researchers use resource recommendation and retrieving based on context to provide contextualized learning resources, but it is the kind of one-way context matching. Learners always obtain fixed digital learning resources, which present all learning contents in any context. This study proposed a dynamic ubiquitous learning resource model with context. The model has context information and a flexible content structure that allows contents to be adjusted dynamically in different contexts, thus providing learners the contextualized resources that best match their contexts. In order to verify the effects of the contextualized resources, a contrast experiment was carried out in a vocational school in China. The experimental results showed that the contextualized resources could better improve learners' learning achievement and efficiency, improve their self-learning efficiency while reducing their cognitive load. Learners thought the ubiquitous learning system which provided contextualized resources was more useful. 相似文献
63.
64.
Wen-Wei Chiang 《International Journal of Science Education》2013,35(6):908-928
Contemporary research into science education has generally been conducted from the perspective of ‘conceptual change’ in learning. This study sought to extend previous work by recognizing that human rationality can be influenced by the emotions generated by the learning environment and specific actions related to learning. Methods used in educational psychology were adopted to investigate the emotional experience of science students as affected by gender, teaching methods, feedback, and learning tasks. A multidisciplinary research approach combining brain activation measurement with multivariate psychological data theory was employed in the development of a questionnaire intended to reveal the academic emotions of university students in three situations: attending science class, learning scientific subjects, and problem solving. The reliability and validity of the scale was evaluated using exploratory and confirmatory factor analyses. Results revealed differences between the genders in positive-activating and positive-deactivating academic emotions in all three situations; however, these differences manifested primarily during preparation for Science tests. In addition, the emotions experienced by male students were more intense than those of female students. Finally, the negative-deactivating emotions associated with participation in Science tests were more intense than those experienced by simply studying science. This study provides a valuable tool with which to evaluate the emotional response of students to a range of educational situations. 相似文献
65.
66.
I-Fang Cheng Sheng-Chuan Chiang Cheng-Che Chung Trai-Ming Yeh Hsien-Chang Chang 《Biomicrofluidics》2014,8(6)
We present an electrokinetics-based microfluidic platform that is capable of on-chip manipulating, mixing, and separating microparticles through adjusting the interrelated magnitudes of dielectrophoresis and AC electroosmosis. Hybrid electrokinetic phenomenon is generated from an electric field-induced micro-ripple structure made of ultraviolet-curable glue. Size-dependent particle separation and selective removal over the ripple structure is demonstrated successfully. Varying the waveform from sine-wave to square-wave allows generating a fluid convection at specific positions to mix the antibody-functionalized beads and antigen. Potential application in the bead-based immunoassay was also demonstrated for immuno-reaction and subsequently separating the bead-bead aggregate and non-binding beads on-chip. 相似文献
67.
68.
Bacterial culture is a basic technique in both fundamental and applied microbiology. The excessive reagent consumption and laborious maintenance of bulk bioreactors for microbial culture have prompted the development of miniaturized on-chip bioreactors. With the minimal choice of two compartments (N = 2) and discrete time, periodic dilution steps, we realize a microfluidic bioreactor that mimics macroscopic serial dilution transfer culture. This device supports automated, long-term microbial cultures with a nanoliter-scale working volume and real-time monitoring of microbial populations at single-cell resolution. Because of the high surface-to-volume ratio, the device also operates as an effective biofilm-flow reactor to support cogrowth of planktonic and biofilm populations. We expect that such devices will open opportunities in many fields of microbiology. 相似文献
69.
Liu Chen-Chung Wen Cai-Ting Chang Hsin-Yi Chang Ming-Hua Lai Po-Han Fan Chiang Shih-Hsun Yang Chih-Wei Hwang Fu-Kwun 《Instructional Science》2022,50(2):303-333
Instructional Science - Virtual labs provide space for students to iteratively test, observe, and revise their understanding so as to improve their scientific literacy. However, one of the... 相似文献
70.
Yi‐Fen Yeh Ying‐Shao Hsu Hsin‐Kai Wu Fu‐Kwun Hwang Tzu‐Chiang Lin 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):707-722
Technological pedagogical content knowledge TPACK refers to the knowledge set that teachers currently use to further improve the quality of their teaching and assist their students in learning. Several TPACK models have been proposed, either for discussing TPACK's possible composition or its practical applications. Considering that teachers' practical experiences should also be critical to the development of those teachers' knowledge, this study invited a research panel (six researchers) and an expert panel (54 science‐related educators) to propose and validate the framework of TPACK‐practical. After two rounds of anonymous communications that followed Delphi survey techniques, a total of eight dimensions of TPACK‐practical and corresponding indicators were identified and rated as having high levels of importance. Among these knowledge dimensions, the knowledge of direct information and communication technology uses for enhancing teachers' professionalism and students' conceptual comprehension was rated with a high level of importance. Also, disciplinary differences were found to exist between the different groups of experts. Biology teachers showed significantly higher ratings across all knowledge dimensions, whereas physics teachers' ratings were comparatively low. Such findings suggest that the structure and content of subject matter shapes not only the way they teach with technology but also the thinking logics they build longitudinally from their learning experiences. 相似文献