Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools     

Chih-Lun Chou  Min-Ling Hung  Chia-Wen Tsai  Yu-Chih Chang 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1420-1435

The aim of this research is to examine the dimensions of junior high school teachers’ readiness for implementing a flipped classroom approach and to construct and validate an instrument—the Flipped-Classroom Teacher Scale (FCTS). Two sets of samples (170 and 495 junior high school teachers) served to explore and confirm the constructs of the FCTS model proposed by this study. The model has been empirically validated via exploratory factor analysis (EFA) and confirmatory factor analysis. The research participants were from different geographical locations in Taiwan. The FCTS consists of four factors: institutional support, technology self-efficacy (TSE), teacher beliefs and teaching strategies (TS). The results show that the FCTS model is a valid and reliable scale. Teachers may use the FCTS to gain a greater understanding of their instructional design and strategies in relation to flipped classrooms.  相似文献   

Exploring the effects of online team-based learning and co-regulated learning on students' development of computing skills     

Chia-Wen Tsai 《Interactive Learning Environments》2016,24(4):665-680

As more and more educational institutions are providing online courses, it is necessary to design effective teaching methods integrated with technologies to benefit both teachers and students. The researcher in this study designed innovative online teaching methods of team-based learning (TBL) and co-regulated learning (CRL) to improve students' computing skills. The participants in this study were 124 undergraduates from three classes taking a compulsory course titled “Applied Information Technology: Data Processing.” There were three blended classes involved in this empirical study. The first group (EG1), which received the treatment of online TBL and CRL, and the second group (EG2), which received the treatment of online TBL only, were the experimental groups. The last group, which received the traditional teaching method, served as the control group. Before the experiment started, the author conducted a pretest to confirm that the differences of students' computing skills among the three groups were not significant at the beginning of the course. Based on the analysis of the post-test, the results indicate that students who received the intervention of online CRL had significantly better computing skills for using Excel by semester-end than those without. However, the intervention of online TBL did not contribute to better learning effects in this study. Based on the findings in this study, the author points out implications for teachers, schools, and educators, particularly for those responsible for courses focusing on solving ill-structured problems and those students who have typically received traditional didactic pedagogy for many years.  相似文献   

The learning analytics of model-based learning facilitated by a problem-solving simulation game     

Cai-Ting Wen  Chia-Jung Chang  Ming-Hua Chang  Shih-Hsun Fan Chiang  Chen-Chung Liu  Fu-Kwun Hwang  Chin-Chung Tsai 《Instructional Science》2018,46(6):847-867

This study investigated students’ modeling progress and strategies in a problem-solving simulation game through content analysis, and through supervised and unsupervised lag sequential analysis (LSA). Multiple data sources, including self-report models and activity logs, were collected from 25 senior high school students. The results of the content analysis found that the problem-solving simulation game helped most of the students to reflectively play with the science problem and build a workable model to solve it. By using the supervised LSA, it was found that the students who successful solved the game frequently linked the game contexts with the physics terminologies, while those who did not solve the problem simply relied on the intuitive knowledge provided in the reference materials. Furthermore, the unsupervised LSA identified four activity patterns that were not noticed in the supervised LSA: the fragmented, reference material centered, reference material aided modeling, and modeling centered patterns. Each pattern has certain associations with certain problem-solving outcomes. The results of this study also shed light on the use of different analytics techniques. While the supervised LSA is particularly helpful for depicting a contrast of activity patterns between two specific student groups, the unsupervised LSA is able to identify hidden significant patterns which were not clearly distinguished in the pre-defined student groups. Researchers may find these analytics techniques useful for analyzing students’ learning processes.  相似文献   

Effect of Peer Coaching on Teachers’ Practice and Their Students’ Scientific Competencies     

Hsieh  Fu-Pei  Lin  Huann-shyang  Liu  Shu-Chiu  Tsai  Chun-Yen 《Research in Science Education》2021,51(6):1569-1592

Research in Science Education - This study aimed to explore the effect of peer coaching on science teachers’ practice and their students’ scientific competencies. The mixed method...  相似文献   

Exploring the effects of integrating self-explanation into a multi-user game on the acquisition of scientific concepts     

Chung-Yuan Hsu  Chin-Chung Tsai  Hung-Yuan Wang 《Interactive Learning Environments》2016,24(4):844-858

The purpose of this study was to examine the impacts of embedding collaboration into a game with a self-explanation design for supporting the acquisition of light and shadow concepts. The participants were 184 fourth graders who were randomly assigned to three conditions: a solitary mode of the game with self-explanation, a collaborative mode with self-explanation, or the control condition of a single-user game without integrating self-explanation. Students' conceptual understanding was measured through an immediate posttest and a retention test with a three-week delay. Further, students' engagement in answering the prompts was also investigated. The findings showed that having students collaboratively play science-based games with a self-explanation design embedded was not sufficient to help them learn the science concepts. Rather, it was the level of engagement in responding to the self-explanation prompts that mattered.  相似文献   

Conceptions of learning science among high school students in Taiwan: a phenomenographic analysis     

Chin‐Chung Tsai 《International Journal of Science Education》2013,35(14):1733-1750

Educators and psychologists have evidence that students’ conceptions of learning have a profound influence on the learning process, and thus are related to learning outcomes. The purpose of this paper was to explore the conceptions of learning science held by 120 Taiwanese high school students. The interview data gathered from these students, analysed by a phenomenographic method, revealed seven categories of conceptions of learning science, including: learning science as memorizing, preparing for tests, calculating and practising tutorial problems, the increase of knowledge, applying, understanding, and seeing in a new way. The educational contexts or curricular programmes in which these high school students enrolled also played a role in their conceptions of learning science. This study finally proposed a framework to describe the variations of the conceptions of learning science, consisting of the following features: the forms of knowledge acquisition, motivational orientations, and standards of evaluating learning outcomes. How to change students’ unfruitful conceptions of learning science was also discussed.  相似文献   

以CEFR为基础之华语文初级能力测验研发与应用     

王暄博  蔡雅熏  郭伯臣  赵日彰 《暨南大学华文学院学报》2012,(1):32-41

近年来,随着华语文学习需求的日益升高,使得以“母语为非华语者”的华语文能力测验也逐渐受到各国瞩目,然而,这些华语文能力测验仍有一些限制与不足之处。本研究目的是以欧洲语言共同参考架构（The Common European Framework of Reference,CEFR）为基础,参考蔡雅熏（2009）编制的《华语文能力指标》,研发A2级的华语文听力与阅读测验,并导人现代测验理论（item response theory,IRT）之技术,建立一套具有信度、效度的华语文能力计算机化测验。最后,本文透过次级量尺分数估计方法,探讨受试者在CEFR中四种语言能力之表现,研究显示受试者表达与理解能力优于互动与转述能力。  相似文献   

Research trends in game‐based learning research in online learning environments: A review of studies published in SSCI‐indexed journals from 2003 to 2012     

Chia‐Wen Tsai  Ya‐Ting Fan 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):E115-E119

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Internet-specific epistemic beliefs and self-regulated learning in online academic information searching     

Yen-Lin Chiu  Jyh-Chong Liang  Chin-Chung Tsai 《Metacognition and Learning》2013,8(3):235-260

Epistemic beliefs have been considered as important components of the self-regulatory model; however, their relationships with self-regulated learning processes in the Internet context need further research. The main purpose of this study was to examine the relationships between Internet-specific epistemic belief dimensions and self-regulated learning activities while using the Internet for academic information searching. A total of 758 university students were sampled in this study. Through factor analyses, four dimensions of Internet-specific epistemic beliefs were identified, labeled as certainty of Internet-based knowledge, simplicity of Internet-based knowledge, source of Internet-based knowledge, and justification for Internet-based knowing. Factor analyses also revealed two dimensions of self-regulated learning while using the Internet for academic searching, namely preparatory self-regulated learning (i.e., task definition as well as goal setting and planning) and enactment self-regulated learning (i.e., controlling, monitoring, and reflecting). The results of the structural relationship analysis indicated that the preparatory phase of self-regulated learning positively correlated with Internet-specific epistemic beliefs relating to justification for Internet-based knowing, and was also negatively associated with two other dimensions of Internet-specific epistemic beliefs regarding simplicity of Internet-based knowledge and source of Internet-based knowledge. In addition, preparatory self-regulated learning mediated the relationships between these three dimensions of Internet-specific epistemic beliefs and the enactment phase of self-regulated learning.  相似文献   

在线学习中活动感知对社会性技能、社群归属感和学习满意度的影响     

詹姆斯·拉菲  蔡宜君  克里斯·阿梅龙  克丽丝塔·加林  洪兰英  肖恩·P·戈金斯 《开放教育研究》2010,16(3):136-143

本研究目的在于探讨增强性的活动感知与网上学习的社会性互动本质之间的关系及其相互影响。作为一个基于设计的研究项目,我们已建立了对网路学习之社会性因素的深入了解,且开发了一个背景感知活动通知系统以支持活动感知,用于提升学习者网上学习的社会性技能。本研究通过问卷调查的方法收集资料,主要针对六门使用活动感知支持系统的网上学习课程,学生对其自身网上学习经验的认知。研究结果显示,学生获取活动讯息的途径、他们对活动讯息有效性的认知,对他们网上学习的社会性技能、社群归属感、以及学习满意度有正向的影响。此外,学生的网上社会性技能的组成要素也以不同的方式影响着他们的网上社群归属感和学习满意度,例如,学生对同伴与教师存在的感知以及分享个人资料的舒适度,影响着他们对社群归属感的认知;学生对教师存在的认识和社群归属感,也影响他们的学习满意度。  相似文献