Self-Directed Learning Readiness, Internet Self-Efficacy and Preferences towards Constructivist Internet-Based Learning Environments among Higher-Aged Adults

R J-C. Chu; C-C Tsai

Journal of Computer Assisted Learning Vol. 25, No. 5 (October 2009) pp. 489–501

This article examines several research questions to establish a theory model for explaining factors that influence adult learners' preferences for constructivist Internet-based learning environments (CILE). Data were gathered from 541 individual...

Developing a Survey for Assessing Preferences in Constructivist Context-Aware Ubiquitous Learning Environments

P-S Tsai; C-C Tsai; G-J Hwang

Journal of Computer Assisted Learning Vol. 28, No. 3 (June 2012) pp. 250–264

This study developed a survey to explore students' preferences in constructivist context-aware ubiquitous learning environments. A constructivist context-aware ubiquitous learning (u-learning) environment survey (CULES) was developed, consisting of...

Examining the Technological Pedagogical Content Knowledge of Singapore Pre-Service Teachers with a Large-Scale Survey

J H. L. Koh; C S. Chai; C C. Tsai

Journal of Computer Assisted Learning Vol. 26, No. 6 (December 2010) pp. 563–573

This paper examined the profile of Singaporean pre-service teachers in terms of their technological pedagogical content knowledge (TPACK). A total of 1185 pre-service teachers were studied with a TPACK survey. An exploratory factor analysis found...

The effect of story grammars on creative self-efficacy and digital storytelling

C‐C. Liu; L.Y. Wu; Z‐M. Chen; C‐C. Tsai; H‐M. Lin

Journal of Computer Assisted Learning Vol. 30, No. 5 (Oct 16, 2014) pp. 450–464

Previous studies have proposed that the grammars may serve as a rule-based scaffolding to facilitate story comprehension in storytelling activities. Such scaffoldings may inform students of crucial story elements and possible transitions among...

The Effect of Story Grammars on Creative Self-Efficacy and Digital Storytelling

C-C Liu; L Y. Wu; Z-M Chen; C-C Tsai; H-M Lin

Journal of Computer Assisted Learning Vol. 30, No. 5 (October 2014) pp. 450–464

Previous studies have proposed that the grammars may serve as a rule-based scaffolding to facilitate story comprehension in storytelling activities. Such scaffoldings may inform students of crucial story elements and possible transitions among...

The Effect of a Course Management System (CMS)-Supported Strategy Instruction on EFL Reading Comprehension and Strategy Use

Yea-Ru Tsai; Paul C. Talley

Computer Assisted Language Learning Vol. 27, No. 5 (2014) pp. 422–438

This paper reports on the effect of a Moodle-supported strategy instruction on both reading comprehension and strategy use among EFL (English as a Foreign Language) students. Specific reading strategy training was first integrated into a Moodle...

Web-Based Learning in the Computer-Aided Design Curriculum

Wen-Tsai Sung; S C. Ou

Journal of Computer Assisted Learning Vol. 18, No. 2 (2002) pp. 175–87

Applies principles of constructivism and virtual reality (VR) to computer-aided design (CAD) curriculum, particularly engineering, by integrating network, VR and CAD technologies into a Web-based learning environment that expands traditional two...

An Integrative Model to Predict the Continuance Use of Electronic Learning Systems: Hints for Teaching

Jiinpo Wu; Ray J. Tsai; Charlie C. Chen; Yachen Wu

International Journal on E-Learning Vol. 5, No. 2 (April 2006)

There is an increased expectation about the usefulness of electronic learning (e-learning) to complement or substitute traditional face-to-face learning. However, the growth rate of the e-learning market has not properly reflected the high...

Topics: online learning, web-based learning, online education, web-based, eLearning, Web-based Instruction, online teaching, computer mediated communication, web design, learning theory

Internet cognitive failure and fatigue relevant to learners' self-regulation and learning progress in English vocabulary with a calibration scheme

J.‐C. Hong; M.‐Y. Hwang; H.‐W. Chang; K.‐H. Tai; Y.‐C. Kuo; Y.‐H. Tsai

Journal of Computer Assisted Learning Vol. 31, No. 5 (Oct 01, 2015) pp. 450–461

To determine the factors of learning effectiveness in English vocabulary learning when using a calibration scheme, this study developed a freshman English mobile device application (for iPhone 4) for students with low levels of English proficiency...

Students' Perceptions of Self-Directed Learning and Collaborative Learning with and without Technology

K Lee; P-S Tsai; C S. Chai; J H. L. Koh

Journal of Computer Assisted Learning Vol. 30, No. 5 (October 2014) pp. 425–437

This study explored students' perceptions of self-directed learning (SDL) and collaborative learning (CL) with/without technology in an information and communications technology-supported classroom environment. The factors include SDL, CL, SDL...

How to Promote Knowledge Transfer through a Problem-Based Learning Internet Platform for Vocational High School Students

Shi-Jer Lou; Ru-Chu Shih; Kuo-Hung Tseng; C Ray Diez; Huei-Yin Tsai

European Journal of Engineering Education Vol. 35, No. 5 (October 2010) pp. 539–551

This study aimed to explore how vocational high school students transfer knowledge through a problem-based learning (PBL) Internet platform. A PBL Internet platform was provided to 33 sophomore mechanical engineering students for a 6-week teaching...