Search results for author:"C.‐S. Chai"
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Examining the Technological Pedagogical Content Knowledge of Singapore Pre-Service Teachers with a Large-Scale Survey
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...
Understanding Pre-Service Teachers' Computer Attitudes: Applying and Extending the Technology Acceptance Model
Journal of Computer Assisted Learning Vol. 24, No. 2 (April 2008) pp. 128–143
Computers are increasingly widespread, influencing many aspects of our social and work lives. As we move into a technology-based society, it is important that classroom experiences with computers are made available for all students. The purpose of...
Students' Perceptions of Self-Directed Learning and Collaborative Learning with and without Technology
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...
An analysis of collaborative problem-solving activities mediated by individual-based and collaborative computer simulations
C.‐J. Chang; M.‐H. Chang; C.‐C. Liu; B.‐C. Chiu; S.‐H. Fan Chiang; C.‐T. Wen; F.‐K. Hwang; P.‐Y. Chao; Y.‐L. Chen; C.‐S. Chai
Journal of Computer Assisted Learning Vol. 33, No. 6 (December 2017) pp. 649–662
Researchers have indicated that the collaborative problem-solving space afforded by the collaborative systems significantly impact the problem-solving process. However, recent investigations into collaborative simulations, which allow a group of...