Bridging the Web: WebQuests in Writing Classrooms

Chia-Pei Wu

International Journal of Online Pedagogy and Course Design Vol. 6, No. 3 (July 2016) pp. 26–38

In this study, 60 students of an EFL writing course participated in a semester-long WebQuest authoring activity. This activity is designed for students to improve their English learning reading and writing skills in the process of WebQuest creation. ...

Integrating Computerized Graphic Organizers in EFL Reading Classes

Chia -Pei Wu

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 499–504

This study aims to examine the effects of using computerized graphic organizers during the reading class on learners’ reading comprehension The research questions were: What are the impacts of different computerized graphic organizer treatments (no-...

Topics: Instructional Design

Language and Dialectical Cognition based Risk Communication Education by using pMOOCs

Cheng Hsu; Chia-pei Wu

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2808–2810

Recently in Taiwan, whenever there is a major technological risk incident, all levels of government, general public, and other stakeholders do not see eye to eye. Even worse, the conflict is always escalated because of different believes and...

Topics: Research Methods, Information Communication Technologies, Science Education, New Possibilities with Information Technology Education, Digital Storytelling/Video

Summary writing performance and students' perceptions of Wiki-based collaborative writing in an EFL class

Chia -Pei Wu; Cheng Hsu

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3442–3449

This paper proposes a Wiki-based collaborative writing approach to summary writing for language learners. An instructional computer-mediated collaborative writing class was implemented: comprehending the text, drafting the summary tasks, peer...

ESP and Digital Storytelling for Science Communication

Cheng Hsu; Chia-pei Wu

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 11–13

For most science and technology major undergraduate students in Taiwan, English for the specific purpose (ESP) and the English for General Purpose (EGP) seemed to be in two distinguish worlds In our study, our theoretical framework derived from...

Topics: Instructional Design, Content Development, Social & Cultural Issues

Telling Science Stories: the Evolution of Digital Storytelling and Science Communication

Cheng Hsu; Chia-pei Wu

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 627–631

Digital media and technologies are advanced rapidly and influencing science communication processes. For science communication media production, there are confrontations between science and communication, and professional production and citizen...

Topics: Communication, Science Education, Information Communication Technologies, English Education, Digital Storytelling/Video

Mediated Storytelling and Cognitive Development within ZPD: a Vygotskian's educational perspective on preschool children of foreign marriage families

Cheng Hsu; Chia-pei Wu; Yi-ting Chen

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) p. 1122

This study is aimed to discuss the scientific concept formation and zone of proximal development (ZPD) of preschool children of foreign marriage. As the number of foreign marriage in Taiwan becomes steady in recent years, subsequent issues, such as...

Effects of Web-based Cognitive Apprenticeship and Time Management on the Development of Computing Skills in Cloud Classroom: A Quasi-Experimental Approach

Chia-Wen Tsai; Pei-Di Shen; Hsiao-Chi Wu; Yi-Fen Chen

International Journal of Information and Communication Technology Education Vol. 12, No. 3 (July 2016) pp. 1–12

Web-based learning is generally a solitary process without teachers' on-the-spot assistance. In this study, a quasi-experiment was conducted to explore the effects of various combinations of Web-Based Cognitive Apprenticeship (WBCA) and Time...