Search results for author:"Tzu-Jung Lin"
Total records matched: 7 Search took: 0.086 secs
-
Multi-user virtual environments as a pathway to distributed social networks in the classroom
Irina Kuznetcova; Michael Glassman; Tzu-Jung Lin
Computers & Education Vol. 130, No. 1 (March 2019) pp. 26–39
Some emergent forms of online educational tools support the formation of a non-hierarchically distributed communication. Theories posit that this form of communication can harvest a more optimal learning environment compared to traditional classroom ...
Language: English
-
Concurrent student-managed discussions in a large class
Ting Dong; Richard C. Anderson; Tzu-Jung Lin; Xiaoying Wu
International Journal of Educational Research Vol. 48, No. 5 (2009) pp. 352–367
Is it feasible to hold concurrent, small-group, peer-managed discussions in large elementary school classes? We sought an initial answer to this question in a fifth-grade class in Hefei, China. The 52 students in the class were divided into seven...
Language: English
-
Split-attention and redundancy effects on mobile learning in physical environments
Tzu-Chien Liu; Yi-Chun Lin; Meng-Jung Tsai; Fred Paas
Computers & Education Vol. 58, No. 1 (January 2012) pp. 172–180
This study investigated split-attention and redundancy effects in a mobile learning environment on leaf morphology of plants as a function of different combinations of media. Eighty-one fifth-grade students were randomly assigned to the following...
Language: English
-
Examining the Efficacy of Project-Based Learning on Cultivating the 21st Century Skills among High School Students in a Global Context
Chi-Syan Lin; Jung-Tsan Ma; Karen Yi-Chwen Kuo; Chien-Tzu Candace Chou
Journal on School Educational Technology Vol. 11, No. 1 (2015) pp. 1–9
The goal of the study is to explore the opportunities and challenges associated with Project-Based Learning strategy in a global context on the aspects of both fostering learning community of practices and nurturing the 21st century skills. For...
-
The effects of reading to prepare for argumentative discussion on cognitive engagement and conceptual growth
Brian W. Miller; Richard C. Anderson; Joshua Morris; Tzu-Jung Lin; May Jadallah; Jingjing Sun
Learning and Instruction Vol. 33, No. 1 (October 2014) pp. 67–80
Dialogue based approaches to education have been shown to benefit students through the quality of shared discourse. Warm conceptual change theories propose that these benefits are also mediated by increasing student engagement. Discourse and...
Language: English
-
Instructional discourse and argumentative writing
Joshua A. Morris; Brian W. Miller; Richard C. Anderson; Kim Thi Nguyen-Jahiel; Tzu-Jung Lin; Theresa Scott; Jie Zhang; Jingjing Sun; Shufeng Ma
International Journal of Educational Research Vol. 90, No. 1 (2018) pp. 234–247
Fifth-grade students from two urban school districts completed an integrated unit on wolves. Classes received either direct instruction (DI) or collaborative group work (CG). Analysis of reasoning in classroom talk indicated that CG students more...
Language: English
-
Instructional influences on English language learners' storytelling
Shufeng Ma; Richard C. Anderson; Tzu-Jung Lin; Jie Zhang; Joshua A. Morris; Kim Nguyen-Jahiel; Brian W. Miller; May Jadallah; Theresa Scott; Jingjing Sun; Kay Grabow; Beata M. Latawiec; Sherry Yi
Learning and Instruction Vol. 49, No. 1 (June 2017) pp. 64–80
The goal of this study was to evaluate instructional influences on the storytelling of English Language Learners (ELLs). Participants were 210 fifth-grade Spanish-speaking ELLs (mean age = 10.8) from schools serving low-income neighborhoods in the...
Language: English