Pei-Di Shen

Enhancing Skills of Application Software via Web-Enabled Problem-Based Learning and Self-Regulated Learning: An Exploratory Study

The computer software education in vocational schools in Taiwan can hardly be deemed as effective. To increase students’ learning motivation and develop practical skills, innovative learning designs such as problem-based learning(PBL) and self-regulated learning (SRL) are on trial in this specific context. We conducted a series of quasi-experiments to examine effects of these designs mediated by a web-based learning environment. Two classes of 106 freshmen in a semester course at Institute of Technology in Taiwan were chosen for this empirical study. Result sreveal that effects of web-enabled PBL, web-enabled SRL, and their combinations, on students’ skills of application software have significant differences. The implications of this study are also discussed.

Research trends in self‐regulated learning research in online learning environments: A review of studies published in selected journals from 2003 to 2012

Background and objectives As the Internet and developing technology creates and transforms teaching and learning processes, it brings new opportunities to the educational system (Esteves, Fonseca, Morgado & Martins, 2011). Synchronous and asynchronous communication tools such as online chats and forums enable students to communicate and complete their tasks (Schworm & Gruber, 2012). However, teachers are challenged to concentrate students’ attention in an online or blended course in an environment that is full of shopping websites, online games, and social networking websites (eg, Facebook) (Tsai, 2011a). That is, online learning environments may not meet the original purpose of providing students with a tool to support their learning process during the semester (Stricker, Weibel & Wissmath, 2011). In this regard, online learning requires a radical redesigning and reworking of pedagogy in order to accommodate these learners (Burdick & Willis, 2011). It is suggested that students should have self-regulated learning (SRL) strategies when they study in an online learning environment (Tsai, 2011b).

Developing Long-Term Computing Skills among Low-Achieving Students via Web-Enabled Problem-Based Learning and Self-Regulated Learning.

Many private vocational schools in Taiwan have taken to enrolling students with lower levels of academic achievement. The authors re-designed a course and conducted a series of quasi-experiments to develop students’ long-term computing skills, and examined the longitudinal effects of web-enabled, problem-based learning (PBL) and self-regulated learning (SRL) on vocational students’ computing skills. Two classes of 76 students in a one-semester course were chosen for this empirical study. These low-achieving students were re-examined for their long-term computing skills 36 months after the course started. The results indicate that students who received web-enabled PBL and SRL had significantly better computing skills in the 36th month than those who received traditional didactic lectures. The authors discuss the implications for schools, and for scholars and teachers engaged in e-learning.

Research trends in meaningful learning research on e-learning and online education environments: A review of studies published in SSCI-indexed journals from 2003 to 2012

Background and objectives Innovative technologies, such as the Internet, provide teachers with many interesting and useful tools that can be used to improve their teaching and students’ learning (Martín-Blas & SerranoFernández, 2009). However, the introduction of e-learning technology in educational institutions is often complex, and educators do not always accept information and communication technologies (ICT) as expected (Sánchez-Franco, Martínez-López & Martín-Velicia, 2009). In addition, many online courses lack design considerations and are used as a mere delivery medium (Carr-Chellman & Duchastel, 2000; Chuang, 2010). Although the practice and theory of online education and technologies have been developing rapidly and dynamically, few studies have discussed effective online instructional methods for students (Tsai, 2010; Tsai, Shen & Tsai, 2011). Hence, if teachers are to be able to reduce risk when introducing such new aspects into the learning experience, this type of study is needed to provide a reference for them (Ellis, Hughes, Weyers & Riding, 2009). In online learning environments, meaningful learning (ML), which is active and constructive—taking place when people develop knowledge in response to their environment, reflecting on an activity and articulating what they have learned (Ferguson, 2011)—is considered an effective teaching method by educators (Ferguson, 2011; Geçer & Dağ, 2012).

How to solve students' problems in a flipped classroom: a quasi-experimental approach

With the adoption of online learning and the development of educational technologies, many universities and teachers are attempting to provide qualified teaching for their students. In order to improve students’ learning, the authors designed and provided flipped learning (FL) and treatment of online academic help-seeking (OAHS) in a computing course to help students develop computing skills for using Microsoft Word and PowerPoint. The participants in this study were 126 undergraduates from three classes taking a compulsory course titled “Applied Information Technology: Office Software.” According to the analysis, students who received the treatment of OAHS had significantly better computing skills for using Microsoft Word and PowerPoint than those without. However, the treatment of FL did not result in better development of students’ computing skills. Based on the results obtained, the authors present possible implications for online teachers, educators, and schools, particularly to assist those students who may feel bashful and are not willing to ask questions or seek for help in traditional classrooms. This study designs and provides reference for an integration of FL with OAHS to improve students’ learning outcomes.

Exploring the effects of web-mediated computational thinking on developing students’ computing skills in a ubiquitous learning environment

ABSTRACT Much application software education in Taiwan can hardly be regarded as practical. The researchers in this study provided a flexible means of ubiquitous learning (u-learning) with a mobile app for students to access the learning material. In addition, the authors also adopted computational thinking (CT) to help students develop practical computing skills. Three classes of first-year students were chosen for the empirical study. They were divided into three groups: two experimental groups (CT&UL group and CT group) and one control group. According to the results in this study, students who received the treatment of u-learning could have significantly better computing skills in using PowerPoint and Word than those without. However, the treatment of web-mediated CT did not result in better development of students’ computing skills in this research. Finally, the researchers expect that this study provides a design and illustration of CT in a u-learning environment for schools and educators.

Improving Students’ Computing Skills and Attitudes toward Learning via Web-Mediated Self-Regulated Learning with Feedback in an Online Problem-Solving Environment

Online learning is generally a solitary process without teachers’ on-the-spot assistance. To help students achieve sustained learning effects, the authors conducted a quasi-experiment to explore the effects of web-mediated self-regulated learning (SRL) with feedback on enhancing students’ computing skills, and their attitudes toward blended learning through online problem-solving. In this study, two cases were studied and compared, one a class deploying web-mediated SRL with feedback and the other without. The results showed that students who received web-mediated SRL with feedback outperformed those without feedback on computing skills and exhibited positive attitudes toward this instruction integrated with innovative teaching methods and technologies.

The Implementation of Knowledge Management in Service Businesses

Knowledge management is increasingly being mentioned in practice and research as a mechanism for gaining competitive advantage. Not only the high-tech industry needs to put knowledge management to use, but also the service industry. This article presents a conceptual framework to provide insights for managers to implement knowledge management in service businesses. Especially, we provide a four-stage approach in this study that was adopted from the processes of knowledge management proposed by Alavi and Leidner (2001) and we suggest two to four strategies for each process.

Enabling Organizational Learning to Contribute toward a Learning Organization: An Exploratory Case Study of Knowledge Management Practices in Taiwan’s Electronics Industry

How can practices of knowledge management (KM) enable organizational learning to occur and then lead toward a learning organization? We seek the answer to this question by exploring three cases, Winbond, Worldpeace, and TSMC, chosen respectively from upstream, midstream, and downstream firms in the IC industry in Taiwan. We studied KM practices focusing on aspects of knowledge creation, storage/retrieval, transfer and application. Results showed that KM may play different enabling roles among IC designer, distributor and manufacturer. In this study it was found that IC designers may focus more on knowledge storage, while IC distributors pay more attention to knowledge application, and IC manufacturers emphasize knowledge creation.

Investigating the effects of ubiquitous self-organized learning and learners-as-designers to improve students’ learning performance, academic motivation, and engagement in a cloud course

In the past decade, the developments of the Internet and educational technologies have facilitated innovative approaches to modern education. In addition, computers and related software are used in all professional fields of the workplace; therefore, students should acquire related essential abilities before they enter the workforce. Teachers should devote attention to designing and implementing appropriate online teaching methods and guiding their students to adopt suitable learning strategies to develop related abilities and improve their learning effectiveness. Thus, in this study, two innovative teaching methods, namely self-organized learning (SOL) and learners-as-designers (LaD), were integrated with educational technology and ubiquitous learning (u-learning) to develop students’ computing skills, academic motivation, and engagement in a blended course. A quasi-experiment was conducted to examine the effects of ubiquitous SOL and LaD. The experiment used a 2 (SOL vs. non-SOL) × 2 (LaD vs. non-LaD) factorial pretest–posttest design. First-year students from four classes who were taking a one-semester university course titled “Applied Information Technology: Data Processing” were the participants in the empirical study. The results revealed that students who received the ubiquitous LaD intervention exhibited significantly improved computing skills compared with those of students who did not receive the intervention. However, the ubiquitous SOL intervention did not enhance students’ computing skills, academic motivation, or engagement. The study results may be used as references for online educators when designing an online, cloud, or ubiquitous course for their students.