Shelley Shwu-Ching Young

In search of online pedagogical models: investigating a paradigm change in teaching through the School for All community

Following a preliminary evaluation of the Web-mediated School for All in 2002, this study further examines the online teacher role and explores the possible pedagogical models in this Web-based informal lifelong learning context through a long-term innovative e-learning project over a 2-year period. The author documents the educational rationale, reviews related literature on Web-based instructional design, and presents longitudinal in-depth study results based on empirical data collected from the four Web-course contests held over 2 years from the perspective of outstanding online teachers. Significantly, three categories of six Web-based pedagogical models induced from this research project are presented, and the rationale for how and why teachers would prefer to use certain teaching models is discussed. In addition, the characteristics of the outstanding online teachers and issues inherent in this alternative mode of a Web-based informal educational setting are discussed. Finally, more research issues, questions, and possibilities for future research work are raised or identified for further study.

No student left behind: a collaborative and competitive game-based learning environment to reduce the achievement gap of EFL students in Taiwan

How to close the achievement gap in the classroom so that no student is left behind becomes one of the most important issues nowadays. This study aims to construct a collaborative and competitive game-based learning environment to improve English proficiencies and reduce the achievement gap for disadvantaged students. The Wireless Crossword Fan-Tan Game (WiCFG) system was implemented to provide teachers with an innovative approach to guide students’ learning through a positive involvement with the uses of tablet PCs. The experiment was conducted in an elementary school in Taiwan to investigate whether this approach would facilitate students’ learning effectiveness and interactions. Thirty sixth-grade students were randomly assigned into a control group and an experimental group. Both qualitative and quantitative data were collected from surveys, interviews, observations and video-recordings. The results indicate that integration of the WiCFG system in the collaborative and competitive game-based learning environment leads students to a better interaction between different levels of students. This innovative approach might have the potential to close the achievement gap for disadvantaged students. Moreover, some principles of the classroom strategy are suggested as guidelines.

Pioneering the Web Enhanced Learning between Taiwan and China (WELTaC) initiative in higher education: potential and issues

This study pioneered an innovative project regarding the use of ICT for creating learning resources and opportunities for faculty members and adult learners on both sides of the Taiwan Straits – Taiwan and mainland China – that would not have been possible during the past five decades. This paper is based on a one‐year in‐depth study of an ICT initiative project in two established universities in Taiwan and China. This paper documents how the faculty members made this initiative a reality through collective efforts on designing, producing and delivering the digital learning materials by overcoming difficulties and challenges resulting from both distance and longtime political separation. The findings indicate that most of the learners gave positive responses to whether course content was current and of value and were satisfied with the instructors. This project develops a new and profound co‐operative model and introduces a new business marketing opportunity for universities for the commercialisation of knowledge that critically meets the demands of working people in the high‐tech arena and is driven by corporate need and the self‐interest of learners in the Chinese and Taiwanese community. Some issues related to e‐learning are identified and several suggestions are made in the conclusion for further reference.

Exploring the course development model for the mobile learning context: a preliminary study

This study intends to develop a course development model for the mobile learning context through the joint course development with the elementary school teachers, which proposes 6 stages of the mobile learning curriculum model. Moreover, the model differs from the traditional ISD model in the emphases of integration of mobile technology in the learning context and can be a reference for the further studies.

Explore the next generation of cloud-based E-learning environment

Advances in learning technologies offer new opportunities in enhancing learning that are taking place throughout the world. And cloud computing technologies have changed the way applications are developed and accessed. The new technologies enable the personal learning environment, utilising a range of tools to meet their interests and needs. Cloud-based applications are accessed from a web browser available anywhere and anytime. The following article we presents a mashup personal learning environment (MUPPLEs) that learning resources from emerging information of social networks. Learners can specify certain Web2.0 services and combine them in a MUPPLEs. This paper presents a cloud computing based solution for building a mashup personal learning environment which combines a wide range of technology, and tools to create an interactive tool. The platform offers reliable and scalable cloud-base services for E-learning platform and utilizes constructivist pedagogical approaches to learning and teaching under the personal learning environment.

The Across Mobile Platform Learning system (AMPLe) Supporting Learner - Centered Knowledge Construction

Currently there are multiple types of mobile handheld devices supporting different data formats, image sizes and network architectures. The above situation results in the barriers of mobile learning promotion, such as cross-device digital content browsing, mobile learning content development and instructional course delivery. To eliminate the difficulties and to popularize mobile learning, a solution..AMPLe (Across Mobile Platform Learning system) has been developed. AMPLe is mainly aiming at 2 objectives: 1). Providing a simple editing and uploading method of digital materials to educators; 2). Delivering digital content to the learners using handheld devices like mobile phones, personal digital assistants (PDA) and tablet PCs simultaneously. In order to evaluate the performance of AMPLe, the wetland crab observation in nature science course of elementary school was integrated into the system.

A preliminary evaluation of a web‐mediated ‘School for All’

School for All in the EduCities programme is an innovative project funded by both the Ministry of Education and the National Science Council of Taiwan. The project aims to challenge the rationale of conventional education: only teachers teach and students learn. This paper reports on a project which investigated if anyone who is prepared to engage in web education can teach with the aid of Information Technology. This was done by holding contests of web courses. In the first contest, 290 courses were registered for the competition and were evaluated in several phases. Consequently 15 outstanding online teachers were selected for an award. The purpose of this paper is to document the study and to report the preliminary results that include the characteristics of the outstanding online teachers, such as age, occupation and pedagogical strategy.

An Investigation of Game-Embedded Handheld Devices to Enhance English Learning

This study proposed and implemented a system combining the advantages of both educational games and wireless handheld technology to promote the interactive English learning in the classroom setting. An interactive English vocabulary acquisition board game was designed with the system being implemented on handheld devices. Thirty sixth-grade elementary students in Northern Taiwan were assigned to the experimental group and the control group and played the game with or without handheld devices. Both quantitative and qualitative data were collected from surveys, interviews, and observations. The results revealed that game-embedded handheld devices could increase the interdependence of the group and lead the learners into better immersion and interactions. We further proposed the cross-device-mediated interaction in the game-embedded face-to-face mobile computer-supported collaborative learning model that could be considered as one of the new literacies in the participatory culture. Six essential elements to develop a successful interactive game-embedded environment were identified from the interplay among the face-to-face environment, handheld devices, and educational game.

Exploring young and adult learners' perceptions of corrective feedback in ASR-based CALL system

Address for correspondence: Miss Yi Hsuan Wang, Institute of Information Systems and Applications, National Tsing Hua University, Ta Li City Hao Lai 3 Street No. 39, Taichung 412, Taiwan. Email: annywang12345@ hotmail.com; Professor Shelley S-C. Young, Institute of Information Systems and Applications, National Tsing Hua University, Room 227, Educational Building, 101, Sec. 2, Kung-Fu Road, Hsinchu, 300, Taiwan. Email: scy@mx.nthu.edu.tw

Investigating the Role and Potentials of Using Web2.0 in Music Education from Student Perspective

Young students seem immersive in web2.0 virtual environments for their communication, coordination and social activities. However, how to take advantage of their daily experiences on the Internet to help better their formal learning still challenges educators nowadays. This study attempted to explore how to apply Web2.0 tools into music education based on students¡¦ daily practices on the Internet and their expectations. Forty-three third-graders, age ten years old, from an elementary school in the Hsichu city were involved in this study. Quantitative approached and concept maps were adopted in this study. Results reveal that the young students, also called digital natives, have engaged in the Internet for one to three hours in a week since they were seven years old, however, they still have a large digital gap because various personal backgrounds. In addition, students shared their ideas and suggestions on how to integrate web2.0 tools in music class. You tube, social networking websites, pod-casting and search engines could be considered popular preferences for students. Concept maps further indicate that Google, MSN, You tube has communication, searching, visual and audio potentials for supporting musical education under company of family and teachers. In conclusion, the findings of this study might help educators and schools understand the actual needs of students and expect that teachers could make use of Web 2.0 tools in music curricula to support formal and informal music learning.