Search results for author:"C C Hsu"
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The effects of computerized inquiry-stage-dependent argumentation assistance on elementary students' science process and argument construction skills
C.‐H. Lin; C.‐H. Chiu; C.‐C. Hsu; T.‐I. Wang; C.‐H. Chen
Journal of Computer Assisted Learning Vol. 34, No. 3 (June 2018) pp. 279–292
This study proposed a computerized inquiry-stage-dependent argumentation assistance and investigated whether this can help improve elementary students' performance in science processes and the construction of quality arguments. Various argumentation ...
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The Effects of Computerized Inquiry-Stage-Dependent Argumentation Assistance on Elementary Students' Science Process and Argument Construction Skills
C.-H. Lin; C.-H. Chiu; C.-C. Hsu; T.-I. Wang; C.-H. Chen
Journal of Computer Assisted Learning Vol. 34, No. 3 (2018) pp. 279–292
This study proposed a computerized inquiry-stage-dependent argumentation assistance and investigated whether this can help improve elementary students' performance in science processes and the construction of quality arguments. Various argumentation ...
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Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study
Shiang-Kwei Wang; Hui-Yin Hsu; Thomas C. Reeves; Daniel C. Coster
Computers & Education Vol. 79, No. 1 (October 2014) pp. 101–115
Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science...
Language: English
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A Framework for Self-Regulated Digital Learning (SRDL)
M.-H. Yen; S. Chen; C.-Y. Wang; H.-L. Chen; Y.-S. Hsu; T.-C. Liu
Journal of Computer Assisted Learning Vol. 34, No. 5 (2018) pp. 580–589
This article develops a framework for self-regulated digital learning, which supports for self-regulated learning (SRL) in e-learning systems. The framework emphasizes 8 features: learning plan, records/e-portfolio and sharing, evaluation, human...
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A framework for self-regulated digital learning (SRDL)
M.‐H. Yen; S. Chen; C.‐Y. Wang; H.‐L. Chen; Y.‐S. Hsu; T.‐C. Liu
Journal of Computer Assisted Learning Vol. 34, No. 5 (October 2018) pp. 580–589
This article develops a framework for self-regulated digital learning, which supports for self-regulated learning (SRL) in e-learning systems. The framework emphasizes 8 features: learning plan, records/e-portfolio and sharing, evaluation, human...
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Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies
Todd Campbell; Max L. Longhurst; Shiang-Kwei Wang; Hui-Yin Hsu; Dan C. Coster
Journal of Science Education and Technology Vol. 24, No. 5 (2015) pp. 562–579
While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or...
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An Investigation of Middle School Science Teachers and Students Use of Technology inside and outside of Classrooms: Considering Whether Digital Natives Are More Technology Savvy than Their Teachers
Shiang-Kwei Wang; Hui-Yin Hsu; Todd Campbell; Daniel C. Coster; Max Longhurst
Educational Technology Research and Development Vol. 62, No. 6 (December 2014) pp. 637–662
The purpose of the study is to investigate the popular assumption that the "digital natives" generation surpasses the previous "digital immigrants" generation in terms of their technology experiences, because they grow up with...