Search results for author:"Cheng"
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An investigation of Taiwan University students' perceptions of online academic help seeking, and their web-based learning self-efficacy
Internet and Higher Education Vol. 14, No. 3 (July 2011) pp. 150–157
This study was conducted to investigate Taiwan University students' perceptions (including experience, confidence and preference) of online academic help seeking (OAHS) and students' level of web-based learning self-efficacy (WLSE). Two instruments, ...
Reading an augmented reality book: An exploration of learners’ cognitive load, motivation, and attitudes
Australasian Journal of Educational Technology Vol. 33, No. 4 (Aug 31, 2017)
Since augmented reality (AR) has been increasingly applied in education recently, the investigation of students\u2019 learning experiences with AR could be helpful for educators to implement AR learning. With a quantitative survey using three...
Students' interpersonal perspectives on, conceptions of and approaches to learning in online peer assessment
Australasian Journal of Educational Technology Vol. 28, No. 4 (Jan 01, 2012)
The purpose of this study is to qualitatively explore students' interpersonal perspectives (i.e.,psychological safety, value diversity, trust and social interdependence) on, conceptions of and approaches to learning in an online peer assessment...
University students' online academic help seeking: The role of self-regulation and information commitments
Internet and Higher Education Vol. 16, No. 1 (January 2013) pp. 70–77
Students' online academic help seeking (OAHS) can be facilitated by the aid of technology, but improvement in OAHS may also involve personal variables such as self-regulated learning (SRL), and ‘information commitments’ (ICs), which are evaluative...
Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity
Internet and Higher Education Vol. 25, No. 1 (April 2015) pp. 78–84
Although the effectiveness of online peer assessment for writing performance has been documented, some students may not perceive or attain learning benefits due to receiving certain types of feedback messages. This study therefore aims to explore...
Exploring Students' Behavioural Patterns during Online Peer Assessment from the Affective, Cognitive, and Metacognitive Perspectives: A Progressive Sequential Analysis
Technology, Pedagogy and Education Vol. 24, No. 2 (2015) pp. 171–188
Previous research regarding peer assessment has investigated the relationships between peer feedback and learners' performance. However, few studies investigate in-depth learning processes during technology-assisted peer assessment activities,...
A Survey of Native Language Teachers' Technological Pedagogical and Content Knowledge (TPACK) in Taiwan
Computer Assisted Language Learning Vol. 30, No. 7 (2017) pp. 692–708
An increasing amount of research has focused on the exploration of English as a Foreign Language teachers' technological pedagogical and content knowledge (TPACK). However, in the field of native language teaching, such as Taiwanese, Hakka,...
Children and parents' reading of an augmented reality picture book: Analyses of behavioral patterns and cognitive attainment
Computers & Education Vol. 72, No. 1 (March 2014) pp. 302–312
Previous studies on augmented reality (AR) book learning have not provided an in-depth examination of the learning process, especially the interaction involved in child–parent shared book reading. Choosing an AR picture book to introduce its...
Journal of Science Education and Technology Vol. 22, No. 4 (August 2013) pp. 449–462
Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review...
Exploring Students' Emotional Responses and Participation in an Online Peer Assessment Activity: A Case Study
Interactive Learning Environments Vol. 22, No. 3 (2014) pp. 271–287
In the social interactions among individuals of learning communities, including those individuals engaged in peer assessment activities, emotion may be a key factor in learning. However, research regarding the emotional response of learners in...