Search results for author:"Ke Zhang"
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Journal of Computing in Higher Education Vol. 20, No. 2 (November 2008) pp. 81–91
This paper reviews the u-Japan movement and recent reforms in the higher educational system in Japan, examines the needs as well as readiness for ubiquitous learning in Japanese universities, and reports on a selection of mobile-assisted language...
Mining Data from Weibo to WeChat: A Comparative Case Study of MOOC Communities on Social Media in China
International Journal on E-Learning Vol. 14, No. 3 (July 2015) pp. 305–329
This article starts with an overview on China’s MOOC phenomenon and social media, and then reports a comparative, multiple case study on three selected MOOC communities that have emerged on social media in China. These representative MOOC...
TechTrends: Linking Research and Practice to Improve Learning Vol. 50, No. 5 (October 2006) pp. 46–51
Databases can be used as cognitive tools to help students integrate and interrelate content areas and thus make learning more meaningful. Sound applications of databases in teaching may actively engage students in analyzing, synthesizing, and...
International Journal on E-Learning Vol. 8, No. 4 (October 2009) pp. 479–494
As Taiwan’s full-scale e-learning initiatives moved to the seventh year in 2009, the current status and challenges of e-learning development there are yet to be fully understood. Further extending Zhang and Hung’s (2006) investigation on e-learning...
Examining Mobile Learning Trends 2003-2008: A Categorical Meta-Trend Analysis Using Text Mining Techniques
Journal of Computing in Higher Education Vol. 24, No. 1 (April 2012) pp. 1–17
This study investigated the longitudinal trends of academic articles in Mobile Learning (ML) using text mining techniques. One hundred and nineteen (119) refereed journal articles and proceedings papers from the SCI/SSCI database were retrieved and...
Addressing diverse learner preferences and intelligences with emerging technologies: Matching models to online opportunities
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 34, No. 2 (Mar 25, 2009)
This paper critically reviews various learning preferences and human intelligence theories and models with a particular focus on the implications for online learning. It highlights a few key models, Gardner’s multiple intelligences, Fleming and...
Distance Education Vol. 27, No. 2 (August 2006) pp. 249–264
The R2D2 method--read, reflect, display, and do--is a new model for designing and delivering distance education, and in particular, online learning. Such a model is especially important to address the diverse preferences of online learners of varied ...
International Journal of Information and Communication Technology Education Vol. 2, No. 1 (January 2006) pp. 37–52
It has been three years since Taiwan started the comprehensive e-learning initiatives in 2002. What is the current status of Taiwan’s e-learning in higher education? What has been shaping and guiding the e-learning practices there? What are the...
Structural Equation Modeling: A Multidisciplinary Journal Vol. 19, No. 4 (2012) pp. 683–702
Yuan and Hayashi (2010) introduced 2 scatter plots for model and data diagnostics in structural equation modeling (SEM). However, the generation of the plots requires in-depth understanding of their underlying technical details. This article...
Graduate Students’ Perceptions and Experiences of Online Collaborative Learning in Web-Based and Web-Supplemented Learning Environments
International Journal of Information and Communication Technology Education Vol. 8, No. 4 (October 2012) pp. 62–74
This case study was designed to investigate students’ perceptions and experiences of the dynamics of online collaborative learning over a semester. Multiple sources of data were collected and triangulated through pre- and post-surveys, personal...
The Effects of Peer-Controlled or Moderated Online Collaboration on Group Problem Solving and Related Attitudes
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 29, No. 3 (Oct 15, 2003)
Abstract. This study investigated the relative benefits of peer-controlled and moderated online collaboration during group problem solving. Thirty-five self-selected groups of four or five students were randomly assigned to the two conditions, which ...
Journal of Educational Computing Research Vol. 34, No. 2 (2006) pp. 173–186
This article discusses the difficult issues of balancing faculty and university rights and responsibilities regarding courseware developed either as commissioned or non-commissioned work in higher education. The article addresses the varied concerns ...
Tweeting for learning: A critical analysis of research on microblogging in education published in 2008–2011
British Journal of Educational Technology Vol. 43, No. 5 (September 2012) pp. 783–801
This study critically analyzed the current body of published research on microblogging in education (MIE) to build a deep and comprehensive understanding of this increasingly popular phenomenon. Twenty‐one studies on MIE in 2008–2011 were selected...
Online Collaborative Learning in a Project-Based Learning Environment in Taiwan: A Case Study on Undergraduate Students' Perspectives
Educational Media International Vol. 46, No. 2 (June 2009) pp. 123–135
This case study investigated undergraduate students' first experience in online collaborative learning in a project-based learning (PBL) environment in Taiwan. Data were collected through interviews of 48 students, instructor's field notes,...
Journal of Interactive Learning Research Vol. 19, No. 1 (January 2008) pp. 21–36
This study investigated graduate students' perceptions of the online collaborations and the factors that contribute to the quality of online discussion with a qualitative case study. Data were collected through interviews with 20 graduate students...
Instructors’ pointing gestures improve learning regardless of their use of directed gaze in video lectures
Computers & Education Vol. 128, No. 1 (January 2019) pp. 345–352
Empirical research to date has not distinguished the effects of the instructor's pointing gestures from directed gaze in video lectures. This study tested the hypothesis that the pointing gesture is superior to directed gaze in enhancing video...