Search results for author:"Yu Chang Hsu"
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The International Review of Research in Open and Distributed Learning Vol. 18, No. 3 (May 12, 2017)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 41, No. 3 (Oct 31, 2015)
Mobile learning has become increasingly popular in the past decade due to the unprecedented technological affordances achieved through the advancement of mobile computing, making ubiquitous and situated learning possible. At the same time, there...
International Review of Research in Open and Distance Learning Vol. 14, No. 4 (Aug 28, 2013)
This research explored how educators with limited programming experiences learned to design mobile apps through peer support and instructor guidance. Educators were positive about the sense of community in this online course. They also considered...
International Review of Research in Open and Distance Learning Vol. 14, No. 5 (Oct 31, 2013)
There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students’ participation and perceptions ...
Mobile microblogging: Using Twitter and mobile devices in an online course to promote learning in authentic contexts
International Review of Research in Open and Distance Learning Vol. 13, No. 4 (Sep 12, 2012) pp. 211–227
This research applied a mixed-method design to explore how best to promote learning in authentic contexts in an online graduate course in instructional message design. The students used Twitter apps on their mobile devices to collect, share, and...
Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study
The International Review of Research in Open and Distributed Learning Vol. 17, No. 2 (Mar 01, 2016)
Peer feedback affords interaction and critical thinking opportunities for learners in online courses. However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners\u2019 perceptions of the...
Journal of Interactive Learning Research Vol. 29, No. 2 (2018) pp. 145–168
Effective online teaching requires instructors to develop knowledge and new skills conducive to creating meaningful and successful learning experiences for online students This exploratory case study examined 34 prospective online instructors’...
Journal of Computers in Mathematics and Science Teaching Vol. 37, No. 1 (January 2018) pp. 53–67
This research explored how K-16 educators learned physical computing, and developed as maker-educators in an online graduate course. With peer support and instructor guidance, these educators designed maker projects using Scratch and Makey Makey,...
Research priorities in mobile learning: An international Delphi study / Les priorits de recherche en matire d'apprentissage mobile: Une tude de Delphes internationale
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 40, No. 2 (May 16, 2014)
Along with advancing mobile technologies and proliferating mobile devices and applications, mobile learning research has gained great momentum in recent years. While there have been review articles summarizing past research, studies identifying...
Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?
The International Review of Research in Open and Distributed Learning Vol. 15, No. 2 (Apr 01, 2014)
The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the...