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題名 How learning environments can stimulate student imagination
作者 Liang, Chaoyun; Hsu, Yuling; Huang, Yinghsiu; Chen, Sheng-Chih
陳聖智
貢獻者 傳播學院
關鍵詞 Educational Technology; Instructional Design; Social Environment; Foreign Countries; Imagination; Stimulation; Educational Environment; College Students; Likert Scales; Questionnaires
日期 2012.10
上傳時間 21-Mar-2014 16:40:25 (UTC+8)
摘要 The purpose of this study was to investigate an array of environmental factors that can stimulate imagination and explore how these factors manifest in different design phases. The participants of this study were students in the field of educational technology from four universities across Taiwan. The instructional design process was divided into three major phases: analysis, design/development, and implementation/evaluation. Influences in the learning environment were deconstructed into four factors: physical component, organizational measure, social climate, and human aggregate. The results of this study indicated that environmental factors have varying effects during the three phases of instructional design. The social climate was claimed to have the greatest effect on stimulating imagination, followed by organizational measure, human aggregate factor, and lastly physical component. These effects were seen in the development process, especially in phase two and with a lesser effect in phase three.
關聯 The Turkish Online Journal of Educational Technology, 11(4), 432- 441
資料類型 article
dc.contributor 傳播學院en_US
dc.creator (作者) Liang, Chaoyun; Hsu, Yuling; Huang, Yinghsiu; Chen, Sheng-Chihen_US
dc.creator (作者) 陳聖智zh_TW
dc.date (日期) 2012.10en_US
dc.date.accessioned 21-Mar-2014 16:40:25 (UTC+8)-
dc.date.available 21-Mar-2014 16:40:25 (UTC+8)-
dc.date.issued (上傳時間) 21-Mar-2014 16:40:25 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/64818-
dc.description.abstract (摘要) The purpose of this study was to investigate an array of environmental factors that can stimulate imagination and explore how these factors manifest in different design phases. The participants of this study were students in the field of educational technology from four universities across Taiwan. The instructional design process was divided into three major phases: analysis, design/development, and implementation/evaluation. Influences in the learning environment were deconstructed into four factors: physical component, organizational measure, social climate, and human aggregate. The results of this study indicated that environmental factors have varying effects during the three phases of instructional design. The social climate was claimed to have the greatest effect on stimulating imagination, followed by organizational measure, human aggregate factor, and lastly physical component. These effects were seen in the development process, especially in phase two and with a lesser effect in phase three.en_US
dc.format.extent 128760 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.relation (關聯) The Turkish Online Journal of Educational Technology, 11(4), 432- 441en_US
dc.subject (關鍵詞) Educational Technology; Instructional Design; Social Environment; Foreign Countries; Imagination; Stimulation; Educational Environment; College Students; Likert Scales; Questionnairesen_US
dc.title (題名) How learning environments can stimulate student imaginationen_US
dc.type (資料類型) articleen