| dc.contributor | 教育系 | |
| dc.creator (作者) | 洪煌堯 | zh_TW |
| dc.creator (作者) | Hong, Huang-Yao | en_US |
| dc.date (日期) | 2018-08 | |
| dc.date.accessioned | 29-十一月-2018 16:22:19 (UTC+8) | - |
| dc.date.available | 29-十一月-2018 16:22:19 (UTC+8) | - |
| dc.date.issued (上傳時間) | 29-十一月-2018 16:22:19 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/121161 | - |
| dc.description.abstract (摘要) | This research study aimed to understand the concept of “learning” held by current Taiwanese pre-service teachers from the information and communication technology (ICT) generation in order to establish a new digital learning theory for the future. Over the course of an entire semester, 38 participants took an elective course that adopted a project-based teaching strategy named “Educational Media” administered in an online, collaborative, knowledge-building environment. Using grounded theory and a design-research method, an open-ended survey questionnaire was administered to compare the pre-test and post-test definitions of learning generated from each pre-service teacher. A triple cross-verification of qualitative and quantitative forms was then analyzed by up to three assistants from the course. Results showed that participants altered their thinking about learning, which was reflected in their assignments and narratives documented on the questionnaires after experiencing knowledge-building activities. Correlation analysis showed that the perceived learning dimension moved from a traditional mode to a more constructive mode compared to the beginning of the course. In summary, this triple cross-validation method may improve the effect of objective explanation and analysis results. | en_US |
| dc.format.extent | 48520264 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | International Conference on Innovative Technologies and Learning , ICITL 2018: Innovative Technologies and Learning pp 51-60 | |
| dc.subject (關鍵詞) | Conception of learning; Collaborative knowledge building ; Triple cross-validation | en_US |
| dc.title (題名) | Understanding the effects of online collaborative knowledge-building activities on pre-service teachers’ views of “Learning”: A case study using triple cross-validation analysis. | en_US |
| dc.type (資料類型) | conference | |
| dc.identifier.doi (DOI) | 10.1007/978-3-319-99737-7_5 | |
| dc.doi.uri (DOI) | https://doi.org/10.1007/978-3-319-99737-7_5 | |
