Chinese and Taiwanese International College Students' Participation in Social Organizations: Implications for College Counseling Professionals     

Pei‐Chun Tsai  Y. Joel Wong 《Journal of College Counseling》2012,15(2):144-156

This qualitative focus group study explored the meaning of Chinese and Taiwanese international students' lived experiences in social organizations. Participants were 9 Chinese and Taiwanese international college students in a midwestern U.S. university. The analyses uncovered 7 themes: social support, recreation, emotional support, practical benefits, contributions to the organizations, commitment toward organizations, and stressors associated with participation. Implications of the findings for college counseling professionals are discussed.  相似文献   

MEASURING THE CONFIDENCE OF 8TH GRADE TAIWANESE STUDENTS’ KNOWLEDGE OF ACIDS AND BASES     

Brady Michael Jack  Chia-Ju Liu  Houn-Lin Chiu  Chun-Yen Tsai 《International Journal of Science and Mathematics Education》2012,10(4):889-905

The present study investigated whether gender differences were present on the confidence judgments made by 8th grade Taiwanese students on the accuracy of their responses to acid–base test items. A total of 147 (76 male, 71 female) students provided item-specific confidence judgments during a test of their knowledge of acids and bases. Using the correctness of the answer responses, a confidence rating score, an unweighted rating score, and a relative confidence rating score were calculated for each respondent. The correlations between the boys and girls for each score area showed girls as scoring higher than boys in their knowledge of acids and bases, were more confident in this knowledge, and more willing to express different levels of confidence among the test items.  相似文献   

A comparison of scientific epistemological views between mainland China and Taiwan high school students     

Ching Sing Chai  Feng Deng  Chin-Chung Tsai 《Asia Pacific Education Review》2012,13(1):17-26

This study investigates the similarities and differences between high school students from Taiwan and China in terms of their scientific epistemological views. In addition, the effects of age and gender on scientific epistemological views were also examined. The results indicate that the students from these two localities, which signify two similar yet different cultures, are substantially different in five out of the six dimensions. Age and gender were also found to have significant effects in some dimensions. Implications for future research were discussed at the end of the paper.  相似文献   

The mainstream and extension of contemporary virtual reality education research: Insights from a co-citation network analysis (2015–2020)     

Cheng  Kun-Hung  Tang  Kai-Yu  Tsai  Chin-Chung 《Educational technology research and development : ETR & D》2022,70(1):169-184

Educational technology research and development - Previous studies have provided various reviews with either general or specific scopes to understand virtual reality (VR) technologies for learning...  相似文献   

Students’ patterns of accessing time in a text structure learning system: relationship to individual characteristics and learning performance     

Li  Liang-Yi  Tsai  Chin-Chung 《Educational technology research and development : ETR & D》2020,68(5):2569-2594

Educational technology research and development - This study developed a learning system that allows teachers to edit assignments designed to teach students the text structure strategy through the...  相似文献   

Book Reviews     

Benhong Rosaline Tsai Ph.D.  Roberts A. Braden 《Educational technology research and development : ETR & D》1993,41(3):111-116

She currently serves as Employee Education & Training Consultant for Northern States Power Company, Minneapolis.  相似文献   

Quality assurance of joint degree programs from the perspective of quality assurance agencies: experience in East Asia     

Yung-Chi Hou  Martin Ince  Sandy Tsai  Wayne Wang  Vicky Hung  Chung Lin Jiang 《高等教育研究与发展》2016,35(3):473-487

Joint degree programs have gained popularity in East Asia, due to the growth of transnational higher education in the region since 2000. However, the external quality assurance (QA) and accreditation of joint degree programs is a challenge for QA agencies, as it normally involves the engagement of several institutions and multiple national accreditation procedures. The purpose of this study is to explore current QA approaches to joint degree programs in Europe and East Asia from the perspectives of QA agencies. There are four major findings from the study. First, East Asian countries tend to stipulate national regulations for a joint degree program. Second, an external QA mechanism for joint degree programs has not yet been developed in East Asian nations. Third, the adoption of international accreditation as the popular approach for joint degree programs in business fields in Asia raises the serious issue of national jurisdiction over higher education. Fourth, the European Consortium for Education's (ECA) single accreditation mode is highly recommended by QA agencies.  相似文献   

Investigating the Effectiveness of Inquiry Instruction on the Motivation of Different Learning Styles Students     

Hsiao-Lin?TuanEmail author  Chi-Chin?Chin  Chi-Chung?Tsai  Su-Fey?Cheng 《International Journal of Science and Mathematics Education》2005,3(4):541-566

The purpose of this study was to investigate 8th graders with different learning styles their motivation outcomes after implementing 10 weeks (40 hours) inquiry-based teaching. Two hundreds and fifty four 8th graders were involved in experimental group, this group of students experienced inquiry instruction. Two hundreds and thirty two 8th graders were involved in control group, they were taught by traditional science teaching. Students' motivation toward science learning questionnaire (SMTSL) (Tuan, Chin & Shieh, 2005) were implemented in both groups in the beginning and at the end of the study. Students in the experimental group filled out learning preference questionnaire (Lumsdaine & Lumsdaine, 1995) in the beginning of the study. Forty students which represent different learning styles were chosen from five experimental classes to conduct post-test interview. Paired t-test, MANOVA, analytic inductive methods were used for analyzing both qualitative and quantitative data. Findings indicated that after inquiry instruction students' motivation increased significantly (p<.001) than students who enrolled in traditional teaching. Four different learning styles of students increased significantly (p<.005) in SMTSL scales: self-efficacy, active learning strategies, science learning value, performance goal and achievement goal. No significant difference was found among four learning styles of students' motivation after inquiry teaching. Interview data supported that most of students with different learning styles were willing to participate in the inquiry learning activities, while they hold different reasons for their engagement. Findings confirm inquiry-based science teaching can motivate students with different learning styles in science learning. An erratum to this article is available at .  相似文献   

Ninth grade students’ mental models of the marine environment and their implications for environmental science education in Taiwan     

Shu-Chiu Liu  Huann-shyang Lin  Chun-Yen Tsai 《The Journal of environmental education》2020,51(1):72-82

Abstract

The purpose of this study is to investigate students’ mental models of the marine environment and to further examine how these models are related to their perceptions of marine problems. One hundred twenty-eight ninth grade students from a large harbor city in southern Taiwan completed a survey including a drawing activity and a set of two-tier questions. Using a four-factor rubric to analyze student drawings, we found that students’ mental models of the marine environment are generally partial and unconnected. In particular, the human component was often missing in the drawing. Students showed a strong awareness of marine problems; however, their awareness is focused on waste pollution. Moreover, correlation analysis showed that students’ mental models are associated with the scope of the perceived problems.  相似文献   

Towards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universities     

Isabel Hilliger  Margarita Ortiz-Rojas  Paola Pesántez-Cabrera  Eliana Scheihing  Yi-Shan Tsai  Pedro J. Muñoz-Merino  Tom Broos  Alexander Whitelock-Wainwright  Dragan Gašević  Mar Pérez-Sanagustín 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):915-937

In Latin American universities, Learning Analytics (LA) has been perceived as a promising opportunity to leverage data to meet the needs of a diverse student cohort. Although universities have been collecting educational data for years, the adoption of LA in this region is still limited due to the lack of expertise and policies for processing and using educational data. In order to get a better picture of how existing data-related practices and policies might affect the incorporation of LA in Latin American institutions, we conducted a mixed methods study in four Latin American universities (two Chilean and two Ecuadorian). In this paper, the qualitative data were based on 37 interviews with managers and 16 focus groups with 51 teaching staff and 45 students; the quantitative data were collected through two surveys answered by 1884 students and 368 teachers, respectively. The findings reveal opportunities to incorporate LA services into existing data practices in the four case studies. However, the lack of reliable information systems and policies to regulate the use of data imposes challenges that need to be overcome for future LA adoption.  相似文献