Undergraduates’ intentions to take examinations for professional certification: examinations of four competing models     

Pi-Yueh Cheng  Ping-Kun Hsu  Wen-Bin Chiou 《Asia Pacific Education Review》2012,13(4):691-700

Previous research on professional certification has primarily focused on graduate certificates in intensive care nursing, writing certificates for practitioners, maintenance of certification in radiation oncology, and the certification of teachers and surgeons. Research on certification in the domain of business and management from an attitudinal?Cbehavioral approach has been lacking. Social psychological theories provide potentially useful tools for explaining how attitudes, intentions, and behaviors are changed. The current study compared four intention-based models??the theory of planned behavior, the theory of self-regulation (TSR), the revised TSR (in which desire is a partial mediator), and the other revised TSR (in which desire is a full mediator)??in terms of their ability to predict the intentions of business and management students to obtain certification in their fields. Participants were drawn from the southern, middle, and northern areas of Taiwan. A structural equation model applied to a sample of 273 undergraduates demonstrated that attitudes, subjective norms, perceived behavioral controls, desires, intentions, and behaviors were associated with certification in business and management domains. The explanatory power of the revised TSR in which desire was a full mediator was superior to that of the competing models. Implications and future directions are discussed.  相似文献   

Empowering educators with Google's Android App Inventor: An online workshop in mobile app design     

Yu‐Chang Hsu  Kerry Rice  Lisa Dawley 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):E1-E5

  相似文献   

Mobile computer‐supported collaborative learning: A review of experimental research     

Yu‐Chang Hsu  Yu‐Hui Ching 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):E111-E114

  相似文献   

Integrating a mobile augmented reality activity to contextualize student learning of a socioscientific issue     

Hsin‐Yi Chang  Hsin‐Kai Wu  Ying‐Shao Hsu 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(3):E95-E99

  相似文献   

An Example Implementation of Schank’s Goal-Based Scenarios     

Chung-Yuan Hsu  David Richard Moore 《TechTrends》2010,54(1):58-61

The Goal-based Scenario method is a design model for applying simulations to instruction. This portfolio item describes an implementation of Goal-based Scenarios for the teaching of statistics. The application demonstrates how simulations can be contextualized and how they can allow learners to engage in legitimate inquiry in the pursuit of their instructional goals.  相似文献   

Understanding creative cultural divergence: a Bakhtinian reflection from a culture-crossing scholar     

Pei-Ling Hsu 《Cultural Studies of Science Education》2012,7(1):103-110

I respond to Baron and Chen’s article on creative cultural divergence, which they describe as the novel pedagogy of diverging from culturally generated educational expectations. Their article provides an analysis on how an experienced Taiwanese teacher drew on different forms of creative cultural divergence to facilitate students’ critical thinking and science inquiry. To better understand the phenomenon of creative cultural divergence, I draw on Bakhtin’s concepts of outsideness, novelization, and internally persuasive discourse to analyze how these divergences are produced. These concepts not only help us to understand the phenomenon of creative cultural divergence, they also help me to reflect on my own culture-crossing experience. The implications of these concepts for culture and education are further discussed.  相似文献   

Output-feedback binary adaptive control of MIMO systems using monitoring function     

Renato Borba Teixeira  Tiago Roux Oliveira  Ramon Romankevicius Costa  Liu Hsu 《Journal of The Franklin Institute》2021,358(3):1715-1742

The problem of adaptive control design for multivariable linear time-invariant plants with unknown control direction is considered. A solution is proposed based on the SDU factorization of the high frequency gain matrix (HFG) and the monitoring function approach. The adaptation scheme is the binary model reference adaptive control (BMRAC) which utilizes parameter projection and sufficiently high adaptation gains. The signs of the leading principal minors of the HFG define the control directions, and the lack of knowledge of which is a major challenge in the multivariable framework. The role of the monitoring function is to monitor the output error transient and then provide the necessary changes of the adaptation gain signs to guarantee a stable adaptive control. In addition to proving the signal boundedness of the resulting closed-loop system, the output tracking error is shown to be asymptotically as well as exponentially practically stable, i.e., exponentially stable with respect to a small residual compact set of size inversely proportional to the BMRAC adaptation gain. The latter implies good transient properties of the output tracking error in contrast to conventional adaptive laws which only guarantee asymptotic stability but can lead to extremely slow error convergence. The extension of the proposed approach to matched disturbances is also briefly discussed following the classical paradigm of disturbance estimators. Numerical results with a visual servoing application illustrate the efficiency of the proposed method.  相似文献   

Fusing and refreshing the memory: Conserving a Chinese lacquered Buddhist sculpture in London,UK     

Hsinhui Hsu  Dean Sully 《文物保护研究》2014,59(5):S234-S235

  相似文献   

An investigation of middle school science teachers and students use of technology inside and outside of classrooms: considering whether digital natives are more technology savvy than their teachers     

Shiang-Kwei Wang  Hui-Yin Hsu  Todd Campbell  Daniel C. Coster  Max Longhurst 《Educational technology research and development : ETR & D》2014,62(6):637-662

The purpose of the study is to investigate the popular assumption that the “digital natives” generation surpasses the previous “digital immigrants” generation in terms of their technology experiences, because they grow up with information and communication technology. The assumption presumes that teachers, the digital immigrants, are less technology savvy than the digital natives, resulting in a disconnect between students’ technology experiences inside and outside of the formal school setting. To examine the intersection of these generations and their technology experiences, this study used a mixed-methods approach to survey and compare middle school science teachers’ (n = 24) and their students’ (n = 1,060) inside–outside school technology experiences, and conducted focus group interviews to investigate any barriers that prevented them from using technology in school. The findings imply that the concept of digital natives may be misleading and that the disconnect between students’ inside–outside school technology experiences may be the result of the lack of sufficient teacher training concerning technology integration strategies.  相似文献   

Whole Class Dialogic Discussion Meets Taiwan’s Physics Teachers: Attitudes and Culture     

Haim Eshach  Hsin-Kai Wu  Fu-Kwun Hwang  Ying-Shao Hsu 《Journal of Science Education and Technology》2014,23(1):183-197

There is a distance between the power that whole class dialogic discussions (WCDD) may offer to the science class and their use in practice. Teachers’ attitudes toward WCDD are part of the problem. The aims of this study were twofold: (a) to examine Taiwanese physics teachers’ attitudes toward WCDD by considering cultural perspectives and describe how these attitudes changed as a result of a special workshop designed for this purpose, and (b) to report on how these attitudes should be taken into account in designing such workshops in the future. Nine experienced physics teachers participated in the WCDD workshop. The workshop was based on the WCDD model developed by Eshach (2010). Inductive analyses were performed on interviews with the teachers and their students, which were composed of 36 questions and developed specially for the purpose of this study, yielded the following categories: (1) In-school reasons for opposing WCDD—reasons belonging to school ways/tradition of teaching that may cause barriers to WCDD implementation; (2) External Factors—cultural reasons relating to Taiwanese views concerning education in general, which cause barriers to WCDD implementation; and (3) Cognitive aspect—refers to what teachers know about WCDD. The paper concludes with a discussion on what should be done in order to successfully bring WCDD to the Taiwanese physics class.  相似文献