Practice makes better? A study of meditation learners in a classroom environment     

Chin‐Yen Lin  Yen‐Ku Kuo  Yen‐Lin Kuo  Li‐An Ho  Chien‐Ting Lin 《Educational studies》2007,33(1):65-80

The study investigates the effect of length of meditation history on various factors, namely learning motivation, learning outcome and classroom climate. Data were collected from working adult learners (n = 450) attending meditation classes in two large cities in Taiwan. The investigation categorized learners based on meditation experience, namely <1 year, 1–3 years, 4–6 years, 7–10 years and >10 years. The study investigated how experience affects learners in their perception of motivation, learning outcome and classroom climate, using one‐way ANOVA and post‐hoc analysis. Results showed a non‐linear ordered response—longer meditation experience does not in all cases increase benefits gained from meditation. A follow‐up group discussion with learners identified learning fatigue as a possible factor for the non‐linear results. In addition, through canonical correlation analysis, the study also showed that learning motivation and classroom climate is strongly correlated with learning outcome. The paper concludes with a discussion of results.  相似文献   

Exploring the impact of animation‐based questionnaire on conducting a web‐based educational survey and its association with vividness of respondents' visual images     

Yu‐Ta Chien  Chun‐Yen Chang 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(3):E81-E85

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Embodying gesture‐based multimedia to improve learning     

Chun‐Yen Chang  Yu‐Ta Chien  Cheng‐Yu Chiang  Ming‐Chao Lin  Hsin‐Chih Lai 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(1):E5-E9

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Erratum to: Indigenous Students’ Experiences of the Hidden Curriculum in Science Education: A Cross-National Study in New Zealand and Taiwan     

Joanna Kidman  Chiung-Fen Yen  Eleanor Abrams 《International Journal of Science and Mathematics Education》2013,11(1):267-267

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The Integration of Personal Learning Environments & Open Network Learning Environments     

Chih-Hsiung Tu  Laura Sujo-Montes  Cherng-Jyh Yen  Junn-Yih Chan  Michael Blocher 《TechTrends》2012,56(3):13-19

Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced networking mechanisms, UGC, flat-structured architectures, RSS, and social tagging, permit online learners to define their own learning structures. This article reports an online course built within multiple Web 2.0 technologies designed to empower learners to construct their own personal learning environments within open network learning environments. Lessons learned, examples, and critical issues are discussed. This paper concludes that effective instructions should prepare “online” learners to become “network” or “open network” learners.  相似文献   

ALTERNATIVE CONCEPTIONS ABOUT BURNING HELD BY ATAYAL INDIGENE STUDENTS IN TAIWAN     

Jen-Min Chang  Huei Lee  Chiung-Fen Yen 《International Journal of Science and Mathematics Education》2010,8(5):911-935

The purpose of this study was to investigate the alternative conceptions about burning phenomena among Atayal indigene elementary school students in Taiwan. The main difference from other relevant research is that this study assesses Atayal people’s worldview by means of a questionnaire developed specifically for this purpose. There were three stages in this study: First, three Atayal elders were interviewed to access their traditional knowledge about nature, naturally occurring events, and burning. Second, this knowledge was used to develop an open-ended questionnaire that was administered to 37 students at the third to sixth grade levels (ages 9 to 12); eight respondents were interviewed to document their worldviews. Third, a two-tier diagnostic questionnaire developed from these results was administered to 228 students with 44 respondents interviewed about the burning events assessed by the instrument. Results suggested that students held alternative conceptions about the five burning events: candles burning, factors of burning, fire extinguishment, material changes in burning, and traditional meanings of burning. In contrast with previous studies on burning, this study demonstrated the existence of other alternative conceptions. The origin of these alternative conceptions may be grounded in traditional culture, knowledge, environment, economy, medicine, and personal thinking.  相似文献   

Multiple Perspectives on Multiple Measures: An Introduction     

Dianne Henderson-Montero  Marc W. Julian  Wendy M. Yen 《Educational Measurement》2003,22(2):6-6

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Multiple Measures: Alternative Design and Analysis Models     

Dianne Henderson-Montero  Marc W. Julian  Wendy M. Yen 《Educational Measurement》2003,22(2):7-12

The use of multiple measures is emphasized by legislation regulating the distribution of Title I funding to states, as well as by professional and industry standards regarding the use of test scores in high-stakes decisions. There are a wide variety of methods with which multiple measures can be designed and analyzed, and these methods have different implications for conclusions that will be reached. Recognizing the complexities associated with the implementation of a multiple measures approach to system evaluation, this article provides an overview and discussion of alternative models that may be considered in an accountability system and their applicability relative to the goals of the system evaluation. The article concludes with an example of the use of multiple measures with regard to No Child Left Behind legislation.  相似文献   

The effects of goal specificity and scaffolding on programming performance and self‐regulation in game design     

Chia‐Yen Feng  Ming‐Puu Chen 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(2):285-302

The purpose of this study was to investigate the influence of goal specificity and scaffolding on the programming performance and self‐regulation of elementary students engaged in learning game design. This study recruited 232 students for the experimental activities. Two levels of goal specificity were employed: specific and nonspecific. Structuring and problematizing scaffolds were also used to support students in the process of learning. Our results reveal the following: (1) nonspecific goals and structuring scaffolds led to superior comprehension of programming, (2) nonspecific goals with problematizing scaffolds led to better problem‐solving performance, (3) problematizing scaffolds were more effective than structuring scaffolds in the development of self‐regulation behavior, and (4) nonspecific goals were more effective than specific goals in the promotion of resource management associated with self‐regulation.  相似文献   

“In the shoes of another”: immersive technology for social and emotional learning     

Tan  Marcus Cheng Chye  Chye  Stefanie Yen Leng  Teng  Kylin Shu Min 《Education and Information Technologies》2022,27(6):8165-8188

Education and Information Technologies - There has been increasing use of interactive technologies in the classroom today and a rising popularity of employing virtual environments as a means to...  相似文献