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21.
Lee Yen-Fen Hwang Gwo-Jen Chen Pei-Ying 《Educational technology research and development : ETR & D》2022,70(5):1843-1865
Educational technology research and development - Review strategies after learning new knowledge are essential for students to consolidate the key points, understand the subject content, analyze... 相似文献
22.
This study deals with the recycling of carbon steel slag （CSS） to produce self-consolidating concrete （SCC）. Since the chemical composition of CSS is similar to that of Portland cement or blast furnace slag （BFS）, it is expected to behave similarly. In the current study, the pozzolanic activity index of CSS is examined. Furthermore, the use of CSS as a pozzolanic material to partially replace Portland cement in the production of SCC is tested. We designed concrete mixtures with different water-to- cementitious material ratios （w/cm） keeping water and superplasticizer （SP） contents constant. Results showed that the design and performance of all the concrete mixtures used in this investigation were comparable to those of SCC and high performance con- crete （HPC）. However, compared to ordinary plain concrete （OPC）, the additional CSS content increases the setting time. In the CSS mixtures set for 90 d, compressive strengths of 86%, 134% and 121% were attained as compared to the control concrete; the corresponding w/cm ratios were 0.28, 0.32 and 0.40, respectively. Verifying the soundness of the SCC for meeting the criteria for HPC, the ultrasonic pulse velocity （UPV） of CSS was found to be comparable to that of ordinary concrete. In conclusion, the recycling of CSS can be advantageously employed in the production of SCC. 相似文献
23.
This paper attempts to apply historical methods to help understand the relationship between the philosophy espoused in the
works of Laozi or Tao De Ching and educational leadership. The objective is to study the thought of Laozi regarding leadership,
to identify ideas and solutions that can be applied in modern educational management, as well as to provide a new definition
and values to the ideas of Laozi. Laozi lived in ancient times, meaning that the works describing his thought are difficult
to understand. The present study is primarily based on English sources written on Laozi by Ju-Chou Yang and on the commentary
on Laozi by Bi Wang. Additionally, this article also refers to and compares other comments on the ideas of Laozi regarding
management. This study finds that Laozi had varied ideas on management and philosophy. Laozi ’s views regarding organization
are still relevant today. He stressed flexibility and the importance of adapting to the environment. As regards leadership,
Laozi emphasized non-action, softness, humility, calmness and the elimination of desire. Furthermore, in his art of employment,
Laozi insisted that leaders must overcome their personal likes and dislikes in relation to individuals to ensure the full
utilization of their potential. 相似文献
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26.
Bieng-Yi Chang Ching-Yi Chang Gwo-Haur Hwang 《Interactive Learning Environments》2019,27(8):1062-1074
ABSTRACTThe Advanced Cardiac Life Support (ACLS) training aims to help nurses establish the basic competence of the comprehension of electrocardiograms (ECG/ EKG). However, learners usually have difficulty memorizing the meanings of different EKG waveforms, which could represent clinical symptoms or even the feeling of dying, via traditional instruction. Some serious problems could lead to death if the nursing staff do not make correct judgments and provide timely treatment. Thus, this paper reports an explorative study investigating the effects of a flipped classroom approach on nursing staffs’ ACLS learning achievement. A 2-week experiment was conducted to compare the learning achievement of the nursing staff who learned with the ACLS situation-based flipped classroom approach to those who learned with the ACLS traditional flipped approach. The experimental results show that the nursing staff who learned with the proposed approach had better learning achievements, motivation, and satisfaction than those who learned with the ACLS traditional flipped approach. 相似文献
27.
Jessica M. Kramer I-Ting Hwang Christine A. Helfrich Preethy S. Samuel Ann Carrellas and the YELL Lab Project TEAM Youth Research Collaborators 《International Journal of Disability, Development & Education》2018,65(1):57-75
Project TEAM teaches transition-age youth with developmental disabilities (DD) to identify physical and social environmental barriers and supports, generate solutions to barriers, and request modifications to increase participation. Establishing the social validity of this environment focused intervention with youth and their parents is critical, given the significant shift the intervention represents from rehabilitation’s more traditional focus on body structures and function. University researchers and youth research collaborators conducted a participatory evaluation of the purpose, procedures, and perceived benefits of Project TEAM. Youth with DD (n = 42) provided feedback using three methods: activity voting, a survey, and a focus group. Parents (n = 37) also provided feedback. Results suggest that both youth and parents find Project TEAM acceptable and relevant to youth’s current and future lives. The majority of youth and parents felt Project TEAM fostered independence and empowerment, although some youth and parents reported challenges with the unique environment-focused approach. 相似文献
28.
The electronic medium continues to play an increasingly important role in the delivery of management education despite a paucity of empirical studies on its impact and efficacy. Results from a study of competitive attitudes and feedback‐seeking behaviors across seven “hybrid” electronic cum live classes showed that Kiasu‐Negative (a competitive attitude directed at preventing others from getting ahead of oneself) and Kiasu‐Positive (a competitive attitude directed at personal diligence to get ahead of others) ( Hwang, Ang, & Francesco, 2002 ) were related to two electronic discussion board feedback‐seeking behaviors. These feedback‐seeking behaviors, in turn, were related to grade performance as measured by multiple‐choice tests. Traditional feedback‐seeking measures of asking the professor in class or outside the class, and checking with fellow students for their views on class topics did not have a positive influence on multiple‐choice test performance. In light of these findings, educators should consider how best to encourage participation on electronic discussion boards for hybrid type courses, while researchers should further examine the underlying causes of learning from such electronic exchanges. Other implications of these findings are also discussed. 相似文献
29.
Xiao-Li Zheng Hoi-Soo Kim Wen-Hua Lai Gwo-Jen Hwang 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):103-130
In recent years, most studies on flipped classrooms or flipped learning have focused on learners’ motivation, academic achievement and teachers’ and students’ perceptions of the flipped classroom. Little research has involved interactions in the flipped classroom. This study aims to show that in-class collaborative learning in the flipped classroom can not only be conceived as a collective activity consisting of discrete actions, but also as a systematic activity. From the activity-theoretical perspective, contradictions were found between components of an activity such as subject, tools, rules, community, division of labor, object and outcome. This study conducted a pre-experiment, selecting one lesson of the seventh-grade Information Technology Course as the learning content, conducted in a flipped classroom. Three triads with different compositions were specifically observed by recording their interactions. More second-level contradictions existed between subject and tools, and division of labor within the low-level triad than within the other two triads, and more first-level contradictions also occurred within the low-level triad than within the other two triads. Most second-level contradictions within the high-level triad were resolved by self-regulation of cognition. Instead, most second-level contradictions within the mixed-level triad were overcome by co-regulation or shared regulation of cognition. This study sheds light on how to effectively design and implement flipped learning, and provides a new approach for analyzing interactions in the classroom. 相似文献