Four spaces of network learning models

Chan, Tak-Wai; Hue, Chih-Wei; Chou, Chih-Yueh; Tzeng, Ovid J. L.

doi:10.1016/s0360-1315(01)00044-6

Cited by 68 publications

(28 citation statements)

References 2 publications

(2 reference statements)

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“…With the development of cloud computing and wireless technology, students' physical schoolbags would be replaced by hand-held computers (Chan, Hue, Chou, & Tzeng, 2001). As a smart learning environment, the eSchoolbag has gained great popularity during the last decade, as it promises students adaptive, personalized learning support and feedback.…”

Section: Resultsmentioning

confidence: 99%

The effect of academic motivation on students’ English learning achievement in the eSchoolbag-based learning environment

Zheng

2017

Smart Learn. Environ.

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The electronic schoolbag (eSchoolbag) provides instructors and students a smart learning environment as the log file data could be used to support learner modelling and learning analysis, making adaptive and personalized learning possible. Abundant of studies have documented the design and implementation of the eSchoolbag. However, the relationship between students' learning achievement and their motivational factors is still unclear when using eSchoolbag to learn English. Thus, this study examined the effect of students' academic motivation on their English learning achievement in the eSchoolbag-based learning environment. A total of 78 participants were involved in the study, and their English learning achievement were assessed six times during 1 year. Moreover, 63 students finished the academic motivation questionnaire, and they were clustered into two groups using K-means clustering algorithm. The two groups were labelled as the high and low motivation group respectively. The research found that the eSchoolbag-based learning environment had a significantly positive effect on students' learning achievement. Besides, students' academic motivation also had the ability to differentiate their learning achievement when using eSchoolbag to learn English. Furthermore, this research found that students' prior levels of learning achievement had no significant association with their academic motivation. There was also no significant association between student's gender and his/her academic motivation. In terms of components of academic motivation, students' attainment value of using eSchoolbag to learn English was correlated positively with their learning achievement.

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Section: Resultsmentioning

confidence: 99%

The effect of academic motivation on students’ English learning achievement in the eSchoolbag-based learning environment

Zheng

2017

Smart Learn. Environ.

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“…EduCity, started in 2000, was the first attempt to realize this vision. It overcame the confines of school walls and was comprised of a hierarchy of communities that reached more than 1.5 million students, in 15,000 classrooms, within 1800 schools (Chan et al 2001;Chan 2010;Chang et al 2003;Atkins et al 2010).…”

Section: From Learning Companion To Reciprocal Tutoring and Beyondmentioning

confidence: 99%

“…This relates to the notion of a Blifelong learning companion,^which accompanies a student from childhood to adulthood (Chan et al 2001;Chou et al 2003). Cloud computing and storage technology enables storing a student's lifelong learning profiles, hence, establishing students' lifelong learning companions.…”

Section: From Learning Companion To Reciprocal Tutoring and Beyondmentioning

confidence: 99%

Reciprocal Tutoring: Design with Cognitive Load Sharing

Chou

Chan²

2015

Int J Artif Intell Educ

Self Cite

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Reciprocal tutoring, as reported in BExploring the design of computer supports for reciprocal tutoring^(Chan and Chou 1997), has extended the meaning and scope of intelligent tutoring originally implemented in standalone computers. This research is a follow-up to our studies on a learning companion system in the late 1980s and its network version, Distributed West, in the early 1990s. In this commentary paper, we first provide the history of and rationale behind our research. We pose and discuss six design dimensions that comprise 12 design questions. This is done on the basis of our previous experience and current knowledge as well as by reexamining the design approach, cognitive load sharing, in the original paper. Our purpose is to shed light on the future design of reciprocal tutoring. One-to-one classrooms, in which students learn with their personal computing devices (Chan et al. 2006), are becoming prevalent in practice; therefore, we expect that reciprocal tutoring-learning-by-tutoring and learning-by-being-tutored-will also become widespread.

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“…Second, online learning communities were launched for school education by collaborating with the local research community on the EduCity Project, which allowed students to interact with each other in a hierarchy of classes and schools, exemplifying the concept of online learning society (Chan et al 2001).…”

Section: Taiwanmentioning

confidence: 99%

A review of e-Learning policy in school education in Singapore, Hong Kong, Taiwan, and Beijing: implications to future policy planning

et al. 2014

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The acceleration of e-Learning around the world has driven the major cities/regions in the Asia-Pacific region such as Singapore, Hong Kong, Taiwan, and Beijing to plan and implement official policies on e-Learning for enhancing the quality of school education. This article aims to review experiences and then draw lessons of these four major Asian cities/regions in the development of e-Learning policies on the dimensions of infrastructure, curriculum integration, students learning, teacher professional development, as well as leadership and capacity building. It is identified that each of the four major Asian cities/regions has its own area of emphasis in the planning of future e-Learning policies, with Singapore focusing on scaling up good practices of e-Learning among teacher community; Hong Kong focusing on creating digital classrooms supported by wireless networking for student-centered learning; Taiwan focusing on cultivating students with 21st century skills through daily subject teaching; and Beijing focusing on providing digital resources and e-textbooks geared to school curricula.

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Four spaces of network learning models

Cited by 68 publications

References 2 publications

The effect of academic motivation on students’ English learning achievement in the eSchoolbag-based learning environment

The effect of academic motivation on students’ English learning achievement in the eSchoolbag-based learning environment

Reciprocal Tutoring: Design with Cognitive Load Sharing

A review of e-Learning policy in school education in Singapore, Hong Kong, Taiwan, and Beijing: implications to future policy planning

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