Inquiring the Most Critical Teacher’s Technology Education Competences in the Highest Efficient Technology Education Learning Organization

Yung-Kuan, Chan; Hsieh, Ming-Yuan; Lee, Chin‐Feng; Huang, Chih‐Cheng; Ho, Li-Chih

doi:10.12973/eurasia.2017.01245a

Cited by 5 publications

(1 citation statement)

References 21 publications

(21 reference statements)

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“…To effectively solve these critical issues to strengthen students' self-regulation learning performance, improve the evaluation system of educational institutions, and promote corporate recognition and identification, the use of sensor technologies in online courses in the post-COVID-19 era has been a major area of research across all forms of Taiwanese educational institutions, including senior high schools, vocational schools, colleges and universities, and adult continuous educational institutions. However, despite comprehensive related research, (3)(4)(5) there has been no direct and extensive analysis or survey of the interactive relations among the self-regulated learning performance of students, (6) the evaluation system of educational institutions, (7) and corporate recognition and identification (8) in the research results in the study of online courses. (9)(10)(11) Significantly, the three factors of most critical importance for online courses are online-course learning performance, (12) online-course evaluation authenticity, (13) and online-course appraisal quality (14,15) when considering the self-regulated learning performance of students, the evaluation system of educational institutions, and corporate recognition and identification.…”

Section: Introductionmentioning

confidence: 99%

Use of Sensor Technologies in Online Courses in Post-COVID-19 Era

Wu¹,

Hsieh²,

Min³

et al. 2021

Sensors and Materials

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In this study, educational social learning theory and a statistical multiple-criteria decisionmaking (MCDM) methodology are creatively cross-employed to comprehensively cross-evaluate online courses and sensor technologies. This was accomplished by means of an in-depth survey of large-scale current online-course users and professional experts with the highest research reliability, validity, accuracy, and representativeness. The three most valuable and contributive conclusions of this study are as follows: (1) The repurposing technology function (RTF) of online-course technology can combine software sensor (SS), motion sensor (MS), and environment sensor (ES) technologies to not only detect moving objects but also achieve cognition in the environment (e.g., by using a face sensor) to extract emotions of course participants in response to words and phrases during lectures to increase online-course learning performance. (2) The course professionalization technology function (CPTF) of online-course technology can merge SS, MS, and ES technologies to control online-course hardware sensor devices and equipment to control the depth and span of online-course content to strengthen online-course learning performance. (3) The course evaluation technology function (CETF) of online-course technology can consolidate SS, MS, and ES technologies to not only empirically evaluate online-course implementation but also indirectly appraise online-course learning performance.

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Section: Introductionmentioning

confidence: 99%

Use of Sensor Technologies in Online Courses in Post-COVID-19 Era

Wu¹,

Hsieh²,

Min³

et al. 2021

Sensors and Materials

Self Cite

View full text Add to dashboard Cite

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An Empirical Research on Exploring the Trans-disciplinary Autocorrelationships Among the Social-Media Technology, MOOCs and Higher-Education Sustainability

Hsieh

2019

Lecture Notes in Computer Science

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lectura digital en la modalidad blended-learning. Una perspectiva educativa.

Bernal

Martínez

2021

Colomb. appl. linguist. j

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La lectura como actividad cultural y cognitiva está presente en los procesos académicos de niños y jóvenes de todos los niveles educativos, en particular, en la modalidad blended-learning (b-l). El dominio exigido para la lectura en impreso o digital requiere de un proceso de formación y trabajo escolar teórico-práctico orientado por los docentes, pues los modos de leer y aproximarse de forma efectiva a los textos no son inherentes al ser humano, de ahí la necesidad de aprenderlos. Aplicando el método de Revisión Sistemática de la Literatura (RSL) en un corpus documental de 43 investigaciones realizadas entre el 2012 y el 2018, este artículo de revisión expone algunas tendencias y características relacionadas con la lectura y su uso digital en ambientes b-l. Entre los resultados se destacan la incidencia de las Tecnologías de la Información y la Comunicación (TIC) en las maneras como los escolares leen y acceden a la información, así como su papel mediador en el aprendizaje y la interacción del lector con el texto. Sin embargo, el desarrollo de competencias lectoras no se logra como consecuencia directa de la inclusión de recursos tecnológicos en el ambiente b-l, razón por la cual se requiere ampliar el espectro de investigación, concretamente, en la educación primaria.

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Inquiring the Most Critical Teacher’s Technology Education Competences in the Highest Efficient Technology Education Learning Organization

Abstract: Under the hyper-dynamic education situation, this research, in order to comprehensively explore the interplays between Teacher Competence Demands (TCD) and Learning Organization

Cited by 5 publications

References 21 publications

Use of Sensor Technologies in Online Courses in Post-COVID-19 Era

Use of Sensor Technologies in Online Courses in Post-COVID-19 Era

An Empirical Research on Exploring the Trans-disciplinary Autocorrelationships Among the Social-Media Technology, MOOCs and Higher-Education Sustainability

lectura digital en la modalidad blended-learning. Una perspectiva educativa.

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