MOOCs for K-12 and Higher Education in Taiwan

Yang, Stephen J. H.; Huang, Jeff; Huang, Anna Y.Q.; Chen, Irene Y.L.

doi:10.1109/iiai-aai.2016.42

Cited by 3 publications

(1 citation statement)

References 7 publications

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“…Since 2013, the injection of MOOCs into traditional education ecosystem has become a new trend in Taiwan. Given that a significant number of online learners are using various MOOC platforms, MOOCs have gradually influenced Taiwan’s educational ecosystem (Yang et al, 2016). Recently, Taiwan’s government employs MOOCs as a means to revolutionize Taiwan’s education and improve pedagogical methods and structures from a series of projects named “Taiwan MOOCs” that Taiwan’s Ministry of Education launched to various industries in Taiwan, and such a Taiwan’s MOOCs movement has devoted to the development of MOOCs via providing free MOOCs platforms and has spread all over Taiwan from higher education to lifelong learning (Hsu et al, 2018; Yang et al, 2017).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

How Different Categories of Gamified Stimuli Affect Massive Open Online Courses Continuance Intention and Learning Performance? Mediating Roles of Internal Experiences

Cheng

2022

Social Science Computer Review

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Drawing on gamification literature, this study develops a research model to examine whether gamification features as environmental stimulus antecedents to learners’ organismic experiences in using massive open online courses (MOOCs) can affect their response on MOOCs and learning outcomes. The proposed research framework, rooted in the stimulus-organism-response model, provides a strong foundation for understanding these hypothesized relationships. Sample data for this study were collected from learners who had experience in taking the gamified MOOCs provided by the MOOC platform launched by a well-known university in Taiwan, and 307 usable questionnaires were analyzed using structural equation modeling. This study verified that three types of gamification features including achievement-related gamification features, immersion-related gamification features, and social interaction-related gamification features positively influenced learners’ internal experiences in using MOOCs (i.e., cognitive involvement, flow experience, and social presence), which jointly expounded their continuance intention of MOOCs, and this in turn enhanced their perceived impact on learning. Overall, this study’s results offered enough evidence to strongly support all of the hypothesized links and the research model. Besides, the results of the mediation analysis confirmed that learners’ internal experiences and continuance intention of MOOCs fully mediated the effects of their perceived gamification features on perceived impact on learning.

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Section: Theoretical Backgroundmentioning

confidence: 99%

How Different Categories of Gamified Stimuli Affect Massive Open Online Courses Continuance Intention and Learning Performance? Mediating Roles of Internal Experiences

Cheng

2022

Social Science Computer Review

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Multi-layered network model for text summarization using feature representation

Malarselvi

Pandian²

2022

Soft Comput

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A Self-Relevant CNN-SVM Model for Problem Classification in K-12 Question-Driven Learning

Chen

Liu

et al. 2020

IEEE Access

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With the development and progress of science and technology, the learning patterns also evolve. In Question-Driven learning, students clarify and validate what they learn by answering questions. Such a large number of questions needs good management. A well-performed management can avoid the situation that learning materials with the same knowledge set are defined into different sections due to ambiguous expressions. In this work, we propose a hybrid classification model using the CNN-SVM that focuses on K-12 learning materials. We combine the Word2Vec feature and the hidden layer feature of CNN. In response to a current question that contains text and image, we also introduce a multi-modal preprocessing approach. The experiment shows that our preprocessing method and the hybrid model can outperform the two state-of-the-art methods.

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MOOCs for K-12 and Higher Education in Taiwan

Cited by 3 publications

References 7 publications

How Different Categories of Gamified Stimuli Affect Massive Open Online Courses Continuance Intention and Learning Performance? Mediating Roles of Internal Experiences

How Different Categories of Gamified Stimuli Affect Massive Open Online Courses Continuance Intention and Learning Performance? Mediating Roles of Internal Experiences

Multi-layered network model for text summarization using feature representation

A Self-Relevant CNN-SVM Model for Problem Classification in K-12 Question-Driven Learning

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