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Article

Chin-Chung Tsai

The purpose of this papers is to provide an overview of how students and teachers in Taiwan conceptualize learning, especially in technology-enhanced learning…

Abstract

Purpose

The purpose of this papers is to provide an overview of how students and teachers in Taiwan conceptualize learning, especially in technology-enhanced learning environments. Their conceptions of learning reveal the extent to which the prevalence of technological use in education has facilitated students to cultivate a more advanced conception of learning and develop a deeper learning approach.

Design/methodology/approach

It reviews a total of nine relevant case studies, covering the contexts of conventional schools (from elementary schools to college, and cram schools) as well as technology-enhanced environments (internet-assisted learning and mobile learning); and participants from Grade 2 students to adult learners as well as teachers. Their conceptions of learning and preferred learning approaches are summarized.

Findings

Results of the studies show the Taiwanese students’ and teachers’ conceptions of learning in general and of technology-enhanced learning in particular. The students tended to be passive learners to receive instructions and considered examinations as a short-term goal for their study, with surface learning approaches commonly adopted. Despite technology may help to promote their cultivation of a more sophisticated conception of learning, many of them still opted for rote memorization and practice as the major ways to study. The potentials of technology in enhancing learning thus have not been fully realized.

Originality/value

The results shed light on an Asian-specific educational culture which is exam oriented. They reveal the challenges regarding the use of technology in education, which hinder the promotion of students’ advanced conceptions of learning. They also highlight the directions of future work to create a more accessible and gratifying technology-enhanced environment.

Details

Asian Association of Open Universities Journal, vol. 12 no. 2
Type: Research Article
ISSN: 2414-6994

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Article

Ching-Ting Hsin, Ying-Hsueh Cheng and Chin-Chung Tsai

The purpose of this paper is to explore educational researchers’ online literature searching and sourcing strategies.

Abstract

Purpose

The purpose of this paper is to explore educational researchers’ online literature searching and sourcing strategies.

Design/methodology/approach

Adopting a multiple-case study approach, the authors conducted interviews and compared strategies employed by three groups of researchers: less-experienced doctoral students, experienced doctoral students, and junior faculty.

Findings

The results showed that the three groups differed in four searching strategies and two sourcing strategies. The former included: using and modifying keywords, doing advanced searches to narrow down or expand results, chaining, and networking to retrieve literature, while the latter consisted of: evaluating and selecting multiple-source articles, and self-monitoring the multiple-source searching process. The findings also revealed that the experienced doctoral students and junior faculty were able to adopt searching and sourcing strategies flexibly and simultaneously for the purpose of determining more relevant and useful sources. The findings suggest that these researchers, especially the less-experienced students, need specialized training to acquire sourcing strategies in order to critically evaluate relevant information or scholarly work to fulfill their research purposes.

Originality/value

Information seeking, an essential part of scholars’ work, has been widely examined across disciplines. However, few studies have explored scholars’ searching and sourcing behaviors for online academic literature. This study fulfilled the research gap.

Details

Online Information Review, vol. 40 no. 7
Type: Research Article
ISSN: 1468-4527

Keywords

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Article

Chen-Chung Liu, Chia-Ching Lin, Kuei-Yuan Deng, Ying-Tien Wu and Chin-Chung Tsai

Many studies have integrated the mechanism of Creative Commons (CC) or similar mechanisms into web 2.0 platforms for supporting learning. The CC mechanism may create new…

Abstract

Purpose

Many studies have integrated the mechanism of Creative Commons (CC) or similar mechanisms into web 2.0 platforms for supporting learning. The CC mechanism may create new types of knowledge sharing environments. The purpose of this paper is to explore students’ trust, knowledge sharing self-efficacy, and outcome expectations in the context of a knowledge sharing platform using the CC mechanism.

Design/methodology/approach

The participants were 86 sixth-grade Taiwanese students. Within the context of online drawing and storytelling activities, a quantitatively self-reported instrument was adopted to assess the sharing experience with the CC mechanism.

Findings

The results found complex interrelationships among trust, sharing self-efficacy, and outcome expectations identified in the literature. The results further reveal that students who showed high community-related outcome expectations would adopt the non-CC approach (read-only, i.e. the shared works can not be used and modified) as they possessed lower identification-based trust. In contrast, those who adopted CC approach (i.e. the shared works are able to be used and modified) placed higher level of economy-based trust and showed a lower level of community-related outcome expectations. The results reflect that students who have low performance expectancy and sharing self-efficacy are more willing to share their work using the CC approach.

Originality/value

The results of this paper show that in such a mechanism there exists close interplay between trust, sharing self-efficacy, and outcome expectations. It is therefore, suggested that researchers and educators should note the influence of the sharing mechanism on the sharing activity when knowledge sharing is involved in pedagogical design. The implications derived from the findings for educational practice were also discussed.

Details

Online Information Review, vol. 38 no. 5
Type: Research Article
ISSN: 1468-4527

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Article

Rajan Yadav, Anurag Tiruwa and Pradeep Kumar Suri

The growing use of internet-based learning (IBL) platforms in institutions of higher education is producing profound changes in the traditional teaching learning process…

Abstract

Purpose

The growing use of internet-based learning (IBL) platforms in institutions of higher education is producing profound changes in the traditional teaching learning process worldwide. This paper aims to identify and understand the ways in which higher education institutions draw benefits by the use of such means, synthesizing the literature research.

Design/methodology/approach

The study synthesized the literature research by using a mixed method approach in which both Web of Science (WoS) and bibliographic techniques were used to retrieve the relevant data base.

Findings

The comprehensive review of the literature suggests that communication technology (CT), massive open online courseware (MOOCs), social networking sites (SNSs), blogs, real simple syndication (RSS) and YouTube are creating new possibilities and avenues of collaborative learning by transforming the traditional class and teacher-centric system.

Research limitations/implications

Multiplicity of the IBL platforms and rapid technological obsolesce are some of the limitations of this paper.

Originality/value

The findings of this study are highly useful in developing a strategic framework to accelerate the integration of IBL platforms to make teaching learning process more interactive and informative.

Details

Journal of International Education in Business, vol. 10 no. 2
Type: Research Article
ISSN: 2046-469X

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Article

Yi‐Chin Chung, Yau‐Wen Hsu, Yu‐Tang Lin and Chih‐Hung Tsai

The measured values of a same object should remain constant regardless of the object’s position in the image. In other words, its measured values should not vary as its…

Abstract

The measured values of a same object should remain constant regardless of the object’s position in the image. In other words, its measured values should not vary as its position in the image changes. However, lens’ image distortion heterogeneous light source, varied angle between the measuring apparatus and the object, and different surroundings where the testing is set up will all cause variation in the measurement of the object when the object’s position in the image changes. This research attempts to compensate the machine vision image distortion caused by the object’s position in the image by developing the compensation table. The compensation is accomplished by facilitating users to obtain the correcting object and serves the objective of improving the precision of measurement.

Details

Asian Journal on Quality, vol. 5 no. 1
Type: Research Article
ISSN: 1598-2688

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Article

Wen-Jye Shyr, Ya-Ling Pan, Chin-Chung Huang and Shu-Hsuan Chang

The purpose of this paper is to focus on the development of competences for use by professional teppanyaki chefs in food and beverage education in Taiwan.

Abstract

Purpose

The purpose of this paper is to focus on the development of competences for use by professional teppanyaki chefs in food and beverage education in Taiwan.

Design/methodology/approach

The research methodology includes the Delphi technique and incorporates interviews with three types of experts: instructors from culinary departments at a university, seasoned teppanyaki professionals and owners of teppanyaki establishments. An analysis of the responses provided by these industry experts led to identification of four dimensions of competences needed by teppanyaki chefs: knowledge, technique, affect and attitude. The K-S test involves using a z-test on ordinal variables for single samples to determine whether the sample distribution diverges from the frequency distribution. The z-score is greater than 1.96 which implies significance and consistency.

Findings

This study analyzed the responses provided by the interviewed experts to identify and extract competences for teppanyaki chefs. The extracted competences comprise four dimensions (knowledge, technique, affect and attitude), 16 work-related tasks and 74 skills items.

Originality/value

This study includes 16 work-related tasks, and 74 competences. The study recommends the establishment of an organization for competence certification to act as the authority for teppanyaki skill certification. Such an organization could utilize the results from this study as a reference, as could culinary departments at vocational institutes as well as other teppanyaki training courses offered in Taiwan.

Details

British Food Journal, vol. 120 no. 8
Type: Research Article
ISSN: 0007-070X

Keywords

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