國中基本學力測驗
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研究計畫

 

 
年度 篇名
2007

Chang, K. E., Sung, Y. T., & Zheng, J. W. (2007). Hypermedia authoring with writing process guidance. British Journal of Educational Technology, 38, 851-860. (SSCI)

摘要

A writing process of five stages, setting the topic and goals, planning the outline, organizing the structure, building the content, and reviewing, is proposed to guide hypermedia authoring. To explore the effects of the system designed with writing-process guidance, this study enrolled 108 seventh graders at a junior high school as experimental subjects. Results of the experiment show that writing-process guidance does indeed help in the presentation of students’ web page creations. This experiment also explored the differences in web page creations between different genders. Results show that creations of male students are better than those of female students.

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2007

Chang, T. H. & Lee, C. H. (2007). Subtopic segmentation for small corpus using a novel fuzzy model. IEEE Transations on Fuzzy System, 15(4), 699-709. (SCI and EI)

摘要

Subtopic segmentation is a critical task in numerous applications, including information retrieval, automatic summarization, essay scoring, and others. Although several approaches have been developed, many are ineffective for specific domains
with a small corpus because of the fuzziness of the semantics of words and sentences in the corpus. This paper explores the problem of subtopic segmentation by proposing a fuzzy model for the semantics of both words and sentences. The model has
three characteristics. First, it can deal with the uncertainty in the semantics of words and sentences. Secondly, it can measure the fuzzy similarity between the fuzzy semantics of sentences. Thirdly, it can develop a fuzzy algorithm for segmenting a text into several subtopic segments. The experiments, especially for a short text
with a small corpus in a specific domain, indicate that the method can efficiently increase the accuracy of subtopic segmentation over previous methods.

2007

Hou, H. T., Chang, K. E., & Sung, Y. T. (2007). An Analysis of Peer Assessment Online Discussions within a Course that uses Project-Based Learning. Interactive Learning Environments, 15(3), 237-251. (SSCI)

摘要摘要

In recent years project-based learning (PBL) incorporating online discussions has gradually been applied to courses that focus on writing projects. Past studies have shown that learners in PBL often face the difficulties of not having in-depth data analysis and peer discussions and how teachers design the rules and methods for online discussions has a significant influence on the quality of discussion. Since using a peer assessment strategy in the classroom could facilitate learners’ critical thinking and meta-cognitive skills, this study conducts an empirical observational study in order to analyses the content and process of the discussion activities based on peer assessment without teacher intervention and tries to explore students’ knowledge construction of the discussion. Sequential analysis and content analysis were conducted to observe the scale of each aspect of knowledge construction and the sequential pattern of students’ knowledge construction during the discussions. Teachers didn’t provide any guidance or intervention during the activity. Based on the results of the observations, this study discusses the possible difficulties that students may encounter when conducting peer assessment online discussions. Finally, this study also proposes suggestions about the timing and methods for teacher interventions.

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