october 2012 - TOJET the Turkish online journal of educational ...

More documents

Recommendations

Info

TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Hüsing, T. and Korte, W. (2006) Benchmarking Access and Use of ICT in European Schools, [online]. Available at: http://www.elearningeuropa.info/files/media/media11563.pdf (Accessed 15 March 2010). Isman, A. and Celikli, G. E. (2009) How Does Student Ability and Self-Efficacy Affect The Usage of Computer Technology, The Turkish Online Journal of Educational Technology, ISSN: 1303-6521, volume 8, Issue 1, pp: 33-38 Kiss G. (2008). The Concept to Measure and Compare Students Knowledge Level in Computer Science in Germany and in Hungary. Acta Polytechnica Hungarica, ISSN: 1785-8860, 2008 Volume 5., pp.145-158 Kiss G. (2010a). Measuring Computer Science knowledge at the end of secondary grammar school in Hungary: Proceedings of the 10th International Educational Technology Conference (IETC 2010) Istanbul, pp. 839- 842 Kiss G. (2010b). A Comparison of Programming Skills by Genders of Hungarian Grammar School Students: Proceedings of the Symposia and Workshops on Ubiquitous, Autonomic and Trusted Computing, Xi’An, China, 2010, ISBN: 978-0-7695-4272-0, IEEE Catalog Number: CFP1075H-CDR, IEEE Xplore digital library Digital Object Identifier: 10.1109/UIC-ATC.2010.83, pp 24-30 Kiss G. (2010c). A Comparison of Informatics Skills by Genders when entering Higher Education in Hungary: Proceedings of the 8 th IEEE International Symposium on Intelligent System and Informatics, Subotica, Serbia, 2010, ISBN: 978-1-4244-7395-3, IEEE Catalog Number: CFP1084C-CDR, IEEE Xplore digital library Digital Object Identifier: 10.1109/SISY.2010.5647280, pp 179-182 Kiss G. (2011a). Measuring Student’s Computer Science Knowledge at the End of the primary stage in Hungary: Proceedings of the 9 th IEEE International Symposium on Applied Machine Intelligence and Informatics, Smolenice, Slovakia, ISBN: 978-1-4244-7428-8, pp. 19-22, 2011, IEEE Catalog Number: CFP1108E- CDR, IEEE Xplore digital library Digital Object Identifier: 10.1109/SAMI.2011.5738880 Kiss G. (2011b). A Comparison of Informatics Skills by schooltypes in the 9-10th grades in Hungary. International Journal of Advanced Research in computer science, ISSN: 0976-5697, Volume 2, No. 2, pp. 279-284 Korpás A, (2002). Általános statisztika II. Budapest, pp. 95-99. Levene, H. (1960). Robust tests for equality of variances : In Ingram Olkin, Harold Hotelling, et alia. Stanford University Press, pp: 278–292. Micheuz P. (2005). Auf dem Weg zu Standards - Standards in der Schulinformatik Österreichs im Sekundarbereich I. , LOG IN, Heft 135. Berlin, 2005. pp. 37-41 Ministerul Educaţiei, Cercetării şi Inovării Cabinetul Ministrului (2009). Legea Educaţiei Naţionale, Bukarest Ministry of Education of Hungary (2003). Kormányrendelete a Nemzeti alaptanterv kiadásáról, bevezetéséről és alkalmazásáról. MEH, Budapes. (243/2003. XII.17.) Nahalka I. (1993) A változók rendszerének struktúrája. In: Falus Iván (szerk.): Bevezetés a pedagógiai kutatás módszereibe. Keraban Kiadó, Budapest. Schweizerische Fachstelle für Informationstechnologien im Bildungswesen (2004): ICT und Bildung in der Schweiz [online]. SFIB, Bern, 2004 Available at: http://sfib.educa.ch/sites/default/files/20110304/Publikation%20ICTund%20Bildung%202004.pdf (Accessed 15 March 2010). Welch, B. L. (1947). The generalization of "Student's" problem when several different population variances are involved, Biometrika 34 (1–2), 1947, pp: 28–35 Copyright © The Turkish Online Journal of Educational Technology 235
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 PROJECT-BASED LEARNING WITH AN ONLINE PEER ASSESSMENT SYSTEM IN A PHOTONICS INSTRUCTION FOR ENHANCING LED DESIGN SKILLS Shu-Hsuan Chang Department of Industrial Education and Technology, National Changhua University of Education, Taiwan Tsung-Chih Wu Department of Industrial Education and Technology, National Changhua University of Education, Taiwan Yen-Kuang Kuo Department of Physics and Institute of Photonics, National Changhua University of Education, Taiwan Li-Chih You 3 Department of Management Information Systems, National Chengchi University, Taiwan shc@cc.ncue.edu.tw* ABSTRACT This study proposed a novel instructional approach, a two-stage LED simulation of Project-based learning (PBL) course with online peer assessment (OPA), and explored how to apply OPA to the different structured problems in a PBL course to enhance students’ professional skills in LED design as well as meta-cognitive thinking. The participants of the study, 73 junior students were divided into two groups, OPA group (with OPA) and Traditional group (without OPA). The evaluation results were listed as follows. (1) OPA group performed better than Traditional group in concept clarification. (2) For the enhancement of LED design skills in well-structured problem solving, OPA group performed better than Traditional group. (3) For the enhancement of LED design skills in ill-structured problem solving, there was no significant difference between the performances of these two groups. (4) For students’ perception about the effect of OPA applied in PBL, OPA group could benefit from inquiry learning and reflective thinking. Most students agreed that the two-stage LED simulation of PBL course was challenging and interesting and they learned useful things from the course. Keywords: Cooperative/collaborative learning, interdisciplinary projects, improving classroom teaching. INTRODUCTION The application scope of LED devices has widened recently. Taiwan has gained the second largest market share in the global LED market since 2002 and its market size for LEDs will be NT$540 billion in 2015 (Huang, 2009). Efficiently fostering LED device design professionals has become an issue in higher education to meet the growing demand for the engineers in Taiwan’s LED industry. For a student in higher education to successfully completing a LED design requires prior knowledge of semiconductor physics, quantum mechanics, optoelectronics, and material science. Universities need to offer an interdisciplinary curriculum that combines theory and practice to engage students in authentic real-world tasks and to develop their skills in problem solving (Macías-Guarasa, Montero, San-Segundo, Araujo, & Nieto-Taladriz, 2006). Project-based learning (PBL), a student-centered teaching approach, enables students to integrate their knowledge, skills, values, and attitudes and to construct knowledge through a variety of learning experiences (Maskell & Grabau, 1998). Students deal with interdisciplinary issues as well as pursue solutions to a problem by asking and refining questions, debating ideas, making predictions, collecting and analyzing data, drawing conclusions, and communicating their findings to others (Macías-Guarasa et al., 2006). Moreover, with the assistant of computer simulation technology, the strength of PBL has been highly enhanced for the decades. Simulation-assisted learning (SAL) can help students understand the real world, be able to explore and test hypotheses, and come to a reasoned explanation of the phenomenon in question (Lunette and Hofstein, 1991; Stern et al., 2006). Furthermore, the time and cost required for the development of the products can be markedly reduced by the elimination of unnecessary trial fabrications (Yaeger et al., 2004; Chang, Chen, Kuo, & Shen, 2011). Nevertheless, some studies have revealed that the simulation itself cannot provide an abundant learning environment and that one-on-one simulation-based instruction cannot enrich knowledge acquisition (Rieber & Parmley, 1995). Peer assessment recently has often been applied as an alternative assessment method in many different fields, (Strachan & Wilcox, 1996; Falchikov & Goldfinch, 2000). In the process of peer assessment, students are able to evaluate and learn from peers’ work and comments, then work with self-comparison; discover the shortcomings of their own work, and determine the right way to improve their works (Topping, 1998; McGourty, 2000). Thus, the process enhances students’ meta-cognitive understanding about their own learning process (Wen & Tsai, 2006; Liu & Lin, 2007); and develops their social and transferable skills (Topping, 1998), and helps them to Copyright © The Turkish Online Journal of Educational Technology 236
Page 2 and 3:
THE TURKISH ONLINE JOURNAL OF EDUCA
Page 4 and 5:
Dear Colleagues, TOJET: The Turkish
Page 6 and 7:
TOJET: The Turkish Online Journal o
Page 8 and 9:
Page 10 and 11:
Page 12 and 13:
Page 14 and 15:
Page 16 and 17:
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Annotation retrieval TOJET: The Tur
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Stage 2 Process Stage 3 Output Stag
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
Learning effectiveness TOJET: The T
Page 116 and 117:
Page 118 and 119:
Appendix A: Questionnaire TOJET: Th
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
3 2.5 2 1.5 1 0.5 0 TOJET: The Turk
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
Page 150 and 151:
Page 152 and 153:
Page 154 and 155:
Page 156 and 157:
Page 158 and 159:
Page 160 and 161:
Page 162 and 163:
Page 164 and 165:
Page 166 and 167:
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Computer Use Transformational Leade
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
Page 196 and 197: TOJET: The Turkish Online Journal o
Page 226 and 227: Diverger TOJET: The Turkish Online
Page 248 and 249: clarify their misconceptions. TOJET
Page 262 and 263: *p < .05 TOJET: The Turkish Online
Page 296 and 297:
Page 298 and 299:
Page 300 and 301:
section to the user. TOJET: The Tur
Page 302 and 303:
Page 304 and 305:
Page 306 and 307:
Page 308 and 309:
Page 310 and 311:
Page 312 and 313:
Page 314 and 315:
Page 316 and 317:
Page 318 and 319:
Page 320 and 321:
Page 322 and 323:
Page 324 and 325:
Page 326 and 327:
Page 328 and 329:
Page 330 and 331:
Page 332 and 333:
Page 334 and 335:
Page 336 and 337:
Page 338 and 339:
Page 340 and 341:
Page 342 and 343:
Page 344 and 345:
Page 346 and 347:
Page 348 and 349:
Page 350 and 351:
Page 352 and 353:
Page 354 and 355:
Page 356 and 357:
Page 358 and 359:
Page 360 and 361:
Page 362 and 363:
Page 364 and 365:
Page 366 and 367:
Page 368 and 369:
Page 370 and 371:
Statement Analysis TOJET: The Turki
Page 372 and 373:
Page 374 and 375:
Page 376 and 377:
Page 378 and 379:
Page 380 and 381:
Page 382 and 383:
Page 384 and 385:
Page 386 and 387:
Page 388 and 389:
Appendices TOJET: The Turkish Onlin
Page 390 and 391:
Page 392 and 393:
Page 394 and 395:
Page 396 and 397:
Page 398 and 399:
Page 400 and 401:
Page 402 and 403:
Page 404 and 405:
Page 406 and 407:
Page 408 and 409:
Page 410 and 411:
Page 412 and 413:
TOJEET: The Turkish Online Journal
Page 414 and 415:
TOJEET: The Turkish Online Journal
Page 416 and 417:
Page 418 and 419:
Page 420 and 421:
Page 422 and 423:
Page 424 and 425:
Page 426 and 427:
eactions TOJET: The Turkish Online
Page 428 and 429:
Page 430 and 431:
Page 432 and 433:
Page 434 and 435:
Page 436 and 437:
Page 438 and 439:
Page 440 and 441:
Page 442 and 443:
Page 444 and 445:
Page 446 and 447:
Page 448 and 449:
Page 450 and 451:
Page 452 and 453:
Page 454 and 455:
Page 456 and 457:
Page 458 and 459:
Page 460 and 461:
Page 462 and 463:
Page 464 and 465:
Page 466 and 467:
Page 468 and 469:
Page 470:
show all

october 2012 - TOJET the Turkish online journal of educational ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?