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1 Chinese Journal of Science Education 2002,, , 10(2), ( ) E-learning, 2000;, 1999 Jonassen (1996)

2 180 ƒ / Cross Angelo (1988) 10, 88 Bloom1968 Carroll Bloom Johnston Aldrige (1985) Moore (1996) (Hill, 1997; Jonassen, 1996; Smith, 1982) (Moore, 1996) Carroll (1963) (The model of school learning) (degree of learning) Johnson & Johnson, 1987

3 181 Fredrick (1980) (Bloom, 1976; Carrol, 1963; Hamrnifeger and Wiley, 1976, etc.) Learning as a Function of Time Learning = a + b (ability) +c (time) +error a b c Likert Item Response Theory,IRT online continuous

4 B=1 C=1 (days) A=1 A=2 A= B=2 B=1 B=0.5 A=1 C= C=2 C=4 C=6 A=1 B= Tj Tj Tj 1AB C Q IRT /day/date AC B T j (date) Q j A Q = ( ) B[ Tj C ] 1+ e, 2001 AB C A day C (situation or context) (Sternberg, A 1988) date T j B

5 (Global view)

6 184 3 (Online Record) Chat room interview script script Mouse tracking 4 5 n-th day A A B B (Off-line)

7 185 4(a) 4(b) Online 16.7% 46.7% % Hwang, 2001

8 186 5(a) 5(b) 4 4 ()

9 187 1 ABC (Err 1.0e-04) A B C (nonlinear regression) Nelder-Mead Simplex (Downhill search) Err Err 1.0e AB C 1 (Nonlinear) AB C (Curve Fitting) 2 ABC () (Nonlinear Regression Analysis) 1 C y = Q (T j, A, B, C)AB C Enduring y A T j, y j 1 j 14 Anxiety 14 ErrT j, A, B, C=Σ [y j Q(T j, A, B, C) ] 2 T j y j T j Q Err A BC Err = 0 A C A, B, C

10 A 1 C () 1 B B (Degree of Acceptance)

11 189 1 B Dynamic , 74, (GCCCE 2001)/ (ICCAI 2001) I, 7. Brusilovsky, P., Bra, P. D., Eklund, J., Hall, W., & Kobsa, A. (1999, February). Adaptive hypermedia (panel): purpose, methods, and techniques. Paper presented at the Proceedings of the tenth ACM Conference on Hypertext and hypermedia: returning to our diverse roots, Darmstadt, Germany. 8. Brusilovsky, P., & Pesin, L. (1996, April). Visual annotation of links in adaptive hypermedia, Paper presented at the Conference companion on Human factors in computing systems,

12 190 Vancouver, Canada 9. Carroll, J. B., (1989) The Carroll Model - A 25- year retrospective and prospective View. Educational Research, 18(1), Cross, P., & Angelo T. (1988). Classroom assessment techniques: A handbook for faculty. San Francisco, Calif: Jossey Bass. 11. Guskey, T. R. (1985). Implementing mastery learning. Belmont, CA: Wadsworth Publishing Company. 12. Hill, J. R. (1997). Distance learning environment via the World Wide Web. In B. H. Khan (Ed.), Web-instruction (pp ). Englewood Cliffs, NJ.: Educational Technology Publications. 13. Hwang, W. Y., Shiu, R. L., & Li, C. C. (2001). An Exploration of the Asynchronous Learning Timing. Proceedings of the National Science Council, Part D, 11(3), Jonassen David H. (1996). Computers in the Classroom-Mindtools for Critical Thinking, Upper Saddle River, NJ: Prentice-Hall. 15. Johnson, D. W., & Johnson, R. T. (1975). Learning together and alone: Cooperative, competitive, and individualistic learning (2nd ed.). Boston, MassAllyn and Bacon. 16. Moore, M. G., & Kearsley, G. (1996). Distance education: A system view. Belmont, CA: Wadsworth Publishing Company. 17. Smith, R. M. (1982). Learning how to learn. Chicago, Ill: Follett Pub.

13 191 The Effect of Asynchronous Learning Activities and Material Characteristics on Learning Time Wu-Yuin Hwang and Chen-Bin Chang Information and Computer Education National Kouhsiung Normal University Kouhsiung, Taiwan Abstract Asynchronous learning system are one of the best tools to break tools to break through the limit of time and space and make learning available to all people. In order to provide adaptive learning materials and environment, it is important for asynchronous learning system to take the characteristics of teaching materials and learning activities into account. Thus, this paper will discuss learning activities and the characteristics of associated materials, then investigate the relationship between them and learning behavior based on a learning profile. According to the relationship, asynchronous learning system can provide adaptive activities and material that are suitable for learners. Several learning activities such as homework, test and face-to-face teaching were designed and their effects on learning behavior were investigated. The learning profile can be employed and analyzed systematically to obtain the impact on learning of activities and material characteristics. It is helpful for teachers to design and modify teaching systems. Key words: Material Characteristics, Learning Activity, Learning Time Distribution, Learning Portfolios, Learning Time.

穨423.PDF

穨423.PDF Chinese Journal of Science Education 2002,, 423-439 2002, 10(4), 423-439 1 2 1 1 1 2 90 8 10 91 4 9 91 8 22 ) NII 1995 7 14, 1999 1997 (Cooperative Remotely Accessible Learning CORAL) 424 (Collaborative

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穨179.PDF