The Experts below are selected from a list of 44223 Experts worldwide ranked by ideXlab platform

Hongmin Lin - One of the best experts on this subject based on the ideXlab platform.

  • using e Learning and Situated Learning theory practical lessons from the vocational special education students
    International Conference on e-Business Engineering, 2011
    Co-Authors: Yoauchau Jeng, Hongmin Lin
    Abstract:

    The purpose of this study was to investigate "Combining Situated Learning Theory with E-Learning" as well as its impact on vocational educational students' Learning outcome. An online traffic rule situational E-Learning system was developed for this study. The participants were vocational special education students and were divided into the experimental and control groups. Both groups took the pretest and posttest regarding Learning achievement and motivation. After the experimental teaching, data were collected, statistically analyzed with the pretest score as covariance and conducted a one-way ANCOVA analysis. Finally, the researchers conducted a questionnaire survey to determine the opinions of the experimental group students on the combination of situational Learning and E-Learning. The results indicated that using the teaching strategies of "Combining Situated Learning Theory with E-Learning", the students' achievement and motivation were significantly better than those with traditional teaching methods.

  • implementing Situated Learning theory into e Learning vocational special education students Learning outcomes
    數位學習科技期刊, 2010
    Co-Authors: Yoauchau Jeng, Hongmin Lin
    Abstract:

    本研究旨在探討「結合情境學習理論之數位學習」教學策略應用於高職特教班學生之學習成效，以及瞭解實驗組學生對數位學習的看法。本研究採不等組前後設計，以某國立高職綜合職能科學生為研究對象，以班級為單位隨機分派一班為實驗組；一班為控制組。兩組學生均接受「學習成就」、「學習動機」前測、後測。經過8週實驗教學後，將實驗資料進行統計分析，以前測分數為共變數，對研究對象進行單因子共變數分析。教學實驗結束後兩週，再對實驗組學生檢驗保留成效。最後對實驗組學生進行學後問卷調查，了解實驗組學生對結合情境學習之數位學習的看法及意見。研究結果顯示採「結合情境學習理論之數位學習」教學策略，在學習成就、學習動機方面，顯著優於傳統教學法，且學生在學習後有良好的保留效果。同時實驗組學生對於數位學習教學方式持肯定態度。

Yongwu Miao - One of the best experts on this subject based on the ideXlab platform.

  • supporting Situated Learning for virtual communities of practice representation and management of Situated knowledge
    International Conference on Advanced Learning Technologies, 2004
    Co-Authors: Yongwu Miao
    Abstract:

    This paper presents an approach to develop a Web-based, multiuser, 3D simulation Learning environment supporting virtual communities of practice. This approach emphasizes helping geographically distributed learners to acquire and construct knowledge by doing shared ''authentic" activities, to interact with each other as community members, and to perform informal, unstructured, spontaneous, and situation-oriented Learning. This paper focuses on description of representation and management of Situated knowledge and of support for Situated instruction.

Andrew J Sense - One of the best experts on this subject based on the ideXlab platform.

  • cultivating Situated Learning within project management practice a case study exploration of the dynamics of project based Learning
    International Journal of Managing Projects in Business, 2008
    Co-Authors: Andrew J Sense, Richard Badham
    Abstract:

    Purpose – The purpose of this paper is to briefly summarise a successfully completed doctoral thesis which longitudinally and intimately explored the social dynamics of Learning activity within a project team.Design/methodology/approach – This research was pursued through participative action research applied to a case study project team.Findings – The key findings of this study included the identification and analysis of five sociological elements which moderate the Situated Learning behaviour of participants while they are on‐the‐job. Combined, these elements form a model of project Situated Learning behaviour.Practical implications – The findings generated focus attention on the complex social and practical issues involved in Learning within projects and provide a framework that aids practitioners' systematic reflection and action on their Learning activities.Originality/value – This study provides deep and original insights into the Learning phenomenon within the practice of project management. There ...

  • Stimulating Situated Learning within projects: personalizing the flow of knowledge
    Knowledge Management Research & Practice, 2007
    Co-Authors: Andrew J Sense
    Abstract:

    This paper provides an empirical insight into the social complexities of practically supporting the knowledge creation processes within a project setting. It helps address a gap in knowledge in the project management, organizational Learning and knowledge management literatures, concerning the dynamics of Situated Learning. Drawing on the findings of a participative action research case study investigation of project-based Learning, this paper argues that predominantly adopting a ‘personalization approach’ to manage knowledge flows within a project setting most significantly stimulates Situated Learning activity. This approach also underpins project participants’ communal and critical reflection on their knowledge management practices and on other sociological elements within their environments that affect their Situated Learning activities. Undertaking those Learning actions only further energizes project participants’ Learning activity and progressively helps develop their skills in ‘Learning how to learn’.

Yoauchau Jeng - One of the best experts on this subject based on the ideXlab platform.

  • using e Learning and Situated Learning theory practical lessons from the vocational special education students
    International Conference on e-Business Engineering, 2011
    Co-Authors: Yoauchau Jeng, Hongmin Lin
    Abstract:

    The purpose of this study was to investigate "Combining Situated Learning Theory with E-Learning" as well as its impact on vocational educational students' Learning outcome. An online traffic rule situational E-Learning system was developed for this study. The participants were vocational special education students and were divided into the experimental and control groups. Both groups took the pretest and posttest regarding Learning achievement and motivation. After the experimental teaching, data were collected, statistically analyzed with the pretest score as covariance and conducted a one-way ANCOVA analysis. Finally, the researchers conducted a questionnaire survey to determine the opinions of the experimental group students on the combination of situational Learning and E-Learning. The results indicated that using the teaching strategies of "Combining Situated Learning Theory with E-Learning", the students' achievement and motivation were significantly better than those with traditional teaching methods.

  • implementing Situated Learning theory into e Learning vocational special education students Learning outcomes
    數位學習科技期刊, 2010
    Co-Authors: Yoauchau Jeng, Hongmin Lin
    Abstract:

    本研究旨在探討「結合情境學習理論之數位學習」教學策略應用於高職特教班學生之學習成效，以及瞭解實驗組學生對數位學習的看法。本研究採不等組前後設計，以某國立高職綜合職能科學生為研究對象，以班級為單位隨機分派一班為實驗組；一班為控制組。兩組學生均接受「學習成就」、「學習動機」前測、後測。經過8週實驗教學後，將實驗資料進行統計分析，以前測分數為共變數，對研究對象進行單因子共變數分析。教學實驗結束後兩週，再對實驗組學生檢驗保留成效。最後對實驗組學生進行學後問卷調查，了解實驗組學生對結合情境學習之數位學習的看法及意見。研究結果顯示採「結合情境學習理論之數位學習」教學策略，在學習成就、學習動機方面，顯著優於傳統教學法，且學生在學習後有良好的保留效果。同時實驗組學生對於數位學習教學方式持肯定態度。

Janet A Taylor - One of the best experts on this subject based on the ideXlab platform.

  • managing staff development for online education a Situated Learning model
    Journal of Higher Education Policy and Management, 2003
    Co-Authors: Janet A Taylor
    Abstract:

    A higher education institution is like any other complex society and cannot evolve a new way of operating and thinking overnight. The following paper describes the implementation and management of staff development for online education underpinned by the principles of Situated Learning. As such, it describes technological, human resource, pedagogical and management initiatives and presents a case study of how a small regional institution changed to being an internationally recognized e-university.