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A Study of Teacher-Student Collabora...

Kao, Ya-chen.

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A Study of Teacher-Student Collaboration on Course Design with Technology at Wenzao Ursuline College of Languages in Taiwan.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A Study of Teacher-Student Collaboration on Course Design with Technology at Wenzao Ursuline College of Languages in Taiwan./
作者:	Kao, Ya-chen.
面頁冊數:	129 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-11, Section: A, page: .
Contained By:	Dissertation Abstracts International72-11A.
標題:	Education, Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3464736
ISBN:	9781124814094

A Study of Teacher-Student Collaboration on Course Design with Technology at Wenzao Ursuline College of Languages in Taiwan.
Kao, Ya-chen.

A Study of Teacher-Student Collaboration on Course Design with Technology at Wenzao Ursuline College of Languages in Taiwan. - 129 p.

Source: Dissertation Abstracts International, Volume: 72-11, Section: A, page: .

Thesis (Ph.D.)--Nova Southeastern University, 2011.

To survive in the continuously changing information environment, many institutions in Taiwan have increased their demand for technologically literate faculty. To date, few faculty of Wenzao Ursuline College of Languages (WUCL) consider themselves well prepared to create effective web-based learning resources. The problem is that developing high-quality web-based learning resources and maintaining online communication will increase faculty's workload and create additional time demands on faculty who are already overburdened with traditional face-to-face instruction involving large class sizes. If the amount of time spent on designing web-based learning resources could be reduced, faculty would have more time to manage online interactions with students as well as to track students' learning progress.

ISBN: 9781124814094Subjects--Topical Terms:

1669073
Education, Instructional Design.

A Study of Teacher-Student Collaboration on Course Design with Technology at Wenzao Ursuline College of Languages in Taiwan.
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245 1 2 $a A Study of Teacher-Student Collaboration on Course Design with Technology at Wenzao Ursuline College of Languages in Taiwan.
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500 $a Adviser: Ling Wang.
502 $a Thesis (Ph.D.)--Nova Southeastern University, 2011.
520 $a To survive in the continuously changing information environment, many institutions in Taiwan have increased their demand for technologically literate faculty. To date, few faculty of Wenzao Ursuline College of Languages (WUCL) consider themselves well prepared to create effective web-based learning resources. The problem is that developing high-quality web-based learning resources and maintaining online communication will increase faculty's workload and create additional time demands on faculty who are already overburdened with traditional face-to-face instruction involving large class sizes. If the amount of time spent on designing web-based learning resources could be reduced, faculty would have more time to manage online interactions with students as well as to track students' learning progress.
520 $a This study developed a teacher-student collaboration model to assist WUCL faculty to create effective web-based multimedia instruction resources. The goal of the study was to create a teacher-student collaborative learning culture that transcends the one-size-fits-all approach that has hitherto failed to facilitate faculty professional development with technology.
520 $a A case study was conducted to obtain a deeper understanding of the partnerships of WUCL discipline faculty and students, as they participated together in a technology-related course design activity. In addition, discovering evidence from multiple sources that were aligned with the emerging themes was used to negate research bias and enhance the exploration of multiple perspectives. In addition, presenting WUCL faculty participants' experiences in working with students resulted in an authentic perspective and created a deeper and richer understanding of a situated technology professional development. The results of the study contribute to WUCL administrators' understanding of the role of students as catalyst for faculty development in technology as well as how and what discipline faculty learned to integrate technological with pedagogical and content knowledge through students' help.
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