Gwo-Jen Hwang

Bio: Gwo-Jen Hwang is an academic researcher from National Taiwan University of Science and Technology. The author has contributed to research in topics: Educational technology & Cooperative learning. The author has an hindex of 69, co-authored 408 publications receiving 17496 citations. Previous affiliations of Gwo-Jen Hwang include National Cheng Kung University & Kaohsiung Medical University.

A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students

Abstract: The advancement of mobile and wireless communication technologies has encouraged an increasing number of studies concerning mobile learning, in which students are able to learn via mobile devices without being limited by space and time; in particular, the students can be situated in a real-world scenario associated with the learning content. Although such an approach seems interesting to the students, researchers have emphasized the need for well-designed learning support in order to improve the students' learning achievements. Therefore, it has become an important issue to develop methodologies or tools to assist the students to learn in a mobile learning environment. Based on this perspective, this study proposes a formative assessment-based approach for improving the learning achievements of students in a mobile learning environment. A mobile learning environment has been developed based on this approach, and an experiment on a local culture course has been conducted in southern Taiwan to evaluate its effectiveness. The experimental results show that the proposed approach not only promotes the students' learning interest and attitude, but also improves their learning achievement.

Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning

Abstract: Recent progress in wireless and sensor technologies has lead to a new development of learning environments, called context-aware ubiquitous learning environment, which is able to sense the situation of learners and provide adaptive supports. Many researchers have been investigating the development of such new learning environments; nevertheless, the criteria of establishing a context-aware ubiquitous learning environment have not yet been clearly defined, not to mention the strategies of conducting effective learning activities. To resolve these problems, this paper presents the basic criteria, strategies, and research issues of context-aware ubiquitous learning, and identifies the necessary check items as well for the development of such learning environment. Illustrative examples of conducting context-aware ubiquitous learning activities and the requirements of setting up such learning environment are also presented at the end of this paper.

A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course

Abstract: The flipped classroom is a well-recognized learning mode that enables effective practice and interactions among teachers and students in the class by switching the in-class instructional time and out-of-class practicing time. However, owing to their lack of self-regulated competence, most students might fail to browse and comprehend the instructional materials out of class by themselves. In this paper, a self-regulated flipped classroom approach is proposed to help students schedule their out-of-class time to effectively read and comprehend the learning content before class, such that they are capable of interacting with their peers and teachers in class for in-depth discussions. In order to evaluate the effectiveness of the proposed approach, a quasi-experimental design was employed in an elementary school Mathematics course. The experimental group students learned with the self-regulated flipped classroom approach, while the control group students learned with the conventional flipped classroom approach. The study was conducted using a quantitative approach. The instruments used were a performance test, and questionnaires of self-efficacy and self-regulation. The experimental results indicated that the post-test score of the experimental group was significantly higher than that of the control group. It was also found that the higher self-regulation students showed significantly different learning achievements when learning with different approaches, while there was no significant difference between lower self-regulation students with the different learning approaches. Moreover, the experimental group showed significantly higher self-efficacy than the control group. In addition, the learning log analysis results further showed that, conforming to the objective of the self-regulated strategy, the students would determine the goals for the next learning phase based on their current performance. To sum up, the findings of this study indicate that integrating the self-regulated strategy into flipped learning can improve students' self-efficacy as well as their strategies of planning and using study time, and hence they can learn effectively and have better learning achievements. A self-regulated flipped classroom approach was proposed.The approach helped students effectively schedule their out-of-class time.An experiment was conducted in an elementary school math course.The approach improved the students' learning achievement, self-efficacy and self-regulation.The approach helped the students determine learning goals and performance.

A collaborative game-based learning approach to improving students' learning performance in science courses

Abstract: In this study, a collaborative game-based learning environment is developed by integrating a grid-based Mindtool to facilitate the students to share and organize what they have learned during the game-playing process. To evaluate the effectiveness of the proposed approach, an experiment has been conducted in an elementary school natural science course to examine the students' performance in terms of their learning attitudes, learning motivation, self-efficacy and learning achievements. From the experimental results, it is found that the Mindtool-integrated collaborative educational game not only benefits the students in promoting their learning attitudes and learning motivation, but also improves their learning achievement and self-efficacy owing to the provision of the knowledge organizing and sharing facility embedded in the collaborative gaming environment.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Democracy and education.

Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Multimedia in Learning

Abstract: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.