國立臺南大學教師基本資料

基本資料
姓名 陳揚學
系所 教育學系
職稱 副教授
校內分機 971
傳真
辦公室/研究室 A309
E-mail kcchen@mail.nutn.edu.tw
網址 http://doe.nutn.edu.tw/~kcchen/
專長/研究領域 網路學習動機與師生支援、TPACK與資訊科技融入教學、雲端教學科技應用、人機介面設計
 

畢業學校國別主修學門學位修業期間
台北大學中華民國經濟學士1992/09 ~ 1997/06
政治大學中華民國教育碩士1997/09 ~ 2000/07
喬治亞大學美國教學科技碩士肄業2003/09 ~ 2004/08
喬治亞大學美國教學科技博士2004/09 ~ 2009/05

服務機關部門 / 系所職稱服務期間
台北藝術大學教育學程中心研究助理2000/09 ~ 2001/09
台北縣三重社區大學 教務2001/09 ~ 2001/12
美國喬治亞大學職業教育系助理2004/05 ~ 2004/08
美國喬治亞大學教學科技系助理2004/08 ~ 2005/05
美國喬治亞大學特殊教育系助理2005/05 ~ 2009/05
中原大學教育研究所暨師資培育中心博士後研究2009/08 ~ 2010/07

著作
名稱Self-determination theory: Implications for motivation in online learning. In C. F. MacTeer (ed.) Distance Education (pp. 127-148)
年度2011
類別專書
摘要
關鍵字
名稱教學科技與媒體: 第九章:利用聽覺提升學習(李鴻亮、陳冠中譯)。
年度2012
類別專書
摘要
關鍵字
名稱Progress in Education
年度2017
類別專書
摘要
關鍵字
名稱Wilbur L. Schramm: A significant contributor to the field of educational technology.
年度2007
類別期刊論文
摘要
關鍵字
名稱The effects of text spacing on screen reading time and comprehension.
年度2009
類別期刊論文
摘要
關鍵字
名稱 From PCK to TPCK: Developing a transformative model of pre-service science teachers.
年度2010
類別期刊論文
摘要Abstract New science teachers should be equipped with the ability to integrate and design the curriculum and technology for innovative teaching. How to integrate technology into pre-service science teachers’ pedagogical content knowledge is the important issue. This study examined the impact on a transformative model of integrating technology and peer coaching for developing technological pedagogical and content knowledge (TPACK) of pre-service science teachers. A transformative model and an online system were designed to restructure science teacher education courses. Participants of this study included an instructor and 12 pre-service teachers. The main sources of data included written assignments, online data, reflective journals, videotapes and interviews. This study expanded four views, namely, the comprehensive, imitative, transformative and integrative views to explore the impact of TPACK. The model could help pre-service teachers develop technological pedagogical methods and strategies of integrating subject-matter knowledge into science lessons, and further enhanced their TPACK.
關鍵字PCK Peer-coaching Pre-service science teachers TPACK Web-based learning
名稱Motivation in online learning: Testing a model of self-determination theory.
年度2010
類別期刊論文
摘要Abstract As high attrition rates becomes a pressing issue of online learning and a major concern of online educators, it is important to investigate online learner motivation, including its antecedents and outcomes. Drawing on Deci and Ryan’s self-determination theory, this study proposed and tested a model for online learner motivation in two online certificate programs (N 262). Results from structural equation modeling provided evidence for the mediating effect of need satisfaction between contextual support and motivation/self-determination; however, motivation/self-determination failed to predict learning outcomes. Additionally, this study supported SDT’s main theorizing that intrinsic motivation, extrinsic motivation, and amotivation are distinctive constructs, and found that the direct effect and indirect effects of contextual support exerted opposite impacts on learning outcomes. Implications for online learner support were discussed.
關鍵字Online learning; Motivation; Self-determination theory; Structural equation modeling; Student support; Instructional strategies
名稱Autonomy, affiliation, and ability: Relative salience of factors that influence online learner motivation and learning outcomes.
年度2010
類別期刊論文
摘要
關鍵字
名稱Development of an instrument to assess university students’ perceptions of their science instructors’ TPACK.
年度2013
類別期刊論文
摘要
關鍵字
名稱Interrelationship between Stages of Concern and Technological, Pedagogical, and Content Knowledge: A study on Taiwanese senior high school in-service teachers.
年度2014
類別期刊論文
摘要Whereas teachers’ Stages of Concern (SoC) and their Technological, Pedagogical, and Content Knowledge (TPACK) appear to be two sides of a coin, studies are scant regarding the connection between the two acknowledged research areas. This study intensively examined the association between Taiwanese senior high school teachers’ SoC and TPACK through a national survey (N 605) and canonical correlational analysis. To ensure rigor of study, we revised a TPACK instrument for Taiwanese senior high school teachers, statistically tested SoC’s developmental phases, and revised the Stages of Concern Questionnaire. Three canonical correlations became evident, portraying significant intercorrelation between SoC and TPACK, meanwhile supporting our hypothesis that a higher level of technology integration would correlate higher with more synthesized types of teacher knowledge. Recommendations were put forward regarding support strategies of change facilitators, as well as directions for future research.
關鍵字Stages of Concern, TPACK, Technology Integration, Professional Development, Taiwan
名稱Using Wikis and collaborative learning for science teachers’ professional development.
年度2015
類別期刊論文
摘要Wiki bears great potential to transform learning and instruction by scaffolding personal and social constructivism. Past studies have shown that proper application of wiki benefits both students and teachers; however, few studies have integrated wiki and collaborative learning to examine the growth of science teachers’ Technological, Pedagogical and Content Knowledge(TPACK). This study introduced a wiki-based TPACK growth model and examined nine elementary and middle science teachers’ knowledge growth in a graduate-level course. Data sources included reflective journals, wiki data and interviews. Results showed that with wiki, science teachers learned to design more understandable and lively science teaching content and they collaboratively generated creative instructional strategies. Furthermore, wiki and collaborative learning helped in-service teachers exchange and elaborate ideas related to the development of TPACK. Implications, suggestions and future research directions were put forward regarding wiki, TPACK and in-service teachers’ professional development.
關鍵字collaborative learning, professional development, science teaching, TPACK, wiki.
名稱MOOC study group: Facilitation strategies, influential factors, and student perceived gains
年度2015
類別期刊論文
摘要“Join a Meetup Group” (face-to-face study group) has been propagated by Coursera to build rapport and provide mutual support among MOOC learners; however, studies remain scant regarding its effectiveness and sustainability. This interpretive case study documents our facilitation process, key influential factors, as well as student perceived gains in a six-week MOOC study group. Data sources include discussion recordings, end-of-course interviews, goal setting sheets, weekly reflection journals, and researchers observation notes. Results showed that, cognitively, participants broadened their perspective of thinking, raised cultural awareness, and shared many learning strategies. Affectively, they established a strong sense of community and gained motivation for learning. Participants also increased action tendencies toward trying out Coursera functions, new courses, and learning strategies, and they became more cognizant of the benefits and procedures of the MOOC study group. Our findings suggest that, with proper design and facilitation, face-to-face study group would be a practicable and effective approach to leverage MOOC students motivation, engagement, and deeper learning. Implications are discussed in terms of potential gains, challenges, key influential factors, as well as future design and implementation of MOOC study groups. © 2015 Published by Elsevier Ltd.
關鍵字Cooperative/collaborative learning Distance education and telelearning Learning communities Pedagogical issues Teaching/learning strategies
名稱Assessing university students’ perceptions of their physics instructors’ TPACK development in two contexts.
年度2015
類別期刊論文
摘要
關鍵字
名稱 GPS sensor-based mobile learning for English: An exploratory study on self-efficacy, self-regulation and student achievement.
年度2015
類別期刊論文
摘要
關鍵字
名稱Supporting cross-cultural online discussion with formal and informal platforms: a case between Hong Kong and Taiwan.
年度2017
類別期刊論文
摘要
關鍵字
名稱大學生自我概念與智慧型手機成癮之相關研究
年度2017
類別期刊論文
摘要
關鍵字
名稱Autonomy, affiliation, and ability: Relative salience of factors that influence online learner motivation and learning outcomes
年度2009
類別研討會
摘要
關鍵字
名稱 Autonomy, affiliation, and ability: Instructional support strategies that motivate online students.
年度2009
類別研討會
摘要
關鍵字
名稱Instructional Technology: A multidisciplinary field of study.
年度2010
類別研討會
摘要
關鍵字
名稱Online learner motivation: Testing tenets of self-determination theory in an online setting.
年度2010
類別研討會
摘要
關鍵字
名稱Contextual support, motivation, and well-being in the online learning environment: A test of self-determination theory.
年度2010
類別研討會
摘要
關鍵字
名稱From PCK to TPCK: Developing a transformative model of pre-service science teachers.
年度2010
類別研討會
摘要
關鍵字
名稱Pre-service teachers’ stages of concern and their technological pedagogical content knowledge (TPACK).
年度2011
類別研討會
摘要
關鍵字
名稱Intrinsic, extrinsic, and amotivation: An examination of online learners motivational profiles.
年度2011
類別研討會
摘要
關鍵字
名稱Students acceptance of mobile technology: Using galaxy tablets in undergraduate math developmental course.
年度2011
類別研討會
摘要
關鍵字
名稱網路學程工作經驗分享及網路學習動機研究
年度2013
類別研討會
摘要
關鍵字
名稱大學校園實習報紙線上系統之接受與採用
年度2013
類別研討會
摘要
關鍵字
名稱智慧型手機語言學習app使用性評估
年度2013
類別研討會
摘要
關鍵字
名稱從臺南市典範團隊探究臺南市資訊教育發展趨勢
年度2013
類別研討會
摘要
關鍵字
名稱 Pre-service teachers’ design and development of online learning environments using Moodle.
年度2013
類別研討會
摘要
關鍵字
名稱Technology and Learning: Facilitating Pre-service Teachers Stages of Concern and Technological, Pedagogical, and Content Knowledge
年度2013
類別研討會
摘要
關鍵字
名稱Taiwanese senior high school mathematics teacher’s technology use, reasons to use, and their Technological Pedagogical and Content Knowledge
年度2013
類別研討會
摘要
關鍵字
名稱MOOCs study meet-up: Facilitating strategies, learning process, and things gained.
年度2014
類別研討會
摘要
關鍵字
名稱Interactivity, flexibility, and learnability: Learners perceptions of the design of a course on Coursera
年度2014
類別研討會
摘要
關鍵字
名稱Cross-cultural blended learning: A collaboration between Hong Kong and Taiwan.
年度2014
類別研討會
摘要
關鍵字
名稱Impact of GPS sensorbased context-aware learning on self-efficacy, self-regulation, and student achievement in English classes.
年度2014
類別研討會
摘要
關鍵字
名稱MOOCs study meet-up: Facilitating strategies, learning process, and things gained.
年度2014
類別研討會
摘要
關鍵字
名稱Facilitating MOOCs learning through weekly meet-up: A case study in Taiwan.
年度2014
類別研討會
摘要
關鍵字
名稱高中教師資訊融入教學關注階層(SoC)及其科技學科教學知識(TPACK)之關聯:教師訪談內容分析。
年度2015
類別研討會
摘要
關鍵字
名稱臺南市小學教育雲現況及影響使用之因素研究。
年度2015
類別研討會
摘要
關鍵字
名稱QR code結合Wix探索式導覽提升博物館教育成效之研究
年度2015
類別研討會
摘要
關鍵字
名稱Using Wikis and collaborative learning for science teachers professional development.
年度2015
類別研討會
摘要
關鍵字
名稱Taiwanese high school in-service teachers stages of concern and their technological pedagogical content knowledge (TPACK).
年度2015
類別研討會
摘要
關鍵字
名稱 The MOOC Study group to promote social presence, interactions and collaborative learning.
年度2016
類別研討會
摘要
關鍵字
名稱大學生自我概念與智慧型手機成癮之相關研究。載於中華資訊與科技教育學會
年度2016
類別技術報告
摘要
關鍵字
名稱Self-regulation and smartphone addiction: A study on Taiwanese college students.
年度2016
類別技術報告
摘要
關鍵字