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A model of e-learning system based on push technology and learning motivation
https://nccur.lib.nccu.edu.tw/handle/140.119/75217
title: A model of e-learning system based on push technology and learning motivation abstract: Most of the E-learning systems are passive in nature (i.e. pull technology) waiting for the learners to use, and consequently deficient in enhancing and prolong the learning motivation. In view of this weakness, this study aims to propose a model of E-learning system based on a push technology and learning motivation to create an active learning environment and motivate the learners to keep learning. In this model, every E-learning unit with a variety of learning modules will be designed as a virtual role, regularly sending message to the learners via information technology such as instant communication and push technology. This E-learning system is motivating and effective by turning the pull status into the push information to the learners such as memo, reminder signals, and learning records, etc. As soon as the opt-in learners choose their desired E-learning course unit and set up the learning target and path, the E-learning system will automatically guide them to learn. © Common Ground, Brian Willis.
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Content-Free Computer Supports for Self-Explaining: Modifiable Typing Interface and Prompting
https://nccur.lib.nccu.edu.tw/handle/140.119/62971
title: Content-Free Computer Supports for Self-Explaining: Modifiable Typing Interface and Prompting abstract: Self-explaining, which asks students to generate explanations while reading a text, is a self-constructive activity and is helpful for students` learning. Studies have revealed that prompts by a human tutor promote students` self-explanations. However, most studies on self-explaining focus on spoken self-explanations. This study investigates the effects of two kinds of content-free computer supports for self-explaining: one is full-text reading and modifiable typing interface and the other is prompting. The results showed that self-explaining in a full-text reading and modifiable typing interface, particularly when prompted, made students perform better in applying target procedural knowledge to similar problems than reading did. The results also showed that typing self-explaining can make similar high-quality self-explanation proportion to spoken self-explaining. In addition, this study investigates the effects of content-free prompts by comparing with no prompts and with content-related prompts. This study uses the computer as a learning companion to provide prompts without understanding the content of students` self-explanations. The results showed that both content-free and content-related prompts made students generate more self-explanation modifications and perform better in applying target procedural knowledge to similar problems. [ABSTRACT FROM AUTHOR]
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