Applying disruptive innovative technologies into higher education: … · 2017-07-18 · cloud...
Transcript of Applying disruptive innovative technologies into higher education: … · 2017-07-18 · cloud...
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楊叔卿
Shelley Shwu-ching Young, Ph.D. 美國俄亥俄州立大學 (The Ohio State University)
教育傳播科技博士
http://140.114.41.77/shelley/index.htm http://ils-en.web.nthu.edu.tw/files/14-1040-113440,r2796-1.php
Professor & Chair
Institute of Learning Sciences
Institute of Information Systems & Applications
Center for General Education
National Tsing-Hua University, Taiwan
主聘:臺灣清華大學學習科學研究所教授兼所長
合聘:資訊系統與應用研究所/通識教育中心
Applying disruptive innovative technologies into higher
education: Using NTHU as an example informed by studies
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My honor and pleasure
to give a talk at
The eighth
International e-
Learning Conference
2017 (IEC 2017)
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Shelley Shwu-ching Young, Ph.D.,
Professor and Chair (Major appointment)
Institute of learning Sciences and Technologies,
Joint appointment at:
Institute of Information Systems & Applications
Center for General Education
National Tsing Hua University, Taiwan
Research Interests: Interactive multimedia design and computer-supported
collaborative learning (CSCL)
Web-based learning and distance education
Information Technology in Teacher Education and higher education
Instructional Design, media literacy and technology
E-Learning and handheld technology design
Contact Information: Address: Room 419, The 2nd Complex Building,, 101, Sec. 2, Kuang-fu Road,
Hsin-chu 30013, Taiwan
Telephone: +886-3-5742844 (office)
Fax: + +886-3-5718791 (Institute of Learning Sciences and Technologies)
+886-3-574-5329 (Office)
Email: [email protected]
Homepage: http://140.114.41.77/shelley/index.htm
http://ils-en.web.nthu.edu.tw/files/14-1040-113440,r2796-1.php
Head of LT Lab
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Learning Technology Lab, ISA, NTHU
P.4
Thailand and Taiwan
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台灣清華大學位置圖
Tsing Hua University, Taiwan
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Campus Views of NTHU
國立清華大學校園景觀 (17-1)
http://memorynet.nthu.edu.tw/
校園大門
Main Gate
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Campus Views of NTHU
國立清華大學校園景觀 (17-2)
一校門 First Gate
二校門(模型) Second Gate miniature
http://memorynet.nthu.edu.tw/
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Campus Views of NTHU
國立清華大學校園景觀(17-3)
http://memorynet.nthu.edu.tw/
校園一角
A corner at
NTHU campus
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Campus Views of NTHU
國立清華大學校園景觀 (17-5)
無聲的對話-新宮晉 Dialog in Silence
http://memorynet.nthu.edu.tw/
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Campus Views of NTHU
國立清華大學校園景觀 (17-6)
相思湖
Hsiang-See Lake
http://memorynet.nthu.edu.tw/
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Campus Views of NTHU
國立清華大學校園景觀 (17-7)
http://memorynet.nthu.edu.tw/
成功湖
Cheng-Kong
Lake
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Campus Views of NTHU
國立清華大學校園景觀 (17-8)
http://memorynet.nthu.edu.tw/
二校門(模型)廣場 Square of the Second
Gate miniature
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梅園 Dr. Mei’s Memorial Garden
Campus Views of NTHU
國立清華大學校園景觀 (17-9)
http://ppt.cc/JbTIv http://ppt.cc/7HMXD
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Campus Views of NTHU
國立清華大學校園景觀 (17-10)
月涵亭 Yuan-Han pavilion
http://memorynet.nthu.edu.tw/
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八角亭
Octagonal pavilion
Campus Views of NTHU
國立清華大學校園景觀 (17-11)
http://ppt.cc/unxFS
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人社院
College of Humanities and Social Sciences
Campus Views of NTHU
國立清華大學校園景觀 (17-12)
http://ppt.cc/5VTuS
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湖心亭 Lake-hearted
pavilion
Campus Views of NTHU
國立清華大學校園景觀 (17-13)
http://ppt.cc/IIVL5
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清華蝴蝶園
Tsing Hua Butterfly Garden
Campus Views of NTHU
國立清華大學校園景觀 (17-15)
http://ppt.cc/4uODq http://ppt.cc/upjlM
http://ppt.cc/uuVD2
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奕園
Gomoku Garden
Campus Views of NTHU
國立清華大學校園景觀 (17-16)
http://ppt.cc/rGlzZ
http://ppt.cc/QJgba
http://ppt.cc/3IKh7
奕亭 Gomoku Pavilion
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Campus Views of NTHU
國立清華大學校園景觀 (17-17)
http://memorynet.nthu.edu.tw/
漂流木步道
Drifted wood
walkway
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Open resources: MOOCs
Social media and online communities
Real Campus, Real world NTHU Campus
Extended /Boundless
Campus, Virtual World
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Applying innovative
technologies into higher
education: Using NTHU
as an example
informed by studies
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Background Disruptive innovative technology in higher
education
Disruptive innovative technologies refer to using emerging
technologies to flip established educational environment by
increasing access, cutting costs, and revolutionizing delivery
(Christensen, 2007).
Mobile devices have been prevalently used for daily life today
(Looi et al., 2010; Wang et al., 2013).
The availability of high-speed Internet connection has further
increased all kind of open online courses.
Major universities have jumped into the open educational
resources, such as open online courses (Atkins et al., 2007; The
William and Flora Hewlett Foundation, 2013).
John Hennessey considered online education as the coming
“Tsunami” in the uncertain future of higher education (Auletta,
2012).
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Background Transformation, challenges, and chasm in higher
education
The current wave of net generation (Jones, Ramanau, Cross, &
Healing, 2010) and digital native (Prensky, 2001) brings a blend
of behaviors, attitudes, and expectations creating
transformation for learning.
Universities should analyze the needs of this new generation and
transform the infrastructure such as pedagogy, digital content,
platforms, and learning devices to fulfill expectations of students
(Hartman, Moskal, & Dziuban, 2005).
The changing role of university…
In the 21st century, great universities have a responsibility to
drive global change. They will not merely offer an exclusive
subset of the ruling class; they will empower and equip every
student to facilitate learning (Kolowich, 2014).
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This study aimed to play as the innovator to conduct a sequence of
holistic studies with early adopters and provide higher education a
useful lens in understanding the adoption of disruptive innovative
technologies.
Background Purpose
Diffusion of innovations (modified from Rogers, 1962; Norman, 1998)
Customers want technology
and performance Customers want solutions
and convenience
Innovators
The
chasm
Early
adopters
Early
majority
Late
majority
Laggards
Adoption and integration of mainstream
learning environment in higher education
• No related holistic study indicates the
specific guidelines.
• Institute administrators and teachers
do not know how to do.
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Background In the information age, we want to know…
1. How could the disruptive innovative technologies facilitate the
renewal of higher education? What might be disrupted?
2. How could the disruptive innovative technologies be integrated in
an authentic learning setting for different domain subjects in higher
education?
3. Do the disruptive innovative technologies make any effect on
students’ learning performance or motivation? If yes, how do they
impact students’ learning?
4. How should universities face the challenges and transformation that
disruptive innovative technologies brought?
Learning Technology Lab, ISA, NTHU
P.28
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Background Shaping the ideas of the longitudinal study
University
Platform • LMS
• Cloud services
Content / Pedagogy
•Open online courses
•Open educational resources
Devices • Mobile devices Graduate program
General education
Fundamental subjects
Disruptive innovation technology integrated in higher education
Study III
Study VI
Study V
System design and implementation
Applications in authentic learning settings
Study IV
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Background
Shaping the ideas of the study
System design and implementation
Study I Study II
Redesigning open online course platform
for cross-device learning
Optimizing learning management system
for mobile learning
For extending the reach of online course For using in the classroom
Learning Technology Lab, ISA, NTHU
P.30
Integration of disruptive innovative technologies into higher education in
multidisciplinary approaches
Study III Study IV Study V Study VI
Undergraduate program Graduate program
Fundamental subject Physical education General education Technical writing
Thermal Physics Badminton Art appreciation Academic writing
Study domains among the 6 different studies.
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Online learning
Face-to-Face
Destructive innovation technologies in Higher Education
Self-paced learning
Collaborative learning
Platform (LMS or Cloud)
Effective devices affordable for every
student
Open and free content accessible easily from
everywhere
Platform designed for suitable pedagogy and
learning patterns
Learners
Instructor
Devices : Cross-Devices
(PC, NB, Tablet, Smart Phone)
Content : Various & Open
(OER, Open online courses)
Active learning
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LITERATURE reviewed…
1. Information and communication technologies in higher education
Disruptive innovative technologies in higher education
Open online courses and the related technologies in higher education
Mobile devices and the related technologies in higher education
2. Student motivation and active learning
Motivation and ARCS model
Related studies in motivation
Active learning
Self-regulation
3. Issues and theories underpinning thermal physics, physical
education, art appreciation education, & academic writing
Learning Technology Lab, ISA, NTHU
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Redesign platform &
optimize learning
system: 2 studies
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Study I: Redesigning open online course
platform for cross-device learning
University
Platform • LMS
• Cloud services
Content / Pedagogy
•Open online courses
•Open educational resources
Devices • Mobile devices Graduate program
General education
Fundamental subjects
Disruptive innovation technology integrated in higher education
Study I: Redesigning open
online course platform for
cross-device learning
Study II: Optimizing learning
management system for
mobile learning
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Study I: Redesigning open online
course platform for
cross-device learning
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Study I: Redesigning open online course platform
for cross-device learning
Background
The emergence of various innovative mobile technologies has
brought lots of design issues and challenges (Fallahkhair et al., 2004;
Naismith et al., 2005).
This study aimed to redesign the NTHU OCW platform based on
cloud computing and responsive web design and understand how
the platform could extend the reach of open online course across
various devices.
(1) System design and implementation (2010 to 2012)
(2) Data collection and analysis (2012-2013)
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Study I: Redesigning open online course platform
for cross-device learning
System design & implementation (1/4)
Responsive web design
Web techniques: HTML5, CSS3, JavaScript, & jQuery
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Responsive web design
Readability
Study I: Redesigning open online course platform
for cross-device learning
System design & implementation (2/4)
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Study I: Redesigning open online course platform
for cross-device learning
System design & implementation (3/4)
Responsive web design
Functionality
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Study I: Redesigning open online course platform
for cross-device learning
System design & implementation (4/4)
Cloud computing
NAS
• Linux
Database
• MySQL
Responsive Web Server
• Apache,
• PHP5.0
• JavaScript
• jQuery
Database
Video Source
Teacher
Web serverNAS
Responsive Web Server
Mobile Learners Desktop Learners
Cloud Management Server
Video Source
Teacher
Learning Management Server
Moodle
Learners
Production team
Editing
uploading Encoding
Encoding Servers
Schedule
Server
Labor- based
operation
Cloud
computing
Moodle based platform Cloud based platform
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Study I: Redesigning open online course platform
for cross-device learning
Results (1/2)
1. Main challenges and solutions to redesign open online course
(1) screen size, (2) navigation, (3) material format,
(4) network, and (5) storage.
Challenges of mobile devices NTHU OCW solutions
1. Screen size The layout is not suitable for a small
screen display and the context is far too
small and unreadable.
The system should provide different layouts for
various screen sizes and resolutions. The text
should be automatically reflowed to make
reading easier.
2. Navigation Finding the course from the category on
a mobile screen is annoying and
tedious. Multi level navigation menus
are difficult for mobile devices
The content and structure need rewriting. The
form and menu should be designed to be
simple, such as a one level menu design.
3. Material Format The diversity of each operating system
does not support diverse video formats.
For each video format, NTHU OCW provides
various formats as mp4, flv, wmv.
4. Network The connection via mobile connectivity
might be slow.
Systems should provide high and low quality
videos to allow switching according to the
connectivity.
5. Storage Not all the storage of devices is big
enough to support all video files.
NTHU OCW supports different sized files for
learners to choose.
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Study I: Redesigning open online course platform
for cross-device learning
Results (2/2)
2. Audiences who benefit from re-designing platform.
A total of 466,429 visits with 264 different mobile devices from
146 territories have accessed the platform in twenty months.
China: 85366
Taiwan: 545987
United States:
15119 Hong Kong: 6013
Malaysia: 4501
Macau: 775
Japan: 1462
Australia: 1528
Canada: 2239
India: 880
United Kingdom: 966South Korea: 1007
Singapore: 1238
Germany: 1366
Fancy: 732
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Study II: Optimizing learning
management system
for mobile learning
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Study II: Optimizing learning management
system for mobile learning
Introduction
This study aims to optimize learning management system (LMS)
for students to exchange their learning materials through the
mobile devices both in the class and after school.
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Study II: Optimizing learning management
system for mobile learning
Three main elements of the system
The system consists of three elements including the System
Database, Mobile learning module, and Highboy gallery module.
Learning Technology Lab, ISA, NTHU
P.45
Mobile Learning Engine
Lightbox gallery Module
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Study II: Optimizing learning management
system for mobile learning
Students’ perceptions on using system
There were 51 college students and 12 graduate students
participated in this study for one semesters.
Students’ perceptions with regard to LMS were positive regarding
in the usefulness, ease of learning, the ease of use and
satisfaction. were rated above 3.95.
Learning Technology Lab, ISA, NTHU
P.46
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Integration of
disruptive innovative
technologies in
multidisciplinary
approaches: 4 studies
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Integration of disruptive innovative technologies in
multidisciplinary approaches
University
Platform • LMS
• Cloud services
Content / Pedagogy
•Open online courses
•Open educational resources
Devices • Mobile devices Graduate program
General education
Fundamental subjects
Disruptive innovation technology integrated in higher education
Study IV
Study III
Study VI
Study V
System design and implementation
Application in authentic learning setting
Study III: Transforming the thermal
physics classroom with integration
of open online courses
Study IV: Applying iPads to
enhance badminton motor
skill learning
Study V: Applying multi-
touch technology to facilitate
art appreciation learning
Study VI: The effectiveness of
adopting e-readers to facilitate
EFL students’ process-based
academic writing
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Integration of disruptive innovative technologies into
higher education in multidisciplinary approaches
Method
Aims Participants Treatments
Study III
Study III aimed to explore how
students choose their thermal
physics learning method and the
factors which affect learners.
99 college students &
1 instructor
in the “Thermal Physics”
course.
• Students are allowed to choose their own
learning content delivery modalities
through its open online courses and face-
to-face classroom.
Study IV
Study IV aimed to seek the
potential of iPads with the various
new functions to solve the existing
problems and motivate students’
badminton learning.
225 college students &
1 instructor
in the “Badminton” course
• Experimental group (n=118):
attended a face-to-face badminton course
which iPads and the multimedia course
• Control group (n=107):
used conventional face-to-face approach
Study V
Study V aimed to explore how
tablets and multi-touch technology
are integrated in an authentic art
appreciation learning setting and
how learners interact with tablet.
118 college students &
1 instructor
in the “Art and Society”
course
• Experimental group (n=51):
used tablets with digital earning materials
and LMS.
• Control group (n=67):
used conventional paper-based slides and
materials.
Study VI
Study VI aimed to investigate the
role of e-readers and how e-
readers facilitated academic
writing of EFL students.
23 graduate students &
1 instructor
in the “Technical and
Scientific English Writing”
course
• Experimental group (n=12):
used e-readers with digital textbook and
LMS.
• Control group (n=11):
used conventional paper-based slides and
textbook.
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Study III: Transforming the thermal
physics classroom with
integration of open online
courses
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1. Open course could meet the different kinds of need
for students. Students were satisfied with this
management to let them choose the learning model.
Study III: Transforming the thermal physics classroom
with integration of open online courses
Results of study III (1/2)
Week 01 Week 02 Week 18
Online lecture
Classroom lecture
Classroom lecture
Classroom lecture Classroom lecture
Classroom lecture Classroom lecture
Online lecture
Online lectureClassroom lecture Classroom lecture
Online lecture
Week 04
Classroom lecture
Classroom lecture
Online lecture
Classroom lecture
Classroom lecture
Week 03
Classroom lecture
(1) Face-to-Face
(F2F)
(2) Web Facilitated
(WF)
(3) Alternative Blended
(AL)
(4) Online learning
(OL)
(5) Flipped Learning
(FL)
Online lecture Online lecture Online lecture Online lecture
Online lecture
Online lecture Homework
tutoring
Online lecture Homework
tutoring
Online lecture Homework
tutoring
Online lecture Homework
tutoring
Online lecture Homework
tutoring
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2. Flipped learning patterns get the best learning performance, which
is significantly better than online learning pattern.
3. Self-regulated time management is the most important factor of the
students learning outcome. Well self-scheduled management
results a better learning performance.
Study III: Transforming the thermal physics classroom
with integration of open online courses
Results of study III (2/2)
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Study IV: Applying iPads to
enhance badminton
motor skill learning
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Study IV: Applying iPads to enhance badminton motor
skill learning
Results of study IV (1/3)
1. The students who adopted iPads showed
better motor skill learning performance and
learning motivation compared to the students
who were given the conventional face-to-
face approach.
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2. Tablets in badminton learning could play an important role in
a. Learning motor skills from holistic views on iPads;
b. Achieving the desired motor skills at a self-paced supplemented by
digitized videos on iPads;
c. Affording intuitive, efficient, precise, and immediate visual feedback on
learning.
Study IV: Applying iPads to enhance badminton motor
skill learning
Results of study IV (2/3)
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Study IV: Applying iPads to enhance badminton motor
skill learning
Results of study IV (3/3)
3. The WISER model has been proposed and identified as a good pedagogical
model for PE to support student self-paced learning, and to lighten the
teacher’s burden to make the instruction more flexible.
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Study V: Applying multi-touch
technology to facilitate
art appreciation learning
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1. There are statistically significant differences in learning motivation,
with a higher level achieved by the experimental group than the
control group.
Study V: Applying multi-touch technology to facilitate art
appreciation learning
Results of study V (1/3)
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Study V: Applying multi-touch technology to facilitate art
appreciation learning
Results of study V (2/3)
2. Multi-touch technology in art
appreciation learning could play an
important role in
a. Changing the view of learners on the
art materials
b. Listening to lectures at a flexible and
personalized pace
c. Creating efficient and intuitive
annotations.
Learning Technology Lab, ISA, NTHU
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Study V: Applying multi-touch technology to facilitate art
appreciation learning
Results of study V (3/3)
Learning Technology Lab, ISA, NTHU
60
3. Tablets enhanced interactive learning environment
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Study VI: The effectiveness of
adopting e-readers to
facilitate EFL students’
process-based
academic writing
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Study VI: The effectiveness of adopting e-readers to
facilitate EFL students’ process-based academic writing
Results of study VI (1/3)
1. The e-reader is significantly beneficial for students’ academic writing
progress and may potentially help students improve their writing
compared to the conventional paper-based approach.
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Study VI: The effectiveness of adopting e-readers to
facilitate EFL students’ process-based academic writing
Results of study VI (2/3)
2. This integration of the e-
readers into the writing class
was helpful throughout the
writing process from an
individual student, peer group
and teacher’s perspective.
Learning Technology Lab, ISA, NTHU
63
Prewriting Publishing
EditingRevising
DraftingOutlining
Peer assessment
Teacher feedback
<<Recursive circle>>
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Study VI: The effectiveness of adopting e-readers to
facilitate EFL students’ process-based academic writing
Results of study VI (3/3)
3. E-readers have the potentials to
assist the EFL students in academic
writing and function as a handheld
library, an annotating tool, and a
medium for sharing annotations and
comments.
4. The functions of e-readers can assist
students’ writing process and make
the recursive circle of steps more
efficiently.
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Conclusions and further thoughts
Significances and contributions
To date few studies use a holistic range of practical examples discussing on
how disruptive innovative technologies intergraded in the authentic learning
environment.
The six-year research unlocked the hidden potential of the disruptive
innovative technologies for the different domain subjects in the context
of higher education.
The longitudinal research serves as a systematical and constructive
reference for higher education institutes, instructors, students, and platform
programmers for further implement the online degree programs, courses,
and virtual universities.
For school administrator and instructors, this dissertation helps them to
discover the surprising new ideas and strategies.
For students in the college, learning in the classrooms has been flipped
to be a self pace and active learning.
For life-long learners, they can find the convenience and flexibility of
online learning method to match for their learning goals and styles.
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Where are we going from here?
The answers are up to our thoughts and
collective efforts…
Educators
Learners
Administrators
Technology & Environment
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Q & A
Thank you for your attention