User acceptance in a computer-supported collaborative learning (CSCL) environment with social network awareness (SNA) support

Jian-Wei Lin; Hao-Chiang Lin

Australasian Journal of Educational Technology Vol. 35, No. 1 (Mar 21, 2019)

Although many e-learning studies have applied the unified theory of acceptance and usage of technology (UTAUT) to investigate user acceptance, their findings have been inconsistent. One of reasons is that the user acceptance model of an e-learning...

Language: English

Online formative assessments with social network awareness

Jian-Wei Lin; Yuan-Cheng Lai

Computers & Education Vol. 66, No. 1 (August 2013) pp. 40–53

Social network awareness (SNA) has been used extensively as one of the strategies to increase knowledge sharing and collaboration opportunities. However, most SNA studies either focus on being aware of peer's knowledge context or on social context....

Language: English

User acceptance model of computer-based assessment: moderating effect and intention-behavior effect

Jian-Wei Lin; Yung-Cheng Lai

Australasian Journal of Educational Technology Vol. 35, No. 1 (Mar 21, 2019)

Computer-based assessment (CBA) is an important area of e-learning research. Most studies of CBA technology add new constructs to existing user acceptance models and rarely consider the moderating effects and intention-behavior effects. Notably,...

Language: English

The impact of an online project-based learning environment with group awareness support on students with different self-regulation levels: An extended-period experiment

Jian-Wei Lin; Chia-Wen Tsai

Computers & Education Vol. 99, No. 1 (August 2016) pp. 28–38

Group awareness (GA) has drawn much attention in the computer-supported collaborative learning (CSCL) because GA can influence online collaborative learning behavior. Notably, an online environment with different technological supports may have...

Language: English

Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors

Jian-Wei Lin; Yu-Chin Szu; Ching-Neng Lai

The International Review of Research in Open and Distributed Learning Vol. 17, No. 4 (Jul 08, 2016)

Group awareness can affect student online learning while self-regulation also can substantially influence student online learning. Although some studies identify that these two variables may partially determine learning behavior, few empirical...

Peer Interaction and Social Network Analysis of Online Communities with the Support of Awareness of Different Contexts

Jian-Wei Lin; Li-Jung Mai; Yung-Cheng Lai

International Journal of Computer-Supported Collaborative Learning Vol. 10, No. 2 (June 2015) pp. 139–159

Although several studies related to social-context awareness (SA) and knowledge-context awareness (KA) argued that each (SA or KA) can individually enhance peer interaction in an online learning community, other studies reached opposite conclusions. ...

The impacts of network centrality and self-regulation on an e-learning environment with the support of social network awareness

Jian‐Wei Lin; Hsieh‐Hong Huang; Yuh‐Shy Chuang

British Journal of Educational Technology Vol. 46, No. 1 (Jan 30, 2015) pp. 32–44

An e-learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and learning contexts of peers. Network centrality...

Development and Evaluation of Across-Unit Diagnostic Feedback Mechanism for Online Learning

Jian-Wei Lin; Yuan-Cheng Lai; Yu-Chin Szu; Ching-Neng Lai; Yuh-Shy Chuang; Yen-Hung Chen

Journal of Educational Technology & Society Vol. 17, No. 3 pp. 138–153

Solving well-structured problems often requires using considerable related concepts which are usually scattered and introduced throughout different learning units of a subject. In addition, poor learning of related concepts of preceding units may...