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Item Typology of teacher perception toward distance education issues: A study of college information department teachers in Taiwan(ELSEVIER, 2008-01-01) Tao, Y.; Yeh, C.R.The popularity of distance education has grown rapidly over the last decade in Taiwan’s higher education, yet manyfundamental teaching–learning issues are still in debate. While teacher–student interaction is a key success factor in distance education, little work has been done on the teachers. The intent of this research was to clarify teacher’s perceptions on key distance education issues and to develop a discernible typology of different groups of teachers based on their perceptions. Because there may be a gulf between teachers and the technology used in distance education, the target of this study was teachers in information related departments in Taiwan’s colleges, who were more familiar with current technology. Factor analysis and cluster analysis were used to derive the typology. Five higher-level issue constructs emerged from the factor analysis: learning effect, customization, administrative challenges, geographic and resource integration, and instructional design challenges. Four groups of teachers, namely the skeptics, the optimists, the mild-promising group,and the outlier, were identified using cluster analysis of teachers’ perceptions on these five higher-level issue constructs. The profiles of the four groups of teachers were summarized and implications were discussed, which should provide useful insights to the policy makers of higher education on distance education decisions.Item How Benefits and Challenges of Personal Response System Impact Students’ Continuance Intention? A Taiwanese Context. (conditional acceptance)(International Forum of Educational Technology and Society, 2012-05-01) Yeh, C.R.; Tao, Y.To address four issues observed from the latest Personal Response System (PRS) review by Kay and LeSage (2009), this paper investigates, through a systematic research, how the derived benefits and challenges of PRS affect the satisfaction and continuance intention of college students in Taiwan. The empirical study samples representative college students enrolled in three universities from each of the Northern, Central, Southern, and Eastern geographical regions in Taiwan. The results based on 406 valid returned questionnaires and partial least square analysis confirm that classroom environment and learning benefits have positive effects, whereas technology- and student-based challenges have negative effects on student satisfaction, thus influencing their intention to continue using PRS. In contrast, assessment benefits and teacher-based challenges do not have significant influences on student satisfaction. The present research contributes to literature by empirically testing PRS benefits and challenges derived from previous works, validating only the aspects that influence student satisfaction and, consequently, their behavioral intention to continue using PRS. The implications and suggestions derived from this rigorous research are highly relevant in practice. The findings enable a set of general design strategies for successful PRS implementations, providing the empirical basis for conducting future in-depth PRS research.Item Adapting Monopoly as an Intelligent Learning Game for Teaching Dynamic Competitive Strategy(2007-08-17) Yeh, C.R.; Tao, Y.H.; Hong, T.P.; Lin, W.Y.; Chen, P.C.; Wu, C.H.; Lin, C.W.Competition is inevitable in the business environment. Competitive Strategy is thus a very important subject in management education. However, due to the complexity of the concept and business’s zero tolerance for strategy mistakes, the teaching of competitive strategy has so far been limited to classroom discussions on theories and cases, without the benefit of hands-on experiences for actual skill-building. A Monopoly-like game, when designed to simulate business competition and developed with appropriate instructional strategy, can provide students a viable venue to practice competitive decision making without jeopardizing business operation. The Monopoly allows students to test out textbook theories in realistic competitive situations, offering invaluable “learning by doing”opportunities from the experiential learning perspective. The traditional Monopoly board game has been incorporated into classroom activities in two junior-level college classes. Initial feedback from students has been positive. However, the traditional Monopoly game, paper-based or computer-based, is neither convenient nor effective for instructional purposes. An intelligent “Strategy Monopoly”online game designed with the teaching of competitive strategy concept in mind, not only provides the benefit of a digital learning game or a computer simulation in improving student motivation,teacher feedback and other learning effects, but also has the ability to collect and analyze students’learning-path data in order to design adaptive learning strategies for students with different cognitive levels or learning styles. The large volume of learning-path data can be stored in a data warehouse to be used with data mining techniques to validate the competitive strategy theories, or to serve as a basis for designing an intelligent learning module embedded within the Monopoly online game to consult students on rules of the game or strategy decisions. The same set of data can also be used to deduce rules of winning competitive decision making, thus provides ample opportunities to validate current strategy theories. To move the “Strategy Monopoly”learning game from concept to reality, we assembled a cross-disciplinary development team from the fields of Business Administration, Education, Information Management, and Computer Sciences to submit a research project proposal to the Taiwan’s National Science Council for funding. With the collaborative efforts, we have established an integrated research project with three interrelated sub-projects to (1) design the Strategy Monopoly game for teaching competitive strategy from instructional design perspective, (2) develop the online game system from system development perspective, and (3) design the intelligent tutoring component from the information technology perspective. We first performed an in-depth review of the literature to justify the need for such an online Strategy Monopoly game for management education. The review included the instructional methods used in Taiwan, the characteristics and teaching challenges of business competitive strategy, the application of experiential learning and simulation game in management education, and the current status of Monopoly computer games. With the understanding of the above literature, we then conducted an initial design focusing on the basic functionality of the learning game and the intelligent tutoring component from both a short-term and a long-term perspective. An UML (Uniform Modeling Language) case diagram was used to explain how the system administrator, the teacher and the student actors will interact with three system modules, i.e., system management setup, game management and learning game system. Furthermore, a conceptual diagram depicting the relationship between learning-path data warehouse and data mining was presented to show how applications of advanced information technology can be used in instructional learning games, as opposed to the traditional online game or e-learning context. Finally, we proposed using Java language, MySQL database, Linux operations system and Apache web server for this learning game environment. In particular, the use of Java was justified because of the strength in its scalability and flexibility in future system development. As its short-term objective, this development project aims to complete a prototype learning game system that integrates learning of key competitive strategy concepts in a fun learning environment. The prototype system will allow teachers to design and setup game parameters easily for students to play and learn the desirable learning objectives in the strategiccompetition context. Furthermore, the design of embedded learning content, game path data collection, learning path mining, and rule editing management will allow the teachers to customize the learning game to students’different learning levels or styles or to provide instant feedback to students on strategy decisions. Several long-term goals are envisioned as outcomes of this project. In terms of the game design, it can be adapted to different management contexts and thus can be used in other management courses. In terms of game development, the project team will pursue expanding the 2D multiple-innings game into a 3D instant game or mobile phone device environment. In terms of online game environment, this project considers a point-to-point online game environment to distribute the server load into different local servers in order to satisfy a simultaneous in-flux of a large number of users on this game. In terms of learning assistance, the learning game can be advanced to provide tutorials on competitive strategy, online strategy analysis and recommendation, and self-learning computer agent as the playmate to individual students. Besides, this game can evolve into a game engine or middleware to be adopted by other game developers as a great time-saving template. The research team strongly believes that the intelligent “Strategy Monopoly”learning game will greatly strengthen the learning effects from using the traditional Monopoly in Competitive Strategy course, and will serve as an example for the development and application of simulation games in management education of Taiwan’s higher education institutes.Item From West to East: Adoption of Western Measurement Scales in Taiwan’s Organizational Research(國立成功大學企業管理學系, 2012-11-01) Yeh, C.R.; Lin, C.-Y.; Chen, S.-Y.Item From West to East: Adoption of Western Measurement Scales in Taiwan's Organizational Research(2010-10-02) Yeh, C.R.; Lin, J.A.; Chen, S.Y.Item The Effect of Innovative Corporate Culture on Organizational Learning in: The Mediating Effect of Connectivism Practices.(2010-05-01) Singhateh, B.; Yeh, C.R.Item A Case Study on the Continuing Use of Personal Response System in Taiwan from the Perspectives of IS Success Model, Motivation and Agency Theory(2010-01-27) Yeh, C.R.; Tao, Y.-H.Personal response system (PRS) is increasingly adopted in Taiwan’s higher education. As the literature mainly reports studies in UK and USA and involves few theories or models in education domain, this study attempts to conduct a small-scale case study to empirically test the perceptions of Taiwan’s college students on PRS usage from the perspectives of related theories of information system success model, motivation, and agency theory. As an initial effort in investigating PRS adoption theories from the perceptions of Taiwan’s college students, this study provides important results and implications to extend PRS usage studies to a global scope with a wider base of theoretical support.Item Personal Response System: A Model-Based Case Study in Taiwan(2009-07-08) Tao, Y.-H.; Yeh, C.R.Personal response system (PRS) is increasingly adopted in Taiwan’s higher education. A small-scale case study was conducted to compare the perceptions of PRS usage of Taiwan’s college students on those issues reported by UK and USA literature, and at the same time to empirically test an integrated model that has not been tested in prior PRS studies.Item Effects of the Heterogeneity of Game Complexity and User Population in Learning Performance of Business Simulation Games.(Elsevier, 2012-12-01) Tao, Y.; Yeh, C.R.; Hung, K.C.Previous studies on business simulation games (BSGs) have concluded that improved performance may not be the primary benefit of using BSGs, due to mixed results between student performance and perceptions. Two relevant and insightful issues attract our attention, namely, the impacts of the heterogeneous student population and the different complexity levels of BSG software. To address these issues, the present study aims to understand the relationship between student profile/characteristics and performance in the classroom with BSG-facilitated learning. An in-depth case study is conducted on a general college course designed to teach three different complexities of BSGs to students enrolled in different majors. Four student profile factors are individually tested for differences in performance scores as evaluated by the teacher. Additionally, the influences of 11 student characteristics are assessed with regard their self-reported perceived learning performances. Regression analysis and ANOVA are used to investigate the impacts of heterogeneous users and game complexity on student performance. Based on the regression analyses of the data collected from 43 respondents who participated in the general course, the study concludes that knowledge and skill may influence the heterogeneous student population; moreover, student participation and tacit learning preference improve performance, and students with an auditory learning preference or high learning motivation may not perform well in classroom BSG learning. However, the low value of adjusted R square implies that more dimensions or variables are needed to increase the explaining power of the performance scores in the regression analyses. In contrast, heterogeneous BSG software with different complexity levels present different results. The current research contributes practical and incremental knowledge on the complexity of heterogeneous BSG software on performance scores and the perceived learning performance of heterogeneous student populations. With the research limitations acknowledged, a series of suggestions for teachers pertaining to appropriate applications of BSGs in classes is offered as well as recommendations to BSG providers. Nevertheless, in-depth analyses are required, preferably with larger student population samples, to further explore the insignificant relationship between student perceptions and attitude under nonlinear extended complexity.Item The Conditioning Effect of Institutional Legitimacy on Stakeholder Influence Strategy – Evidence from Labor Unions’ Reaction to Corporate Downsizing in Taiwan.(2009-07-08) Tsai, P.; Yeh, C.R.; Wu, S.