DSpace 集合:http://scholars.ntou.edu.tw/handle/123456789/197802024-03-28T22:16:42Z2024-03-28T22:16:42ZAn alternative assessment approach to national higher education system evaluationSee, Kok FongNg, Ying ChuYu, Ming-Miinhttp://scholars.ntou.edu.tw/handle/123456789/222092022-09-21T02:43:59Z2022-10-01T00:00:00Z標題: An alternative assessment approach to national higher education system evaluation
作者: See, Kok Fong; Ng, Ying Chu; Yu, Ming-Miin
摘要: While the assessment of higher education systems is informative to both policy makers and individuals, it is subjective and performed according to experts' judgment. The present study proposes a relatively objective approach, hierarchical data envelopment analysis (H-DEA), to rank higher education systems. Unlike the sub-jective approach, H-DEA utilizes endogenous weight determination, allowing assessors to identify the relative importance of each attribute and subattribute. Utilizing the U21 Ranking of National Higher Education System 2020 data, our analysis indicates that the output attribute is a crucial factor influencing the overall performance of higher education systems, even considering countries' stage of development and culture. The computed weights of the H-DEA framework show various attributes' different contributions by group. Resources allocated to the higher education system are important for developing countries, while a high degree of internationali-zation and a strong link between academia and industry matter for advanced countries. Surprisingly, Asian and Western cultures experience similar performance in their higher education systems, reflecting the Asian higher education system's development toward the Western style. The performance of countries with non-Asian-non-Western cultures, as expected, lags behind, and putting more resources into these countries' higher education system is a way to enhance the overall performance.2022-10-01T00:00:00ZImpact of academic stress by parent-proxy on parents' learning-support-services: a moderated-mediation model of health anxiety by parents' educational levelWang, ChenhuiLi, SuqiSu, Yu-Shenghttp://scholars.ntou.edu.tw/handle/123456789/220932022-11-17T02:45:36Z2022-08-01T00:00:00Z標題: Impact of academic stress by parent-proxy on parents' learning-support-services: a moderated-mediation model of health anxiety by parents' educational level
作者: Wang, Chenhui; Li, Suqi; Su, Yu-Sheng
摘要: Purpose This study focused on parents' health anxiety by proxy about their children when they started learning online during the COVID-19 pandemic, to explore the impact of academic stress by parent-proxy on parents' learning support services with the mediating role of health anxiety by parent-proxy and the moderating role of parental educational level. Design/methodology/approach In total, 8,940 primary school students' parents participated in the study. Bootstrapping was performed to test the constructed model. Findings (1) Academic stress by parent-proxy positively predicted health anxiety by parent-proxy. (2) Health anxiety by parent-proxy significantly positively predicted learning support services. (3) Academic stress by parent-proxy also significantly positively predicted learning support services. (4) Academic stress by parent-proxy positively predicted parents' learning support services through the mediating effect of health anxiety by parent-proxy. (5) Parental educational level moderated the relationship between academic stress by parent-proxy, health anxiety by parent-proxy, and learning support services. Academics and parents will benefit from the conclusions of this study in both theory and practice. Originality/value During the COVID-19 pandemic, offline learning has been replaced with online learning, which has brought with it many physical and mental health problems, including additional academic stress. Most studies on learning support services have focused on offline learning. However, this study explored the relationships between academic stress by parent-proxy, health anxiety by parent-proxy, learning support services, and parental educational level in the context of online learning. Results show that it is necessary to pay attention to academic stress and health to provide children with appropriate learning support services.2022-08-01T00:00:00ZTeamwork Competence in Journalism Education: Evidence From TV Organizations' News Team in TaiwanWang, Cheng-HuiLiu, Gloria Hui-WenYen, Chia-Daihttp://scholars.ntou.edu.tw/handle/123456789/220622022-09-21T02:43:59Z2022-06-27T00:00:00Z標題: Teamwork Competence in Journalism Education: Evidence From TV Organizations' News Team in Taiwan
作者: Wang, Cheng-Hui; Liu, Gloria Hui-Wen; Yen, Chia-Dai
摘要: The rapid development of digital technologies has transformed the world but can be a double-edged sword. We study the interaction of important variables that affect individual news reporters' performance in which digital technology is the dominant feature. A multilevel model illustrates how transactive memory and job competence affect individual performance. The empirical study includes data from 19 teams of news reporters and 211 valid survey responses, applying hierarchical linear modeling to analyze the data. The results indicate that transactive memory and technology competence help to improve a reporter's job performance. More importantly, teamwork competence fully mediates the relationships. Our findings thus suggest that teamwork competence is the core skill. Neither technology competence nor transactive memory alone translates directly into enhanced individual performance.2022-06-27T00:00:00ZDifferential Analysis of Teachers' Technological Pedagogical Content Knowledge (TPACK) Abilities According to Teaching Stages and Educational LevelsLi, SuqiLiu, YuxuanSu, Yu-Shenghttp://scholars.ntou.edu.tw/handle/123456789/220512022-08-17T03:40:06Z2022-06-01T00:00:00Z標題: Differential Analysis of Teachers' Technological Pedagogical Content Knowledge (TPACK) Abilities According to Teaching Stages and Educational Levels
作者: Li, Suqi; Liu, Yuxuan; Su, Yu-Sheng
摘要: The development of educational informatization imposes new requirements on the cultivation of teachers' digital competence, which appeals to teachers who aim to optimize their teaching by integrating appropriate Information and Communication Technology (ICT). The requirement of digital competence corresponds to the meaning of Technological Pedagogical Content Knowledge (TPACK). Therefore, the development of teachers' TPACK abilities can also positively influence the cultivation of their digital competence. The study was to examine the level of teachers' TPACK abilities, and whether any difference in such abilities would be found according to the different teaching stages and teachers' educational levels. An online questionnaire was distributed to the target teachers. Data of 1342 participants were analyzed. SPSS was used to conduct the descriptive statistics, and the non-parametric Kruskal-Wallis test with the post-hoc pairwise comparisons was used to determine teachers' TPACK ability levels and explore the differences in teachers' TPACK according to their different teaching stages and educational levels. The results indicated that teachers' TPACK abilities were at a generally high level. Moreover, significant differences in teachers' TPACK abilities were found in the teaching stages and educational levels. Teachers with different teaching stages have significant differences in Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK). However, no difference was found between Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK). In addition, the results suggested that the seven sub-dimensions of TPACK differed significantly according to teachers' educational levels, where the higher the educational level, the better the teachers' TPACK abilities. Therefore, teachers should effectively integrate technology and apply appropriate pedagogies according to the teaching content in different teaching stages. A planned and targeted series of ICT application training courses for teachers with lower educational levels would be helpful to improve their self-confidence in using technology to promote their teaching effectiveness.2022-06-01T00:00:00Z