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Most students always lack of experience and perceive difficult regarding problem posing. The study hypothesized that worked examples may have benefits for supporting students' problem posing activities. A quasi-experiment was conducted in the context of a business mathematics course for examining the effects of integrating worked examples into problem posing activities. A total of 107 undergraduate students at a technology university were invited to join this experiment for six weeks. The problem posing activities were carried out in a web-based learning system. The experimental condition receiving worked examples was compared with a control condition regarding the number, orientation and complexity for indicating problem posing performance. To evaluate students' problems as objectively as possible, a Problem-Level-Taxonomy was developed in this study. By the independent sample t-test analysis, the results showed that integrating worked examples into problem posing has a significant skills development effect on posing more orientated and complex problems, particularly for analytical problems referring to a learning concept or a formula. Besides, novice students with none experience in problem posing may benefit from the support of worked examples to improve their problem posing skills. The implications and limitations of this study were also discussed. (Contains 3 tables and 1 figure.)

The purpose of this paper is to develop different guided writing strategies based on media richness theory and further evaluate the effects of these writing strategies on younger students' writing attitudes in terms of motivation, enjoyment and anxiety. A total of 66 sixth-grade elementary students with an average age of twelve were invited to join the experiment for a period of twelve weeks. A repeated-measure one-way ANOVA analysis was utilized to examine the differences among the three strategies including a rich media guided writing strategy, lean media guided writing strategy, and pen-and-paper guided writing strategy. The findings of this study showed the rich media guided writing strategy had higher significant differences than the pen-and-paper guided writing strategy in terms of writing attitudes toward motivation, enjoyment and anxiety. However, there were no significant differences between the rich media guided writing strategy and lean media guided writing strategy in terms of motivation and anxiety. The findings imply that providing a web-based learning environment with high richness media could guide students to write and achieve more positive writing attitudes in terms of motivation, enjoyment and anxiety. (Contains 5 figures and 5 tables.)

Although previous research has demonstrated learning benefits for both instructors and students in the web-based collaborative learning environments, one of them major difficulties is the lack of a practical approach to assist teachers in evaluating the knowledge contribution of learners. A novel method of merging multi-modes of assessment and reward mechanism in a collaborative learning system was examined in this study. The developed system has been applied to a learning activity of a web programming and design course and 102 2nd-year college students from two classes were invited to participate in this research. The system logs and assessment results were analyzed through system use over 6 weeks. The experimental results showed not only could the proposed approach provide instructors with feedback, it could also evaluate and improve learning. In addition, learners could easily and efficiently manage their learning outcomes, share knowledge with one another, reflect on and notify others of learning outcomes and learning status, and engage in high-level reflective practices. (Contains 7 figures and 5 tables.)