title: Towards an understanding of existing e-learning for university science education in Taiwan

authors: Wang, Su-Chen

subjects: e-learning

abstract: E-learning is a fast growing trend worldwide but it is still not universally accepted and practice does not always reach national government and tertiary institution expectations, especially in Taiwan. While issues around the effective implementation of e-learning to produce high quality education are being raised internationally, very little research has been undertaken in Taiwanese tertiary institutions, particularly for science education. No research was found that addressed the various perspectives of the stakeholders involved in blended courses which had both face-to-face and online learning components. The link between e-learning practice and views of learning had also received little attention.

This study investigated how e-learning practice was perceived and experienced at a national research-based university in Taiwan. The main focus was to identify the challenges, benefits and related success factors of e-learning practice as part of blended learning courses from the perspectives of university administrators, support people, instructors and students. An interpretative methodology using questionnaires and interviews was employed to generate data from these participant groups. Both quantitative and qualitative data were collected. 

This study provides empirical evidence that e-learning practice is perceived and experienced as a technology-mediated and collaborative practice that is socially and culturally situated. The study supports the view that e-learning practice as a whole is a socio-cultural system, although when looking at instructor and student preferences for instructional design and learning processes there is a fit with both behaviorist and constructivist approaches to teaching and learning. However, instructors and students need to be active and self-managed to find e-learning efficient and effective. Students, instructors, support people and administrators held very similar perceptions of the benefits of and influences on lecturer and student use of e-learning as a component of blended learning.

Based on the findings, an explanatory model for the influences on e-learning practice as part of blended learning in a Taiwan university context was developed. E-learning teaching and learning approaches are initiated by and created within a multi-layered context. At the first level, e-learning practice is accomplished via instructor and student engagement in day to day teaching and learning and as an educational reform it cannot separated from the ICT technologies which mediate their interaction. Put another way, because instructor and student participation in e-learning as part of blended learning is voluntary students are included with instructors and the technology in the core enactment zone for practice. At the next level this three-way instructor-student-technology interaction is affected by and nested within the university instructor professional community and student peer community, which in turn is shaped by and nested in university-wide policies and practices. These three levels are nested in and influenced by the national policy context, external professionals, private enterprise and the public at large.

The model and associated suggestions presented in this study are expected to assist governments and universities to play a more constructive role in the development and implementation of e-learning education to improve the quality of courses for students and instructors. The hope is that the findings will contribute to enhanced teaching and learning supported by better administrator decision-making regarding institutional policies and practices including investment in learning technologies and support services for e-learning.

text: Towards an understanding of existing e-learning for university science education in Taiwan E-learning is a fast growing trend worldwide but it is still not universally accepted and practice does not always reach national government and tertiary institution expectations, especially in Taiwan. While issues around the effective implementation of e-learning to produce high quality education are being raised internationally, very little research has been undertaken in Taiwanese tertiary institutions, particularly for science education. No research was found that addressed the various perspectives of the stakeholders involved in blended courses which had both face-to-face and online learning components. The link between e-learning practice and views of learning had also received little attention.

This study investigated how e-learning practice was perceived and experienced at a national research-based university in Taiwan. The main focus was to identify the challenges, benefits and related success factors of e-learning practice as part of blended learning courses from the perspectives of university administrators, support people, instructors and students. An interpretative methodology using questionnaires and interviews was employed to generate data from these participant groups. Both quantitative and qualitative data were collected. 

This study provides empirical evidence that e-learning practice is perceived and experienced as a technology-mediated and collaborative practice that is socially and culturally situated. The study supports the view that e-learning practice as a whole is a socio-cultural system, although when looking at instructor and student preferences for instructional design and learning processes there is a fit with both behaviorist and constructivist approaches to teaching and learning. However, instructors and students need to be active and self-managed to find e-learning efficient and effective. Students, instructors, support people and administrators held very similar perceptions of the benefits of and influences on lecturer and student use of e-learning as a component of blended learning.

Based on the findings, an explanatory model for the influences on e-learning practice as part of blended learning in a Taiwan university context was developed. E-learning teaching and learning approaches are initiated by and created within a multi-layered context. At the first level, e-learning practice is accomplished via instructor and student engagement in day to day teaching and learning and as an educational reform it cannot separated from the ICT technologies which mediate their interaction. Put another way, because instructor and student participation in e-learning as part of blended learning is voluntary students are included with instructors and the technology in the core enactment zone for practice. At the next level this three-way instructor-student-technology interaction is affected by and nested within the university instructor professional community and student peer community, which in turn is shaped by and nested in university-wide policies and practices. These three levels are nested in and influenced by the national policy context, external professionals, private enterprise and the public at large.

The model and associated suggestions presented in this study are expected to assist governments and universities to play a more constructive role in the development and implementation of e-learning education to improve the quality of courses for students and instructors. The hope is that the findings will contribute to enhanced teaching and learning supported by better administrator decision-making regarding institutional policies and practices including investment in learning technologies and support services for e-learning.

year: 2008

title: Development of a novel cyanide-free method for analysis of vitamin B₁₂ in milk-based infant formula

authors: Li, Yanan

abstract: The analysis of vitamin B₁₂ in infant formulas requires the use of cyanide during the sample preparation process to convert the three unstable vitamers (hydroxocobalamin, methylcobalamin and adenosylcobalamin) to cyanocobalamin, the most stable form of vitamin B₁₂. The undesirable handling of cyanide for the analyst in the laboratory and the associated safety risk indicates a clear necessity for development of a cyanide-free method for vitamin B₁₂ analysis without compromising the analytical quality.
This doctoral research demonstrates the possibility of using cobalamin-derived α-ribazole to represent total vitamin B₁₂, since the α-ribazole exists in all vitamin B₁₂ forms removing the necessity for conversion. The absence of a commercial standard of α-ribazole required its in-house isolation from a cyanocobalamin standard. The α-ribazole was released through consecutive acidic hydrolysis and dephosphorylation by alkaline phosphatase. The freed α-ribazole was collected by boronate affinity chromatography and concentrated by lyophilisation. α-Ribazole was identified and characterised by nuclear magnetic resonance spectroscopy and liquid chromatography mass spectrometry to demonstrate its suitability as a standard. This protocol was optimised and adopted in the sample preparation for analysing vitamin B₁₂ in infant formulas. Several extra steps were added to eliminate or limit interferences, including protein denaturation and sugar removal using C₁₈ solid phase extraction. The final analyte was quantified using hydrophilic interaction liquid chromatography with fluorescence detection.
The single laboratory validation experiment showed that this cyanide-free method is fit for purpose. Analysis of various milk-based infant formulas and comparison with current procedure demonstrated no bias for vitamin B₁₂ analysis.

text: Development of a novel cyanide-free method for analysis of vitamin B₁₂ in milk-based infant formula The analysis of vitamin B₁₂ in infant formulas requires the use of cyanide during the sample preparation process to convert the three unstable vitamers (hydroxocobalamin, methylcobalamin and adenosylcobalamin) to cyanocobalamin, the most stable form of vitamin B₁₂. The undesirable handling of cyanide for the analyst in the laboratory and the associated safety risk indicates a clear necessity for development of a cyanide-free method for vitamin B₁₂ analysis without compromising the analytical quality.
This doctoral research demonstrates the possibility of using cobalamin-derived α-ribazole to represent total vitamin B₁₂, since the α-ribazole exists in all vitamin B₁₂ forms removing the necessity for conversion. The absence of a commercial standard of α-ribazole required its in-house isolation from a cyanocobalamin standard. The α-ribazole was released through consecutive acidic hydrolysis and dephosphorylation by alkaline phosphatase. The freed α-ribazole was collected by boronate affinity chromatography and concentrated by lyophilisation. α-Ribazole was identified and characterised by nuclear magnetic resonance spectroscopy and liquid chromatography mass spectrometry to demonstrate its suitability as a standard. This protocol was optimised and adopted in the sample preparation for analysing vitamin B₁₂ in infant formulas. Several extra steps were added to eliminate or limit interferences, including protein denaturation and sugar removal using C₁₈ solid phase extraction. The final analyte was quantified using hydrophilic interaction liquid chromatography with fluorescence detection.
The single laboratory validation experiment showed that this cyanide-free method is fit for purpose. Analysis of various milk-based infant formulas and comparison with current procedure demonstrated no bias for vitamin B₁₂ analysis.

year: 2023

title: He tangi mai i te puehu: He whakatewhatewha i te mahi whakamāori me te reo ā-tuhi a ngā tūpuna

authors: Apiata, Hāwea

subjects: Māori spirituality

abstract: Kei te pūtahi o tēnei tuhinga whakapae ko te whakatewhatewha i te whakapapa o te whakaaro Māori (Māori intellectual history) mā ēnei pātai e rua: He aha ā te Māori i tuhituhi ai i te tōmuatanga o te rautau rua tekau? Ā, he pēhea tāna wetewete i ngā huatau whakawairua nō waho i te ao Māori? 

Ina koa, ko tā te tuhinga whakapae nei he whakaaranga, he whakaatu hoki i ētahi huarahi e toru hei rangahau i ngā whakapapa o te whakaaro taketake: ko te ketuketu rua mahara (archival research); ko te tātari ariā (conceptual analysis); me te reo e whakamahia ana kia wetewete i te kaupapa. Mā te mahi ketuketu rua mahara e āhei ai ki te wānanga i ngā whakaputanga a Wiremu Takana, he kaituhi, he kaiwhakamāori nō Ngāti Kahungunu. Ka whakaputaina tāna tuhinga tuatahi i te tau 1915. Ā, e rua anō i whakaputaina e ia i te tau whai muri mai i 1916. Ko ēnei tuhinga āna e whakatewhatewha ana i te whakamāoritanga o te rongopai me te āheinga o ngā pūrākau Māori kia whakamārama i ngā whakaakoranga Moromona. Kāore anō kia āta tātaritia, kia āta rangahaua āna pukapuka e tētahi atu o mua. Ko te huarahi rangahau tuarua ko te tātari i te whakamāoritanga o ētahi ariā whakawairua e kitea ana i roto i ngā karaipiture o te Hāhi o Ihu Karaiti o te Hunga Tapu o ngā Rā o Muri nei. E toru ngā ariā kua tīpakongia hei tirotiro, arā, ko heaven, hell me baptism. Ā, hei whakawhānui atu i te titiro ki tēnei kaupapa, ka huritaongia ngā hua o te tuhinga reo Māori, arā, ka matapakina ngā take kia tuhituhi i te mahi rangahau i roto i te reo Māori.

I te mutunga iho, mā te āta wānanga i ngā whakaputanga reo Māori a te Hāhi o Ihu Karaiti (LDS) e whakawhānuitia ai tō tātou māramatanga ki te hītori o te mahi whakaputa pukapuka i roto i te Hāhi, te mahi punenga a te Māori, te whakareretanga o ngā tuhituhinga reo Māori, me te hītori o te Hāhi o Ihu Karaiti i Aotearoa nei.

text: He tangi mai i te puehu: He whakatewhatewha i te mahi whakamāori me te reo ā-tuhi a ngā tūpuna Kei te pūtahi o tēnei tuhinga whakapae ko te whakatewhatewha i te whakapapa o te whakaaro Māori (Māori intellectual history) mā ēnei pātai e rua: He aha ā te Māori i tuhituhi ai i te tōmuatanga o te rautau rua tekau? Ā, he pēhea tāna wetewete i ngā huatau whakawairua nō waho i te ao Māori? 

Ina koa, ko tā te tuhinga whakapae nei he whakaaranga, he whakaatu hoki i ētahi huarahi e toru hei rangahau i ngā whakapapa o te whakaaro taketake: ko te ketuketu rua mahara (archival research); ko te tātari ariā (conceptual analysis); me te reo e whakamahia ana kia wetewete i te kaupapa. Mā te mahi ketuketu rua mahara e āhei ai ki te wānanga i ngā whakaputanga a Wiremu Takana, he kaituhi, he kaiwhakamāori nō Ngāti Kahungunu. Ka whakaputaina tāna tuhinga tuatahi i te tau 1915. Ā, e rua anō i whakaputaina e ia i te tau whai muri mai i 1916. Ko ēnei tuhinga āna e whakatewhatewha ana i te whakamāoritanga o te rongopai me te āheinga o ngā pūrākau Māori kia whakamārama i ngā whakaakoranga Moromona. Kāore anō kia āta tātaritia, kia āta rangahaua āna pukapuka e tētahi atu o mua. Ko te huarahi rangahau tuarua ko te tātari i te whakamāoritanga o ētahi ariā whakawairua e kitea ana i roto i ngā karaipiture o te Hāhi o Ihu Karaiti o te Hunga Tapu o ngā Rā o Muri nei. E toru ngā ariā kua tīpakongia hei tirotiro, arā, ko heaven, hell me baptism. Ā, hei whakawhānui atu i te titiro ki tēnei kaupapa, ka huritaongia ngā hua o te tuhinga reo Māori, arā, ka matapakina ngā take kia tuhituhi i te mahi rangahau i roto i te reo Māori.

I te mutunga iho, mā te āta wānanga i ngā whakaputanga reo Māori a te Hāhi o Ihu Karaiti (LDS) e whakawhānuitia ai tō tātou māramatanga ki te hītori o te mahi whakaputa pukapuka i roto i te Hāhi, te mahi punenga a te Māori, te whakareretanga o ngā tuhituhinga reo Māori, me te hītori o te Hāhi o Ihu Karaiti i Aotearoa nei.

year: 2021