The objective of this study is to investigate the effects of the online instruction versus the effects of traditional face-to-face instruction assisted with online learning system. Specifically, the learning process is investigated. The observation groups of this study are two class students. One class is online class and the other class studies in a traditional class assisted with online learning system. The variables of personalities are also taken into discussion to explore whether the personalities of learners moderate the learning process and the learning effects. Moreover, whether the learning processes between two different instruction methods affect learning effects are explored. Based on the data analysis, the findings of this study are summarized as follows: 1. The learning achievements of online instruction learners are significantly better than those of learners who studied in a traditional class assisted with online learning system. However, the differences of learning satisfactions from learns are not significant. 2. Learners in the online instruction post more articles than those who study in traditional instruction assisted with online learning system. But the other subjects in the learning process between the two instruction methods don¡¦t have significant differences. 3. Gender and the cognitive style separately affect the average numbers of post words and ineffective learning characteristics. 4. The learning process affects significantly the achievements of learners in both instruction methods, but the learning process doesn¡¦t always affect the learning satisfactions of learners.

The Posturomed device is used as a scientific tool to quantify human dynamic balance ability due to unexpected perturbations, and as a training device. Consequently, the question arises whether such measurements are compromised by learning effects. Therefore, this study aimed to analyze inter- and intra-day reliability of dynamic balance responses using the Posturomed. Thirty healthy young subjects participated (24.3±3.2 years). The Posturomed was equipped with a triggering mechanism to enable unexpected, horizontal platform perturbations. A force platform was used to quantify Center of Pressure (COP) excursions for two time intervals: interval 1 (0–70 ms post perturbation) and interval 2 (71–260 ms post perturbation). Dynamic balance tests were performed in single leg stances in medio-lateral and anterior-posterior perturbation directions. Inter- and intra-day reliability were assessed descriptively using Bland-Altman plots and inferentially using tests for systematic error and intra-class-correlations. With regard to the mean COP excursions for every subject and all intervals, some cases revealed significant differences between measurement sessions, however, none were considered relevant. Furthermore, intra class correlation coefficients reflected high magnitudes, which leads to the assumption of good relative reliability. However, analyzing inter- and intra-day reliability using Bland-Altman plots revealed one exception: intra-day comparisons for the anterior-posterior direction in interval 2, which points towards possible learning effects. In summary, results reflected good overall reliability with the exception of certain intra-day comparisons in the anterior-posterior perturbation direction, which could indicate learning effects in those particular conditions.

有鑑於數位閱讀已逐漸成為閱讀發展的新趨勢，許多研究著手於發展相關的閱讀系統或設備來輔助學習者進行閱讀學習。此外，如何幫助學生在進行英文閱讀學習時，增加對於文章的理解，已經成為很重要的研究課題。而基於網路學習環境進行數位閱讀學習時，學習者常常需要進行自主學習，因此學習者個人的自律學習能力成為影響數位閱讀學習成效的關鍵因素。本研究旨在探討運用具自律學習機制的閱讀標註系統是否具有提升國中英語閱讀學習成效的效益，研究採用準實驗研究法，以桃園縣某國中七年級二班的學生，分成實驗組與控制組，實驗組與控制組分別以「具自律學習機制的閱讀標註系統學習」及「不具自律學習機制的閱讀標註系統學習」進行英語閱讀學習，經過實驗處理後，接受「閱讀測驗後測」，以比較兩組學生在閱讀學習成效上的差異性，輔之以問卷調查實驗組學生對課程活動的態度看法，並以訪談作質性資料分析。最後，根據研究結果提出具體建議，以提供未來研究與教師在運用具自律學習機制之數位閱讀標註系統融入閱讀教學時之參考。本研究得到的研究結論如下： 一、 實驗組學習者採用具自律學習機制之數位閱讀標註系統，其英語閱讀學習成效顯著優於採用不具自律學習機制之數位閱讀標註系統的控制組學習者。 二、 實驗組學習者採用具自律學習機制之數位閱讀標註系統，其閱讀標註能力顯著優於採用不具自律學習機制之數位閱讀標註系統的控制組學習者。 三、 實驗組學習者中不同自律能力學習者其閱讀學習成效具有顯著差異。 四、 實驗組學習者中不同自律能力學習者其閱讀標註能力具有顯著差異。 五、 實驗組學習者中閱讀學習成效與閱讀標註能力有顯著相關且自律能力與學習成效呈現正相關 關鍵字：自律學習、數位閱讀、閱讀標註、閱讀學習成效 / In the consideration of that digital reading has become a new trend of reading development; many studies were conducted to develop related reading systems or equipments to assist learners on learning of reading. Moreover, how to help students improve comprehension while reading English is an important topic for research. Based on the characteristics of digital reading in the e-learning environment, in which learners often need self-regulated learning, the ability of self-regulated learning has become a key factor that affects the learning effects of reading. The purpose of the present study was to investigate whether the application of reading annotation system with self-regulated learning could increase the learning effects of English reading for junior high school students. The present study adopted quasi-experimental design method and the subjects were two classes of seventh graders in a junior high school in Taoyuan County. There were divided into experimental group and control group to learn English through reading, and were instructed respectively with “reading annotation system learning with self-regulated learning” and “reading annotation system learning without self-regulated learning.” After the experiment, “reading post-test” was conducted to compare the learning effects of reading for these two groups of students. Students in the experimental group were also surveyed by questionnaires and interviewed for qualitative data analysis. Finally, the researcher made suggestions according to the research results as references for future studies and for teachers who want to apply reading annotation system with self-regulated learning to reading instruction. The results of the present study were as the following: 1. The learning effects of English reading for learners in the experimental group with self-regulated reading annotation system were significantly greater than those who were in the control group without self-regulated reading annotation system. 2. The ability of reading annotation of the learners in the experimental group with self-regulated reading annotation system were significantly greater than those who were in the control group without self-regulated reading annotation system. 3. There were significant differences among the learning effects of reading for learners in the experimental group with different ability of self-regulated learning. 4. There were significant differences among the ability of reading annotation for learners in the experimental group with different ability of self-regulated learning. 5. For the learners in the experimental group, the learning effects of reading were significantly related to the ability of reading annotation; the ability of self-regulated learning was positively correlated with learning effects. Keywords: self-regulated learning, digital reading, reading annotation, learning effects of reading

Cette thèse étudie le rôle des coûts de construction et de réglementation de la sécurité sur la compétitivité de l'énergie nucléaire. L'analyse des coûts de construction est basée sur l'utilisation de données réelles provenant des parcs nucléaires français et américains. En particulier, nous étudions différents canaux à partir de laquelle des réductions de coûts pourraient survenir. Nous montrons que la normalisation est un critère crucial pour la compétitivité économique de l'énergie nucléaire, d'abord parce que les effets d'apprentissage positifs sont conditionnels à la technologie, ce qui signifie que les réductions de coûts ne peuvent venir que si le même type de réacteur est construit à plusieurs reprises, mais aussi parce qu'elle permet de réduire le coût indirectement par l'intermédiaire de courts délais de construction. Dans l'analyse du rôle de réglementation de la sécurité, nous évaluons d'abord l'effet du dernier accident nucléaire majeur (c.-à Fukushima Dai-ichi) de la probabilité de survenance d'un tel événement, puis les effets de l'incertitude concernant la façon dont les soins de la sécurité à réduire la probabilité d'un accident nucléaire dans l'établissement de normes de sécurité en vertu de l'aléa moral et responsabilité limitée. Nous constatons que la norme sera la moins stricte lorsque le régulateur adopte une approche pire des cas, et plus stricte lorsque le régulateur adopte l'approche de la robustesse de regret et il est optimiste quant à l'efficacité des soins de la sécurité pour réduire le risque d'accident. Toutefois, cette norme pourrait induire le non-respect par les opérateurs les moins efficaces. / This thesis studies the role of construction costs and safety regulation on nuclear power competitiveness. The analysis of the construction costs is based on the use of the actual data coming from the american and french nuclear fleet. In particular, we study different channels from which cost reductions might arise. We show that standardization is a key criterion for the economic competitiveness of nuclear power, first because the positive learning effects are conditional to the technology, this means that cost reductions will arise only if the same type of reactor is built several times, but also because it allows to reduce the cost indirectly through shorter construction lead-times. In the analysis of the role of safety regulation, we first asses the effect of the latest major nuclear accident (i.e Fukushima Dai-ichi) in the probability of occurrence of such an event and then the effects of the uncertainty regarding how safety care reduce the probability of a nuclear accident in setting safety standards under moral hazard and limited liability. We find that the standard will be stricter when the regulator is optimistic in the safety care effectiveness to reduce the risk of an accident, but simultaneously this policy might induce no compliance of the most inefficient operators.

本研究探討於連續時間下，跨國投資者於匯率可預測下之最適投資決策問題。我們假設隨著時間改變，利用可預測之資訊動態修正投資決策。首先我們假設匯率可經由利率過程預測，探討相對風險趨避(CRRA)之投資經理人於跨國投資時之避險需求。研究方法是結合Cox與Huang (1989)之平賭方法與Lioui與Poncet (2003)於跨國投資所建構之財務模型。本研究歸納學習效果會影響匯率期望報酬，利用利率資訊會修正匯率過程之風險市場價值。最適投資決策因此受到調整因子之影響。因此投資人必須依照過濾進來的財務訊息(利率對匯率的改變)動態的調控持有之投資部位。最後，理論結果顯示投資部位必須針對可預測性下匯率避險效果作調整。 / In this study, we explore the effects of uncertainty about the exchange rate predictability on international portfolio choice in a continuous time setting. Uncertainty regarding to the predictive relation affects the optimal portfolio choice through dynamic learning, and leads to a state-dependent relation between the optimal portfolio choice and the investment time horizon. First we investigate the hedge demands in international portfolio management for constant relative risk averse investors where the exchange rate can be predicted by the change of interest rate. Then our approach is implemented through the use of the martingale methodology developed by Cox and Huang (1989) as proposed in the work of Lioui and Poncet (2003). Since the learning processes influence the premium of exchange rate movements, the crucial changes lie in the difference of market price of risk of the interest rate movements to the updated exchange rates. The constructed optimal investment strategy is influenced by the adjusted factors. Hence the investors should dynamically rebalance their holding portfolio according to the filtering mechanism. Finally, the theoretical results show that the adjustment for the optimal weights are required to reflect the prediction effects in hedging the exchange rate risks.

The Posturomed device is used as a scientific tool to quantify human dynamic balance ability due to unexpected perturbations, and as a training device. Consequently, the question arises whether such measurements are compromised by learning effects. Therefore, this study aimed to analyze inter- and intra-day reliability of dynamic balance responses using the Posturomed. Thirty healthy young subjects participated (24.3±3.2 years). The Posturomed was equipped with a triggering mechanism to enable unexpected, horizontal platform perturbations. A force platform was used to quantify Center of Pressure (COP) excursions for two time intervals: interval 1 (0–70 ms post perturbation) and interval 2 (71–260 ms post perturbation). Dynamic balance tests were performed in single leg stances in medio-lateral and anterior-posterior perturbation directions. Inter- and intra-day reliability were assessed descriptively using Bland-Altman plots and inferentially using tests for systematic error and intra-class-correlations. With regard to the mean COP excursions for every subject and all intervals, some cases revealed significant differences between measurement sessions, however, none were considered relevant. Furthermore, intra class correlation coefficients reflected high magnitudes, which leads to the assumption of good relative reliability. However, analyzing inter- and intra-day reliability using Bland-Altman plots revealed one exception: intra-day comparisons for the anterior-posterior direction in interval 2, which points towards possible learning effects. In summary, results reflected good overall reliability with the exception of certain intra-day comparisons in the anterior-posterior perturbation direction, which could indicate learning effects in those particular conditions.

In der vorliegenden Dissertation werden die vielfältigen Einsatzmöglichkeiten von Planspielen in der beruflichen Bildung aufgezeigt. Zudem wird unter Berücksichtigung wissenschaftlicher und praktischer Anforderungen die Entwicklung eines Planspiels nach dem Design Science Research Ansatz vorgestellt. Um die Wirksamkeit von Planspielen sowohl kurzfristig als auch langfristig nachzuweisen, bedarf es empirischer Daten und differenzierter Aussagen, welche erfolgs- oder lernwirksame Faktoren in Planspielen implementiert sein müssen. Hierfür wurde ein Mixed Methods Untersuchungsdesign eingesetzt und durch Verwendung von Fragebögen, Storytelling- und Bild-Interviews untersucht, welche Einflussgrößen auf die Lerneffekte und die Akzeptanz von Planspielen wirken. Die Ergebnisse zeigen, dass in Abhängigkeit des Untersuchungszeitraumes und der Untersuchungspersonen unterschiedliche Einflussgrößen auf die Lerneffekte und die Akzeptanz wirken. Im Rahmen der Dissertation ist somit ein evaluiertes produktionsnahes Planspiel entstanden, dass die Elemente und Prozesse eines soziotechnischen Systems simuliert und in der beruflichen Bildung für verschiedene Lernende anwendbar ist. Die Arbeit bietet überdies einen Beitrag zur Überprüfung von Kausal- und Wirkungszusammenhängen in Planspielen. So werden die eingesetzten Methoden für die Planspielevaluation erweitert und die bisherigen Untersuchungen in der Planspielforschung ergänzt.:1 Einleitung 2 Stand der Wissenschaft und Technik 3 Iterative Entwicklung des Artefakts Planspiel 4 Evaluation der Einflussgrößen des Planspiels 5 Ergebnisse der empirischen Untersuchungen 6 Diskussion 7 Schlussbetrachtung Anlage A Ergänzendes Material zur theoretischen Fundierung Anlage B Ergänzendes Material zur iterativen Entwicklung und Evaluation Anlage C Ergänzendes Material der quantitativen Untersuchung Anlage D Ergänzendes Material zu den Storytelling-Interviews Anlage E Ergänzendes Material zu den Bild-Interviews Anlage F Zusammenfassende Übersichten / In this dissertation various application possibilities of business games in vocational education are shown. In addition, the development of a business game according to the Design Science Research approach is presented, considering scientific and practical requirements. In order to prove the effectiveness of business games in short-term as well as in long-term, empirical data and differentiated statements are needed, which success- or learning-effective aspects have to be implemented in business games. For this purpose, a mixed methods research design was employed using questionnaires, storytelling and picture interviews to examine which influencing variables have an effect on the learning effects and acceptance of business games. The results show that different variables influence the learning effects and the acceptance of business games depending on the time period and the participants. Within the framework of the dissertation, an evaluated production-related business game has been developed that simulates the elements and processes of a socio-technical system and can be used in vocational training for different learners. Moreover, the work offers a contribution to the assessment of causal and cause-effect relationships in business games. Thus, the methods used for business game evaluation are extended and previous studies in business game research are complemented.:1 Einleitung 2 Stand der Wissenschaft und Technik 3 Iterative Entwicklung des Artefakts Planspiel 4 Evaluation der Einflussgrößen des Planspiels 5 Ergebnisse der empirischen Untersuchungen 6 Diskussion 7 Schlussbetrachtung Anlage A Ergänzendes Material zur theoretischen Fundierung Anlage B Ergänzendes Material zur iterativen Entwicklung und Evaluation Anlage C Ergänzendes Material der quantitativen Untersuchung Anlage D Ergänzendes Material zu den Storytelling-Interviews Anlage E Ergänzendes Material zu den Bild-Interviews Anlage F Zusammenfassende Übersichten