The Study on Teachers’ College Teachers and students’ Application of Cooperative Learning to Information Technology Integrative Instructional Courses

• Main Authors: Ting-yin Wang, 王亭茵
• Other Authors: MEI-CHUN YIN
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/27789805182617833098

碩士 === 國立臺南大學 === 國民教育研究所（83~93.7.31) === 90 === The purposes of this study were: (1) to see how students learn and react to not only group cooperation and the Internet technology integrative instruction, but also the effectiveness and achievement of the whole course. (2) to have a thorough look at teachers’ comprehension, opinions, and viewpoints after their application of cooperative teaching strategies to I.T.I.I.. The subjects were the forty-one students who had taken the course entitled “The Application of Computers and the Internet to Teaching” in National Tinan Teachers’ College. The references were made and edited through the investigation of the related literature on cooperative learning and theoretical basis. Aside from the questionnaire survey, the researcher, on the other hand, collected the data via in-class observation, interviews, on-line discussions areas, and all sorts of student-based documentation as well. After the collection, arrangement, and analysis of the information mentioned above, the conclusions of this study were as the followings: 1. A majority of students took positive attitudes toward group cooperation, and agreed that there were a large amount of merits within group cooperative learning, though the process of it still left room for further improvement. 2. There were a great many merits in network integrative instruction, which would be taken into practice if the school had a plenty supply of facilities, according to most of the students. 3. Students viewpoints on the effectiveness and achievement of learning can be divided into the four following aspects: (1) Instructors’ teaching style---The students were pretty interested in presenting their reports via computer software and designing network integrative instructional activities for some teaching units; nevertheless, there was still room for improvement for the teacher’s instructional style of the text, the quantity of the text, and the distribution of the classroom and the seats inside. (2) Interaction and communication---More often, the students communicated, and interacted with their classmates, claiming that each member of a group to be indispensable, while on the other hand, lacking the very two activities with their teacher. (3) Participation in learning---The students would not only ask and discuss questions on learning with both their teacher and classmates, but also share knowledge or viewpoints with their classmates actively, feeling a sense of participation in the learning process; however, they lacked interests in using on-line discussions area after class. (4) The application of information technology---The students’concepts of network integrative instruction, ability to do data-searching and computer-based software application all made a considerable progress; as for the evaluation, network data incorporation and integration, and creative thinking, they didn’t have confidence in their own ability. 4. The teacher discovered that the students didn’t completely realize the spirit of group cooperative learning, but their ability to utilize data application and network information has been elevated. In the end, several suggestions on cooperative learning, course design and the directions of future study will be given according to the results of this study.