| Summary: | 碩士 === 國立台北師範學院 === 教育傳播與科技研究所 === 92 === This study aims to explore the effectiveness of applying the deductive conceptual learning system on cooperative learning. Subjects of this research are fourth grade students, with online synchronous and asynchronous cooperative learning of decimal concept as the learning mechanism. This study determines students’ conceptual learning through system online diagnosis. The project allows students to seek assistances from peers online and carry out cooperative learning though synchronous and asynchronous interfaces provided by the system.
Results of this experiment show that there is a significant difference between the pre-test and post-test of student concepts through assistances of this system. This result indicates that this system is beneficial to students’ online discussion and learning through the online cooperative learning model. However, interposition of this system into cooperative learning at traditional teaching sites did not yield any significant differences. After analyzing the result, the researcher(s) considers that difficulties in typing, as a general problem of fourth graders, may be one of the causes. In addition, the insufficiency of system interposing time may also be one of the factors that cause the experiment to yield no significant differences.
From the data collected by the system, we found that students’ log-in time has a positive correlation to the system interposing time, which indicates that students grow favorable to this system as they become familiar to the interfaces.
Moreover, from the “System Satisfactoriness Survey” answered by the students, we found that students value highly of this system, which shows students’ wiliness to use this system for leaning.
For follow-up researches, we suggest that a peer inter-evaluation and teacher online monitor mechanism may be added. We believe that with the extra mechanisms, student online cooperative learning will be even more effective.
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