A study of integrating asynchronous learning network with a systematic design of instructional model in a teacher education course

• Main Authors: Chia-Chun Ma, 馬嘉君
• Other Authors: Syh-Jong Jang
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/44111959009411076037

碩士 === 中原大學 === 教育研究所 === 94 === Abstract The purpose of this study was to explore the effectiveness of integrating Asynchronous Learning Networks (ALN) in ‘Systematic Instructional model’ in terms of the preservice teachers’ learning and knowledge constructing process. The preservice teachers’ perspectives and suggestions towards the innovative teaching method were provided as reference for future instructional model design. The methodology of the study was based on survey research method. There were 20 elementary preservice teachers participated in the study. Data collection contained feedback questionnaire, semi-structured interview, the assignments in final semester and online data in order to investigate the improvement of learning interests and interaction with teachers, the effectiveness of combining theory in practice, as well as the factors and restrictions which affected learning. The findings show that (1) Although ALN had the advantages of improving the interaction between peers and lifting restrictions of time and space, it however could not present the emotion in face-to-face contact between the teacher and the students. Therefore, classroom teaching could not be fully replaced by ALN; (2) Because of the anonymity, flexible time and space of ALN, the learners had autonomy in learning and opportunity to express their opinions thus facilitated their active learning; (3) Through classroom observation, the learners had better understanding of the inservice teachers’ teaching situation and teaching skills. Hence, they could review the teaching theory learned in class and effectively combine theory in practice; (4) Through teaching practice, the learners had the opportunity to apply the strategies and classroom activities viewed from the observation and learn from other groups’ teaching methods and skills; (5) The curriculum developed by Systematic Design of Instructional Model could help the learners gradually organize and internalize teaching theories and enhance learning interests and group collaborative learning by its diverse teaching methods. Finally, some considerations were suggested for future research such as the design of diverse teaching method and content, the involvement of teacher and appropriate guidance during learning in ALN, and the arrangement and content of classroom observation.