Evaluation of the Effects of Two Collaborative Learning Strategies：Face-to-Face and Computer-Supported

• Main Authors: Meng-Yu Chung, 鐘孟玉
• Other Authors: Yin-Te Tsai
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/87358827445011944091

碩士 === 靜宜大學 === 資訊管理學系研究所 === 95 === With the practice of the Grade 1-9 Curriculum, teachers’ professional autonomy and students’ personal differences become the highlight nowadays. The advanced information technology brings so various learning materials that it not only makes teaching more dynamic and increases students’ learning willingness, but also in turn improves students’ learning achievement. Based on collaborative learning strategies, and the school-based curriculum is developed. Along with the resources of digital archives, this research discusses how the students change their learning models. Also, this research makes the comparison between the online collaborative learning and the traditional face-to-face collaborative learning. Through different collaborative learning models, the research takes the fifth-grade students as participants aiming at finding out the influence of different discussion models on students’ collaborative learning efficacy, learning reservation and group interaction process. The students’ satisfaction with the online collaborative learning is another focus of the research. The research adopts the nonequivalent pretest-posttest control group design in the quasi-experimental design as the experiment method. The participants are 127 fifth-grade students in Taichung. They are asked to use the online collaborative learning model and the traditional face-to-face collaborative learning model. In addition, the research employs school-based curriculum learning achievements test as a tool to divide the participants into two groups: high and low proficiency students, and the results are analyzed by one-factor analysis of covariance. The research also uses the online collaborative learning model investigation sheet and the results are presented by the percentile rank. The results show that: 1.Online collaborative learning model can improve the efficacy of students’ learning in school-based currivulum. 2.Online collaborative learning model can effectively decrease the differences between the high-proficiency and the middle-proficiency students; however, there is no significant effect for the low-proficiency students. 3.Online collaborative learning model and the face-to-face collaborative learning model make no difference in students’ learning reservation. 4.Online collaborative learning model helps increase the frequency of students’ delivery of statements. 5.Online collaborative learning model helps increase the number of words in students’ discussion content. 6.Online collaborative learning model can improve students’ learning willingness and the sense of achievement. 7.Online collaborative learning model can improve the effect of collaborative learning and increase the satisfaction of learning atmosphere.