A Research in Knowledge Management, Learning Achievements and Learning Attitudes in Online Project-based Learning.

• Main Authors: Chung-ping Lee, 李忠屏
• Other Authors: 羅希哲
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/97399377980867097571

博士 === 高雄師範大學 === 工業科技教育學系 === 98 === The purpose of this research is to explore the knowledge management, learning achievements and learning attitudes in Online Project-based Learning (OPBL) for elementary school students; and further, we develop a teaching model in OPBL for teachers. Following the research, the main purposes of this research are going to: (1) Develop the teaching model in Online Project-based Learning. (2) Explore the process to construct knowledge in Online Project-based Learning. (3) Investigate the effects on knowledge management in Online Project-based Learning. (4) Investigate the effects and attitudes in Online Project-based Learning. A case study is used in this research.The selected samples consist of 63 fifth-grade students’ four projects from two classes in Pingtung, Taiwan. This research about achievements and attitudes in OPBL will be examined by knowledge management interactive website, evaluation tables, questionnaires, using oneway analysis of variance (ANOVA) 、one sample t test and Pearson’s product-moment correlation. Furthermore, this research about knowledge construction and attitudes in OPBL will be analyzed by focus group interview. In the aspect of data processing, SPSS, NVIVO and Expert Choice application softwares are used to perform the data processing, in order to analysis the achievements and attitudes in knowledge management in OPBL and to make sure the weight grades in the interactive website. Furthermore, we explore the process to construct knowledge in OPBL, the attitudes in NPBL and in the interactive website via content analysis method. The results of this research lead to the following conclusion: (A)The “SAISME” teaching model in Online Project-based Learning is developed completely. (B)The students construct knowledge through diversified channels in Online Project-based Learning. (C)There are significant differences partially on knowledge management in Online Project-based Learning. (D)There are significant differences on students’ learning attitudes in Online Project-based Learning and the attitudes are positive. (E)The websites that the students design are plentiful and satisfied. There are significant differences partially on learning achievements in Online Project-based Learning. (F)There are significant correlation between students’ learning achievements and attitudes in Online Project-based Learning and in the interactive website. Based on conclusions, the research intends to offer suggestions for the activities in OPBL and future studies.