Learning Effect of E-Mentoring in the Cooperative Learning Environment : Using VB Programming Courses as an Example

• Main Authors: Rong-Tsun Chi, 紀榮村
• Other Authors: Hong-Ren Chen
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/03014299211038222509

碩士 === 國立臺中教育大學 === 數位內容科技學系碩士班 === 98 === This study focused on a cooperative learning environment, the use of e-mentoring strategies to enable students to use the e-learning discussion forums set up by the researchers, and how those involved can learn from each other when discussing issues regarding how the effectiveness of VB Programming can be increased. Because of E-Mentoring in interactive learning, students can, at any time, raise issues related to VB programming. Real-time is used for discussions, with immediate guidance being given within the joint study group, allowing students to write VB code solutions. Coupled with the characteristics of a cooperative learning environment, the students with a high learning ability are able to teach students with a lower learning ability, thus shaping the e-Mentoring VB programming interactive learning website. Through this process, learners will take the initiative to make steps towards finding solutions, and coupled with the leadership of a mentor, systematic learning can enhance knowledge and improve learning satisfaction. This quasi-experimental study focused on samples from first-year vocational high school. Two classes of students were subjects in the experimental group. They used cooperative learning in the e-mentoring system for experimental processing. The control group, used for comparison, was exposed to teaching through traditional cooperative learning. The experimental data was analyzed using oneway ANOVA. The study found that by using the e-mentoring system of cooperative learning in VB programming, the effectiveness of learning was significantly better than when traditional learning methods were employed. Yet, e-mentoring cooperative learning with students of different ability levels did not produce a significant improvement, even though the students did make progress. However, the feedback from both questionnaire results and the website poll indicated that the students’ impression of e-mentoring was positive. Conclusions and recommendations of this study suggest that cooperative learning is productive, and also state that relevant local teachers should, in the future, assess the use of e-mentoring programs.