| Summary: | 碩士 === 國立臺南大學 === 教育學系科技發展與傳播碩士班 === 98 === Both physical and web-based learning have some strengths and limitations respectively, therefore adopting a blended-learning approach can combine the strengths of both learning types and can be more appropriately used in teaching and learning activities. This study adopted two different blended-learning models for conducting a project-based learning (PBL) at two elementary schools to explore the effects of different blended-learning models on students’ cooperative skills, learning satisfaction and learning attitude.
This study used quasi-experimental design with 64 fifth-grade students dividing into 6 groups. Three groups were assigned to SR+SC model and the other three groups were assigned to SR+AC model. All students participated in 18 sections of PBL with the theme of “Energy saving and carbon reduction: a green life”. This study analyzed the quantitative data (i.e. the self-report of cooperative skills, learning outcome rating, questionnaires of learning satisfaction and learning attitude), and then analyzed the qualitative data from group interview. According to the results, some research findings are drawn as follows:
1. No significant difference was found on the use of cooperative skills between the two models; the students in both models tend to rate their use of cooperative skills as “frequently used”.
2. Adopting SR+SC model, students’ cooperative skills can be partially improved through PBL.
3. The five factors (i.e. task coordinating, identification gaining, argue facing, web interacting and feedback giving) which affect the cooperative skills were varied depending on different learning activities and learning types.
4. There was no significant relationship between cooperative skills and learning outcome.
5. There was no significant interaction between cooperative skills used and blended-learning model as well as achievement level. High achievement students used cooperative skills more frequently; however, the major obstacle of low achievement students was difficult for being recognized by peers.
6. There was no significant interaction between learning satisfaction and blended-learning models as well as achievement levels. High achievement students had higher learning satisfaction.
7. There was no significant interaction between learning attitude and blended-learning models as well as achievement levels. Students adopting SR+SC model in the aspect of learning environment and students with high achievements in the aspect of teaching strategy had better learning attitude.
Based on the findings, this study proposed some suggestions for teachers to teach students more appropriately while using PBL in blended-learning models.
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