Integrating Blended Learning with Creative Project-Based Learning: A Case Study of Wrapping Design Course in a Vocational High School

• Main Authors: Hua-Yun Hsieh, 謝華雲
• Other Authors: Shi-Jer Lou
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/53705914944140090239

碩士 === 國立屏東科技大學 === 技術及職業教育研究所 === 99 === This study tries to investigate vocational high school students’ learning effects and learning satisfaction of the wrapping design course applied with blended-learning in a specific creative case and further to develop a teaching pattern of blended-learning in a specific creative case. And the researcher hopes that this study could contribute some concrete suggestions to wrapping design courses in vocational high schools. 44 students who take advertising designing courses are divided into 11 teams to do gifts packaging designing, and students’ learning process includes a combination of digital learning platform and traditional instructing, the learning content of group work division and problem situation guidance, and the creative teaching applied with two strategies---“Inquiring, thinking, doing, and evaluating” and “The twelve creative tips.” The researcher not only collects the quantitative data and analyze it to learn the students’ learning satisfaction, but also collects qualitative data such as students’ learning observation records, open-ended questionnaire, how students use the digital platform, and the designing works of each team to investigate students’ learning effects. The results shows that a ideal teaching pattern of blended-learning in a specific creative case could be carried out with 7 periods. Among these periods, some key factors like the teachers’ guiding techniques, the combination and practice of creative teaching methods, team works, and students’ using the online learning resources could influence each team’s work performances and effects. In addition, shortcoming of traditional learning could be amended by means of this learning method, which makes courses more diverse and vivid. Teams of students learn on their own and gradually enhance their abilities of problem solving and communicating with others through the experience of co-working with others.