Using Blended Learning to Enhance Secondary Teacher Education Student EQ and Reflective Ability

• Main Authors: I-Yuan Cheng, 鄭亦淵
• Other Authors: Yu-Ling Liu
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/13603032972857652990

碩士 === 銘傳大學 === 教育研究所碩士班 === 101 === The purpose of this study is to understand using blended learning strategy to enhance secondary teacher education students’ EQ and reflective ability. There are three major purposes of this study. Firstly, clarifying the feasibility of blended learning help teacher education students’ self-understanding and enhances of their EQ. Secondly, understanding how blended learning promoting students counseling attitude and reflection plasticity. Thirdly, explore the effectiveness of blended learning in teacher education courses. After one semester blended learning class, the researcher has collected the pretest and post test of EQ, reflection questionnaire as quantitative data and classroom observation has conduct as qualitative data. Quantitative data shows that teacher education students’ EQ and reflective ability has significant difference. Post test shows EQ has significantly increased especially in female. The ability of reflection has increased as well. Qualitative data shows that blended learning class made teacher education students have a chance to exercise their emotion management and reflective ability. Based on the findings and discussion there are some suggestions: 1.Suggest Teacher Education Center design an emotional management and reflection activity into class and using existing resource to enhance their reflections. 2.Suggest teacher education students increase their reflective ability positively. 3.Suggest using blended learning to improve EQ and reflective ability in higher education. 4.Suggest future researcher aimed on different variables, samples and other methodologies.