The Effects Different Collaborative Learning Modes on Primary School’ Reading Performance

• Main Authors: Chen, Fang Ya, 陳芳雅
• Other Authors: Chen, Chih Ming
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/33681041730844173097

碩士 === 國立政治大學 === 圖書資訊學數位碩士在職專班 === 101 === The changeable technology and the boundless network have the enormous digital information impact the reading models and habits of human beings. In face of the approaching digital era, the libraries in elementary schools, which are responsible for reading promotion, are encountering such a trend that the orientation has changed from book borrowing to information resource centers and e-reading promotion sites. With the power of network, the brand-new reading models are developed to completely utilize the advantage of technology-assisted e-reading for achieving and even exceeding the traditional paper-based reading effectiveness so that the students could enhance the e-reading interests and literacy, learn the e-reading strategies, and achieve the objectives of autonomy and lifelong learning through the complete plan of e-reading promotion. With Documentary Analysis, this study tends to discuss the present situations and models of schools promoting e-reading, to verify the effects on attitudes to reading, reading comprehension, and reading strategy application through e-reading with Cooperative Reading Annotation System, Facebook community discussions, blogs community discussions, and traditional paper-based reading by designing the instructions with Quasi-experimental Research, and to collect the opinions of participants in the e-reading activity with Cooperative Reading Annotation System. The results show that the elementary pupils applying Cooperative Reading Annotation System to e-reading do not appear significant differences in attitudes to reading and direct comprehension performance from those with blogs, Facebook, and traditional paper-based reading, but present obvious superiority on reading strategy application and comprehension performance. Besides, the learners with Cooperative Reading Annotation System have enhanced attitudes to reading, reading strategy application, and comprehension performance and revealed positive interests and high affirmation on Web-based Learning Willingness and Learning Satisfaction with Cooperative Reading Annotation System.