| Summary: | 碩士 === 中國文化大學 === 資訊管理學系碩士在職專班 === 103 === The paradigm shift of teaching and learning has made cooperative learning, e-learning and student-driven learning key issues for pedagogy. However, despite of a variety of research on cooperative learning, mobile learning, and e-learning, there are extreme few studies analyzing the cross-effects of integrating e-learning and cooperative learning on students’ outcomes, thus resulting in a research and practical gap.
In order to help bridge this gap, this thesis applies the experimental approach on 199 K8 students of a junior high school in New Taipei City. The experiment is taken based on a 12-week-long observation of science and technology courses, with its focus on analyzing how cooperative learning and smart device-based learning interact on the learning outcome of students. Both close-form and open-form learning objects, as well as short-term and mid-term measurements are tested and covered. All the observation and experiments are taken under natural settings.
The results show that, those students empowered by smart devices did outper-formed than those without smart devices, for both close-form and open-form learning cases, in terms of the short-term learning outcome; however, the amplification effects resulted from smart-device-based learning are also observed in the meantime. With re-gard to the mid-term learning effects, neither learning motivation nor learning outcomes are found improved through the experiment, surprisingly. Therefore, it is suggested that to utilize the synergy of smart-device-based cooperative learning efficiently, a task-technology-fit based design philosophy might be applied.
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