| Summary: | 碩士 === 國立中正大學 === 資訊工程研究所 === 105 === Blended learning, where students not only attend the traditional face-to-face class, but also acquire online courses on the Internet or from media technology, is held in high regard today. In elementary school, science and technology education aims to help children use technology tools and to see how science disciplines, like math and science, are relevant to engineering. In this study, we focused on what category of learning profile contributes to a higher achievement for the science and technology subject in a blended learning environment.
We deployed an Open edX server acted as the online learning platform. All online learning activities can be logged for further analysis. Moreover, we measured students’ computer skill and learning motivation to understand how they affected learning performance achievement in the blended learning environment. The participants consisted of 106 elementary school students. The students ranged from third-grade to sixth-grade. The experimental course was Science and Technology that was a compulsory course for third-grade to six-grade elementary school students. The students of experimental group can access the online learning platform anytime anywhere, but they had to login the online learning platform in school for self-learning one lesson per week. Most teaching materials within the platform were videos, quizzes, and forum. This procedure lasted for fourteen weeks and covered two sectional examinations. We adopted Online Technologies Self-Efficacy Scale (OTSES) and Motivated Strategies for Learning Questionnaire (MSLQ) to measure students’ computer skill and learning motivation respectively, and performed ANCOVA on the two questionnaires.
The results indicated: 1) students’ computer skills significantly improved with the exception of the sixth-grade students; 2). there was no significant difference on learning motivation via the blended learning environment; 3). students of the experimental group with higher MSLQ and OTSES scores had improved their learning achievements than that of the control group for the fourth and fifth grades.
|
|---|
