| Summary: | 碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 104 === This study aims to investigate the influence of the metacognitive scaffolding training on the learning performance (individual metacognition and English reading comprehensive ability) and Team interaction Quality in the blended learning digital learning environments. The participant of the study were the volunteer students of a vocational high school. A quasi-experimental approach with an experimental group (25) and a control group (28) was adopted.
In this study, a two-factor repeated ANOVA was used to examine if the significant differences of the learning performance (students with different levels of English and interactive quality) existed between the experimental group and the control group. According to the analysis, the research results were listed as follows:
1. Metacognitive scaffolding training can significantly improve individual metacognition.
2. Metacognitive scaffolding training cannot significantly improve team interactive quality.
3. Metacognitive scaffolding group cannot significantly enhance reading capability.
4. Students with high level of English and involved in metacognitive scaffolding training can improve English reading comprehensive ability significantly.
5. Students in a highly positive interactive quality team and involved metacognitive scaffolding training can improve English reading comprehensive ability significantly.
Keywords: Group-Metacognitive Scaffolding, Cooperative Learning, E-Learning.
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