The Effects of Integrating E-Learning into Cooperative Learning in Teaching — A case study on the Ballad of Mulan to Eight Graders

• Main Authors: CHEN,KE-SYUN, 陳可薰
• Other Authors: Chiu,HSIAO-YA
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/t2tqmr

碩士 === 育達科技大學 === 資訊管理所 === 104 === Due to the widespread information on the Internet and the development of technology, learners’ learning pattern was transformed from teacher center into student center. With the cooperative learning, disadvantages in traditional teaching—teachers had to teach every student without concerning their different levels of knowledge—was improved. Classes were turned into a place of interactions between students or even including teachers. The purpose of the study was to discuss, with the feedback and analysis of questionnaires on students’ feelings of using an online teaching platform, how students’ Chinese learning attitude and effect were influenced when teachers applied cooperative learning in Chinese teaching. The participants of the study were 55 eighth-grade students from a junior high school in Miaoli and were exployed quasi-experimental design. The experiment group was taught with the Ministry of Education’s website for resources of junior high schools; the control group was taught with the didactic teaching. After teaching, to compare the learning effect, an achievement assessment and a questionnaire for Chinese learning attitude were applied on both groups. Furthermore, the experiment group took the questionnaire about the satisfaction of the cooperative learning and utilization of online teaching platform. By the ways of One-Way ANOVA, Paired-Samples T Test, and Independent-Sample T Test and through the document arrangement and analysis, we can list the result below: Chinese learning effects between two groups after experiemental teaching activities reached a great difference; Between the pretest and the protest, Chinese learning effect of the experiment group showed an obvious difference; Both two groups appeared apparent distinctions of Chinese learning attitude; Chinese learning attitude of the experiment group displayed distinct differences between the pretest and the protest ; The satisfaction of the cooperative learning of the experiment group showed palpable differences between the pretest and the protest. The study finally discussed the ideas of the experiment group about “using the Ministry of Education’s website for resources of junior high schoolsto blend in the cooperative learning.” The result of the study was to provide junior high school teachers and future researchers suggestions for the cooperative learning supported by digital supplements in Chinese teaching and the influences of the learning attitude.