An action research on applying cooperative learning to a social media marketing classA case study of Chiayi New Immigrant women Caring Association.

• Main Author: 陳榮榤
• Other Authors: KAO,WEN-PIN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/4uv277

碩士 === 國立中正大學 === 成人及繼續教育學系碩士在職專班 === 105 === This study used action research methodology to investigate how cooperative learning could help female new immigrant learners in a “social media marketing” course. To understand the impacts and learning effectiveness of the cooperative learning, the followings were data used: students’ feedback of self-learning questionnaires on learning effectiveness, instructor’s on-going reflections and revisions on teaching strategies, and the additional information of the students’ interviews. The main findings of this study are as follows: 1. The motivations of participation for the female new immigrant learners were to change their current state of life, to expand their interpersonal relationships, to expand their social circle, to fulfill their working requirements, and to learn new information on topics of interest. 2. Over the course of events of continuous improvement of teaching strategies, the researcher of the implementation team modified the ways of teaching by the suggestions of feedback report of learning and the students’ feedback of the self-learning questionnaires on learning effectiveness, and used the cooperative learning strategies to implement the class presentations, group cooperation, curriculum time adjustment, group leader assistance and guidance, group sharing, increase unit focus review, course review to improve teaching strategies. 3. Based on the action feedback of continuous improvement of the course, curriculum planning, and increased teaching strategies implementation and improvement, we found the following five teaching strategies were the most effective ways of learning: (1) The use of heterogeneous group to divide learners into teams that could receive various experiences from different fields. (2) Adjust class time appropriately so students could have more time for discussion and interactions. iv (3) Arrange each group leader to help dealing with simple problems in the course to increase the rapport of the small groups. (4) Course participants learn to share experiences, to increase students helping each other and the spirit of mutual trust. (5) Course review to increase knowledge retention, and to strengthen memory and applications of the operational aspects of the course. Finally, based on the findings of this study, the researcher had made several recommendations to sever as a basis for future research in related fields.