The Effects of the Synchronous Discussion and Reflection System (SDRS) in Elementary Students Perception of Knowledge Building-Based Learning Environment and Learning Outcomes

• Main Author: Cinthya Indrastyawati
• Other Authors: Ying-Tien Wu
• Format: Others
• Language: en_US
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/mu953g

碩士 === 國立中央大學 === 網路學習科技研究所 === 107 === The purposes of this study are to understand the effects of using Synchronous Discussion and Reflection System (SDRS) platform in the elementary students’ perception of the learning environment and students’ learning outcomes regarding the Genetically Modified Food (GMF). A total of 22 students from Elementary School in Taichung Taiwan joined this study, consisted of 10 students in the experimental group and 12 students in the control group. A questionnaire measured the student perception of KB-based environment. The students learning outcomes obtained from every week group discussion. The experimental group using SDRS have advantages in self-directed discussion and reflection system and the control group discussion only by teacher guidance. The result of the students’ perception in the KB-Based learning environment from the experimental group is as good as the control group, and the result of learning outcomes in the experimental group are better than the control group. So this study concludes that the Knowledge Building-Based Learning using SDRS as a platform for self-directed discussion and reflection was equally effective with the discussion guide by the teacher in class. This study also suggests that elementary school students need more time to adapt using the platform in KB-based learning to get better result both in their perception of the learning environment and their learning outcomes.