English  |  正體中文  |  简体中文  |  Items with full text/Total items : 28611/40649
Visitors : 633726      Online Users : 65
RC Version 4.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Adv. Search

Please use this identifier to cite or link to this item: http://ntour.ntou.edu.tw:8080/ir/handle/987654321/33277

Title: Examining high-school students’ preferences toward learning environments, personal beliefs and concept learning in web-based contexts
Authors: Fang-Ying Yang;Cheng-Chieh Chang
Contributors: 國立臺灣海洋大學:師資培育中心
Keywords: Improving classroom teaching;Interactive learning environment;Pedagogical issues;Secondary education
Date: 2009-05
Issue Date: 2012-12-07T07:26:31Z
Publisher: Computers & Education
Abstract: abstract:The purpose of the study is to explore three kinds of personal affective traits among high-school students and their effects on web-based concept learning. The affective traits include personal preferences about web-based learning environments, personal epistemological beliefs, and beliefs about web-based learning. One hundred 11th graders participated in the study. Three questionnaires were developed to assess these affective characteristics. An online test and the flow-map technique were employed to probe concept achievements that indicated the learning outcome. Descriptive statistics, t-tests, correlation and regression analyses were conducted to present trends and relations among variables. It was found that participants of the study who mostly had not developed sophisticated epistemological beliefs displayed only moderate preferences toward explorative and interactive web-based learning environments, and they seemed to be conservative about the effectiveness of the new type of learning. According to the flow-map technique, the serial form of concept achievements was the main product of concept learning in the explorative web-based environments defined in the study. Regression analyses indicated that while preferences toward inquiry-based instructional designs and outward interactions, and the simple form of personal epistemology predicted concept achievements, beliefs about effectiveness of web-based learning resulted in a negative impact on concept learning.
Relation: 52(4), pp.848–857
URI: http://ntour.ntou.edu.tw/handle/987654321/33277
Appears in Collections:[師資培育中心] 期刊論文

Files in This Item:

There are no files associated with this item.

All items in NTOUR are protected by copyright, with all rights reserved.


著作權政策宣告: 本網站之內容為國立臺灣海洋大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,請合理使用本網站之內容,以尊重著作權人之權益。
網站維護: 海大圖資處 圖書系統組
DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback