Although there are numerous online classes now, yet it is still questionable whether it can achieve the purpose to be initiative, diversified, interactive and collaborative. Taking a look at the current online classrooms, the functions developed by the systems are getting more and more complete; meanwhile, the user-friendliness which is getting improving has brought more convenience for users. However, if there should not be any powerful drive that is pushing from behind, most students would not spend much time getting online to participate in interaction and such classrooms with nearly no students were similar to nonexistence at all. Even for those online classrooms that are more popular among students, the messages left on their bulletin boards are mostly questions for requirements of the class and reposting of some online articles. Not many students can share what they know about these lessons and express how they feel in a profound way, which does not help a lot for learning efficiency of knowledge construction.
This study is based on the related theories of learning communities by referencing Tsai, Chung-Yuan¡¦s (Tsai, Chung-Yuan, 2001) instructive interactive design of control, feedback, and facilitate strategies to provide students an online classroom for their spare-time learning by themselves as an experimental platform. Based on a mode of quasi-experiment, it is to group them and manipulate the dependent variables, and to observe the learning behaviors and participation of the subjects in order to empirically test the instructively and socially interactive strategies among teachers and students, students and their peers.
For teachers, this study is expected to find an empirically proved strategic mode that can encourage students to have initiative learning and highly participation in the online classroom, and designs a questionnaire aiming at students¡¦ motivations and satisfactions, and the efficiency of group collaborative learning and studying groups. As for students, it is to explore the bottleneck that they have faced and couldn¡¦t break through all the time, then makes a deduction and designs some successful operational strategies to make online classroom work in order to achieve the learning efficacy so that online classroom will not become just another BBS established on the internet platform but can help to fulfill the dream of online learning.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0215105-012741 |
| Date | 15 February 2005 |
| Creators | Kao, Pi-Yu |
| Contributors | Sue-Jen Lin, Y. C. Lee, Hsiang Chen |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0215105-012741 |
| Rights | unrestricted, Copyright information available at source archive |
Page generated in 0.0019 seconds