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題名 Developing long-term computing skills among low-achieving students via web-enabled problem-based learning and self-regulated learning
作者 Tsai, C.-W.;Lee, Tsang Hsiung;Shen, P.-D.
李昌雄
貢獻者 資管系
關鍵詞 application software education; e-learning; long-term computing skills; web-enabled PBL; web-enabled SRL
日期 2013-05
上傳時間 21-May-2015 17:31:25 (UTC+8)
摘要 Many private vocational schools in Taiwan have taken to enrolling students with lower levels of academic achievement. The authors re-designed a course and conducted a series of quasi-experiments to develop students` long-term computing skills, and examined the longitudinal effects of web-enabled, problem-based learning (PBL) and self-regulated learning (SRL) on vocational students` computing skills. Two classes of 76 students in a one-semester course were chosen for this empirical study. These low-achieving students were re-examined for their long-term computing skills 36 months after the course started. The results indicate that students who received web-enabled PBL and SRL had significantly better computing skills in the 36th month than those who received traditional didactic lectures. The authors discuss the implications for schools, and for scholars and teachers engaged in e-learning. © 2013 Copyright Taylor and Francis Group, LLC.
關聯 Innovations in Education and Teaching International, 50(2), 121-132
資料類型 article
DOI http://dx.doi.org/10.1080/14703297.2012.760873
dc.contributor 資管系
dc.creator (作者) Tsai, C.-W.;Lee, Tsang Hsiung;Shen, P.-D.
dc.creator (作者) 李昌雄zh_TW
dc.date (日期) 2013-05
dc.date.accessioned 21-May-2015 17:31:25 (UTC+8)-
dc.date.available 21-May-2015 17:31:25 (UTC+8)-
dc.date.issued (上傳時間) 21-May-2015 17:31:25 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/75286-
dc.description.abstract (摘要) Many private vocational schools in Taiwan have taken to enrolling students with lower levels of academic achievement. The authors re-designed a course and conducted a series of quasi-experiments to develop students` long-term computing skills, and examined the longitudinal effects of web-enabled, problem-based learning (PBL) and self-regulated learning (SRL) on vocational students` computing skills. Two classes of 76 students in a one-semester course were chosen for this empirical study. These low-achieving students were re-examined for their long-term computing skills 36 months after the course started. The results indicate that students who received web-enabled PBL and SRL had significantly better computing skills in the 36th month than those who received traditional didactic lectures. The authors discuss the implications for schools, and for scholars and teachers engaged in e-learning. © 2013 Copyright Taylor and Francis Group, LLC.
dc.format.extent 100535 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) Innovations in Education and Teaching International, 50(2), 121-132
dc.subject (關鍵詞) application software education; e-learning; long-term computing skills; web-enabled PBL; web-enabled SRL
dc.title (題名) Developing long-term computing skills among low-achieving students via web-enabled problem-based learning and self-regulated learning
dc.type (資料類型) articleen
dc.identifier.doi (DOI) 10.1080/14703297.2012.760873
dc.doi.uri (DOI) http://dx.doi.org/10.1080/14703297.2012.760873