| dc.contributor | 師培中心 | |
| dc.creator (作者) | Yeh, Yu-Chu | |
| dc.creator (作者) | 葉玉珠 | zh_TW |
| dc.date (日期) | 2010-11 | |
| dc.date.accessioned | 10-Jun-2015 15:04:33 (UTC+8) | - |
| dc.date.available | 10-Jun-2015 15:04:33 (UTC+8) | - |
| dc.date.issued (上傳時間) | 10-Jun-2015 15:04:33 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/75644 | - |
| dc.description.abstract (摘要) | This study integrated collaborative problem-based learning (collaborative PBL) with blended learning to explore the emerging process and function of online learning communities among preservice teachers. Thirty-two preservice teachers participated in a 16-week instruction program. Analyses of online group discussions and portfolios found that (a) the integrated approach facilitated the preservice teachers` formation of online learning communities; (b) the preservice teachers` online learning communities emerged via four stages: motivation and acquaintance, socialization and belongingness, information exchange and consensus, and tacit understanding and development; and (c) six factors influenced the development of the preservice teachers` online learning communities. © 2010 Elsevier Ltd. | |
| dc.format.extent | 2326743 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | Teaching and Teacher Education, Volume 26, Issue 8, Pages 1630-1640 | |
| dc.title (題名) | Integrating collaborative PBL with blended learning to explore preservice teachers` development of online learning communities | |
| dc.type (資料類型) | article | en |
| dc.identifier.doi (DOI) | 10.1016/j.tate.2010.06.014 | |
| dc.doi.uri (DOI) | http://dx.doi.org/http://dx.doi.org/10.1016/j.tate.2010.06.014 | en_US |
