https://scholars.lib.ntu.edu.tw/handle/123456789/387541
標題: | Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students? | 作者: | Chang, C.-C. Shu, K.-M. CHAOYUN LIANG Tseng, J.-S. Hsu, Y.-S. |
關鍵字: | Blended e-learning; Electrical machinery; Learning performance; Self-assessment | 公開日期: | 2014 | 卷: | 15 | 期: | 2 | 起(迄)頁: | 213-231 | 來源出版物: | International Review of Research in Open and Distance Learning | 摘要: | The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33) which studied through blended e-learning or the control group (n = 32) which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a) there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b) students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c) students' scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students' achievement test scores, but significantly affected their self-assessment scores. |
URI: | http://www.scopus.com/inward/record.url?eid=2-s2.0-84900461104&partnerID=MN8TOARS http://scholars.lib.ntu.edu.tw/handle/123456789/387541 |
DOI: | 10.19173/irrodl.v15i2.1708 |
顯示於: | 生物產業傳播暨發展學系 |
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