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|Other Titles: ||Effects of writing motivation and performance with the implementation of educoco platform for 6th graders|
|Authors: ||張惠娟;Chang, Hui-chuan|
|Keywords: ||數位寫作;社群學習;專題式學習;digital writing;community learning;Project-Based Learning|
|Issue Date: ||2017-08-24 23:58:56 (UTC+8)|
educoco社群平台的寫作活動流程為:閱讀（議題切入）、探索（網路檢索）、討論（觀點激盪）、展示（呈現表達）、線上評量（同儕互評及教師評量）之專題式學習（Project-Based Learning，簡稱PBL）。故以研究者任教台北市某國小六年級三個班的學生共73人，採準實驗研究法，接受實驗組一（PBL組）、實驗組二（educoco結合PBL組）及對照組（傳統紙筆組）三種不同的教學法，以劉佳玟（2006）所編制的寫作動機調查表與寫作評定量表進行前後測，所得量化資料以One-Way ANOVA單因子變異數做分析，藉此探討不同的作文教學法，對學生學習動機及寫作表現是否有顯著的影響。
This study aims to investigate the use educoco community composition-a teaching platform to enhance the sixth grade students’ writing motivation and writing performance. This study is based on the qualitative and quantitative data after the teaching program. The goal of this study is to provide recommendation and practical experience for teachers who will use the platform.
The process writing activities of educoco community platform are he PBL learning mode: Reading (agenda)、explore (web explore)、discussion (idea discussion)、display (expression)、 online assessment (peer assessment and teacher assessment). The participants are 73 students, and they are selected from three classes in Taipei, and the author is the teacher in the three classes. This study apply quasi-experimental method: One of the experimental group receive a PBL group, two of the experimental group receive educoco plus PBL, and the control group applies the traditional pen and paper. The writing motivation questionnaire and rating scales were used for the PBL group, educoco+PBL group, and control group, to measure the difference among the pre-test and the post-test by One-Way ANOVA. This study intends to explore whether the different writing approach has a significant impact on students'' learning motivation and writing performance.
The results reveal two following findings. First, the three groups have significant
difference performance on their writing motivation, group two which apply both educoco platform and PBL has significant improvement than group one and the control group. Second. The three groups have significant difference performance on their overall writing performance, group two has significant improvement than group one and the control group. This research result can provide teachers and pupils of elementary schools with a teaching model of flipped writing, which not only is more efficient, interesting, and unrestricted by time or space, but also improves the quality of teaching and learning.
Keywords: digital writing, community learning, project-based learning
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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