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    題名: The Effectiveness of integrating teaching strategies into IRS activities to facilitate learning
    作者: Wang, Y. H.
    關鍵詞: IRS;learners as leader;teaching strategy
    日期: 2017-01-20
    上傳時間: 2018-03-29 12:10:33 (UTC+8)
    摘要: Previous studies on the interactive response system (IRS) have generally adopted the lecture
    method to facilitate teaching and learning, while few have made efforts to investigate the
    learning effects of instructional methods and IRS activities on learning and teaching. The
    purpose of the present study was therefore to explore whether the use of the IRS with
    two different teaching methods would affect students’ learning performance. A quasiexperimental
    design was employed, with the teacher conducting the course using the learner
    as leader strategy in the experimental group (E.G.) and the teacher leader strategy in the
    control group (C.G.). The experiment was conducted over a period of 15 weeks (a semester),
    and questionnaires were administered at the beginning, in the middle and after the experiment
    to elicit the learners’ views on the IRS application. The results support previous
    research which found that using the IRS improved learners’ engagement and interaction.
    They also provide further evidence that the use of the IRS with both teaching strategies
    not only had a short-term learning effect but could also be a tool for sustaining students’
    learning motivation and self-directed learning for long-term learning purposes. Besides, the
    use of the learner as leader strategy contributed to enhancing discussion in groups, especially
    for the leading groups. The use of the IRS with the learner as leader strategy benefited those
    who acted as leaders in taking the initiative to learn the course content, and also engaged the
    students who acted as learners in concentrating on the course because it was their classmates
    who were leading.
    關聯: Journal of Computer Assisted Learning 33(1), p.35-50
    DOI: 10.1111/jcal.12164
    顯示於類別:[教育科技學系暨研究所] 期刊論文

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