Implementation effect of integrating cooperative inquiry into blended learning: analysis of students’ goal setting, task value, and well-being.

doi:10.1080/10494820.2023.2205896

淡江大學機構典藏 > 教育學院 > 教育與未來設計學系 > 期刊論文 > Item 987654321/126971

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题名:	Implementation effect of integrating cooperative inquiry into blended learning: analysis of students’ goal setting, task value, and well-being.
作者:	Huang, Ju-Chieh
日期:	2023-04
上传时间:	2025-03-20 09:33:20 (UTC+8)
摘要:	This research integrated cooperative inquiry strategies to implement blended learning and analyzes the learning effects based on the perspectives of goal setting theory and well-being theory. Blended learning combines the advantages of classroom teaching and online learning and enables students to review material to further their understanding. Cooperative inquiry, a key skill in modern life, involves collaboratively identifying feasible solutions to a problem. It enhances learning motivation and effectiveness through mutual assistance and support. In this study, a blended learning intervention (of cooperative inquiry learning and online learning) and a tradition lecture curriculum were implemented for an educational statistics course at a college of education to investigate the relationships between students’ goal setting, task value, and well-being. In total, 30 and 22 postgraduates were assigned to the quasi-experimental and control groups, respectively. Data were evaluated using Hotelling’s T², analysis of covariance, and multiple regression. After the blended learning intervention, the students demonstrated significant improvements in some dimensions of the three variables. Furthermore, goal setting and task value contributed critically to student well-being.
關聯:	Interactive Learning Environments, 32(8), 頁4703–4718.
DOI:	10.1080/10494820.2023.2205896
显示于类别:	[教育與未來設計學系] 期刊論文

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