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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/27081


    Title: Development of instructional strategy of computer application software for group instruction
    Authors: 李世忠;Lee, Shih-chung
    Contributors: 淡江大學教育科技學系
    Keywords: Instructional strategy;Group instruction;Computer education
    Date: 2001-08
    Issue Date: 2009-12-15 14:08:01 (UTC+8)
    Publisher: Elsevier
    Abstract: This study was designed to develop practical and effective teaching strategies of computer application software for group instruction at Tamkang University. The assumption was that practical strategies for learning computer application software that were highly organized, provided hands-on learning, and proceeded in small steps would be successful in increasing the skill level of students. It utilized the cognitive concept of “scaffolding” that novice should be assisted at the beginning and promoted to self-learning. At the first stage, students and instructors evaluated four Microsoft PowerPoint instructional CD-ROMs and an instructional CD-ROM was developed according to the designing principles of the evaluation. Secondly, interviews were employed to gather data from the instructors and students of introductory computer courses. Based on the criteria defined by literature review and interview, instructional strategies for computer application software learning for group instruction were developed. These strategies and designing guidelines were further implemented and revised by selected instructors. Formative evaluation of instructional strategies and designing guidelines for instructional CD-ROM were conducted with participant observation and interview. Instructional strategies, which included motivation, organization, demonstration, practice, and transfer stages, were developed for evaluation. After the evaluation, instructors reported that these strategies provided them a systematic and efficient approach in designing their instruction and the instructional CD-ROM were helpful to the group instruction process. The students concluded that the new instructional processes were more motivating, organized and interacting. However, students suggested they need more time for practice during group instruction. They recommended that the instructional CD-ROM could take the major role of individualized instruction after 4–6 h of group instruction.
    Relation: Computers & Education 37(1), pp.1-9
    DOI: 10.1016/S0360-1315(01)00020-3
    Appears in Collections:[教育科技學系暨研究所] 期刊論文

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