With regard to e-Learning, traditional pedagogical instructions are facing an enormous impact and challenges. Accordingly, the use of technology, digitizing learning environment has become a crucial issue in educational field. Moreover, cooperative learning, a teaching method, facilitates learning, motivation and shows an extraordinary achievement. In terms of “Learning Together” method, one of the widely used teaching techniques, reveals an additional effect upon cooperative learning. Google sites, on the other hand, a concept in web 2.0, is one of the commonly used collaborative system in teaching and learning field. Conversely, its functionalities and features are perfectly associated with “Learning Together” method. With a hypothesis on the combination of the two is expected to have a positive effect on student learning.
This study mainly discussed using the process of Learning Together to design a teaching activities for Research Methods Course and implementing the activities in the teaching field. In addition, it also discussed whether learners’ learning experience changed and what learners'' attitude toward the subject was after learners got the instruction based onWeb-based Learning Together.
This study adopted design-based research method and experimental research method. The research subjects were selected from T University in Taiwan. According to Learning Together, the researcher designed teaching activities for Research Method Course and implemented them in the teaching field, and then collected data by means of questionnaire survey, observation, in-depth interview in order to discuss whether learners’ learning experience changed and what learners'' attitude toward the subject was after learners got the instruction of Web-based Learning Together.
The results indicated that the Positive interdependence, Social interaction and Group processing were the three factors which had a significant difference (p<.05). In addition, result showing learners’ experiences of using web tools also had a significant difference. Therefore, it was obvious to see that the positive interdependence and social interaction between the group members had a positive transition and so did the factor of group processing. Furthermore, the significant difference (p<.05) was found in the result of learners’ learning attitude. In conclusion, leaners’ attitude toward the curriculum and learning activities, the instructor of Research Methods, the learning motivation of Research Methods and the learning strategies of Research Methods is affirmatively positive.