The Design and Implementation of Online Learning Systems Based on Active Learning Methods to Promote the Skills in Science and Technology

  • 許 智超

Student thesis: Doctoral Thesis

Abstract

In recent years there have been considerable concerns on creating online learning environments which incorporate active learning methods following the gradually concretized student oriented educational concepts How to apply active learning methods to help students constructing their own knowledge developing higher-order thinking skills and making them to become more active learners are identified very important when creating and using such online learning environments The purpose of this study is to promote several skills of learners in science and technology by embedding active learning methods in online learning systems This thesis proposes a structured argumentation scaffold that integrates several appropriate pedagogical strategies to promote learners’ skill in constructing scientific explanations and a mechanism that integrates puzzle-based game learning with a student-generated questions strategy to promote learners’ skill in algorithmic thinking Based on the scaffold and the mechanism this study implements two online learning systems the Argumentative Scientific Inquiry System (ASIS) and the Turtle Graphics Tutorial System (TGTS) and conducts several experiments to evaluate the feasibility of ASIS and TGTS A quasi-experiment is to examine the effectiveness of the structured argumentation scaffold in developing learners’ skills in constructing scientific explanations and engaging in electronic dialogues Two intact sixth grade classes with 50 students participated in this experiment The results show that the ASIS with the structured argumentation scaffold can help students improving their skills in constructing scientific explanations making more dialogue moves for explanations and queries and using more of all the four argumentative components Another quasi-experiment was conducted to examine the effectiveness of using game mechanics alone and using game mechanics plus a student-generated questions strategy to promote algorithmic thinking skills in an online puzzle-based game learning system Nine fourth-grade elementary classes with 242 students form three treatment groups including one without game mechanics one using game mechanics and one using game mechanics plus a student-generated questions strategy The results indicate that TGTS with game mechanics can significantly enhance students’ algorithmic thinking skills and puzzle-solving performance Although TGTS with game mechanics plus a student-generated questions strategy is less effective than TGTS with only game mechanic in puzzle solving it is in fact more effective in enhancing students’ algorithmic thinking skills Additionally this study shows that TGTS with game mechanics plus a student-generated questions strategy can enhance students’ engagement experiences and willingness to participate The results of this study provide references for further researches and online learning system developments for facilitating students’ construction of scientific explanations and their algorithmic thinking
Date of Award2018 May 14
Original languageEnglish
SupervisorTzone-I Wang (Supervisor)

Cite this

The Design and Implementation of Online Learning Systems Based on Active Learning Methods to Promote the Skills in Science and Technology
智超, 許. (Author). 2018 May 14

Student thesis: Doctoral Thesis