English Learning System Based on Project-Based Learning Theory in U-Learning Environment

This paper describes the design principles and realization process of project-based computer English learning system. The subjective initiative of project-based learning is applied to English learning as a starting point, allowing full play to learner’s analytical, problem-solving and self-exploration ability. Combined with the computer database SQL Server and other related procedures, we established an English project-based learning system, investigated its user satisfaction and collected relevant statistics. This system plays a promotive role in providing guidance for English learning and lifting the informatization level of English teaching.

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An Empirical Study of College Students’ Learning Satisfaction and Continuance Intention to Stick with a Blended e-Learning Environment

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v11i02.5078 ◽

2016 ◽

Vol 11 (02) ◽

pp. 63 ◽

Cited By ~ 1

Author(s):

Yi-Chien Lin ◽

Pansy Chung ◽

Ron Chuen Yeh ◽

Yi-Cheng Chen

Keyword(s):

College Students ◽

Learning Environment ◽

Learning System ◽

Measurement Properties ◽

English Learning ◽

Research Model ◽

Confirmation Theory ◽

Continuance Intention ◽

Learning Satisfaction ◽

E Learning

Based upon the expectation-confirmation theory (ECT), this study propose a theoretical model that examines the impacts of the critical antecedents on college student English learning satisfaction and continuance intention to stick with a blended e-learning environment. The model was validated using a questionnaire survey of 313 college students. The researchers applied the partial least squares (PLS) method to validate the measurement properties and proposed hypotheses of the proposed research model. The findings indicate that, in general, college students are satisfactory with and show positive continuance intention to stick with the blended e-learning system for their English learning. Our results can provide insight for the practices regarding planning and implementing a blended e-learning system to improve college students’ learning satisfaction and facilitate their continuance intention to stick with a BEL environment.

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Experiential Learning in the Energy Based Classroom

International Journal of Engineering Pedagogy (iJEP) ◽

10.3991/ijep.v11i6.16539 ◽

2021 ◽

Vol 11 (6) ◽

pp. 4-26

Author(s):

Cole Maynard ◽

Jose Garcia ◽

Anne Lucietto ◽

William Hutzel ◽

Brittany A Newell

Keyword(s):

Learning Environment ◽

Learning Theory ◽

Learning Experience ◽

Student Perception ◽

Learning Experiences ◽

Project Based Learning ◽

Engineering Technology ◽

Course Materials ◽

Technology Students ◽

Applied Knowledge

Engineering technology students revel in enhanced learning experiences that include the use of hands-on methods to teach the real-world usage of the tech-nical material. These learning experiences increase applied knowledge and retention in these students and others in related STEM fields. Using research-based learning theory in a project-based and team-based learning environment, the course developers transformed the learning experience from sterile lecture type courses to interactive experiences that enhance and build on the course concepts. Surveys were used to further delve into student perception of the learning experience providing faculty with an assurance that students have ful-ly developed a level of competency in the desired topic used in the interven-tion. The goal of this research is to further delve into the use of personalized learning to engage and encourage student growth. Course developers incorporated known practices of team and project-based learning theory when making changes to the course foundation. The application of project-based learning theory is based on literature reviews, and the results seen within similar technology and engineering based STEM disciplines. Course surveys were used to collect information from the students to further understand how changes to the course delivery impacted them and affected the learning environment. Initial results suggest improved student engagement, and engagement with course materials as a result of the transformation of class delivery. Evidence shows that the classroom experience is enhanced by this type of activity. Sup-porting findings by researchers in other areas show that experiential or active learning improves students’ understanding and engagement with concepts taught through project-based learning methods.

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