The Effects of Web-Enabled Self-Regulated Learning and Problem-Based Learning with Initiation on Students' Computing Skills

2011 ◽  
pp. 1614-1627
Author(s):  
Pei-Di Shen
Keyword(s):  
Online Teaching ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Work Force ◽  
Vocational Schools ◽  
Web Based ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills ◽  
E Learning

Vocational degree earners represent a major portion of the work force in Taiwan. However, the reality of computing education in Taiwan’s vocational schools is that it’s not so practically oriented, revealing much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based self-regulated learning, web-based problem-based learning with initiation, and their combination to enhance students’ computing skills. Four classes in successive years, with a total of 177 third-year students, were divided into 2 (SRL vs. non-SRL) × 2 (PBL with initiation vs. PBL without initiation) experimental groups. Results were generally positive. Results revealed that the effects of webenabled SRL, web-enabled PBL with initiation, and their combinations on students’ computing skills have significant differences. We hope that the online teaching method applied in this study is also useful for those teachers engaged in e-learning, specifically, in vocational schools.

The Effects of Web-Enabled Self-Regulated Learning and Problem-Based Learning with Initiation on Students’ Computing Skills

2011 ◽  
pp. 76-89
Author(s):  
Pei-Di Shen
Keyword(s):  
Online Teaching ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Work Force ◽  
Vocational Schools ◽  
Web Based ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills ◽  
E Learning

Vocational degree earners represent a major portion of the work force in Taiwan. However, the reality of computing education in Taiwan’s vocational schools is that it’s not so practically oriented, revealing much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based self-regulated learning, web-based problem-based learning with initiation, and their combination to enhance students’ computing skills. Four classes in successive years, with a total of 177 third-year students, were divided into 2 (SRL vs. non-SRL) × 2 (PBL with initiation vs. PBL without initiation) experimental groups. Results were generally positive. Results revealed that the effects of web-enabled SRL, web-enabled PBL with initiation, and their combinations on students’ computing skills have significant differences. We hope that the online teaching method applied in this study is also useful for those teachers engaged in e-learning, specifically, in vocational schools. [Article copies are available for purchase from InfoSci-on-Demand.com]

How Much Can Computers and Internet Help?

2011 ◽  
Vol 7 (1) ◽  
pp. 67-81 ◽  
Author(s):  
Chia-Wen Tsai
Keyword(s):  
Online Learning ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Vocational Schools ◽  
Long Term Effects ◽  
Computing Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills

Computing education in Taiwan is ineffective. Most teaching efforts in private vocational schools have been devoted to helping students pass tests through a “spoon-feeding” teaching method. Under such constraints, students may lose their long-term competence in practical terms. In this study, the author conducted a series of quasi-experiments to examine the long-term effects of web-mediated problem-based learning (PBL), self-regulated learning (SRL), and their combinations on students’ computing skills over three years. The author re-examined students’ long-term computing skills three years after the start of the related course. Results reveal that effects of web-mediated PBL, SRL, and their combinations on students’ long-term computing skills are significant. The implications for scholars and teachers engaged in online learning were also discussed.

How Much Can Computers and Internet Help?

2013 ◽  
pp. 248-264
Author(s):  
Chia-Wen Tsai
Keyword(s):  
Online Learning ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Vocational Schools ◽  
Long Term Effects ◽  
Computing Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills

Computing education in Taiwan is ineffective. Most teaching efforts in private vocational schools have been devoted to helping students pass tests through a “spoon-feeding” teaching method. Under such constraints, students may lose their long-term competence in practical terms. In this study, the author conducted a series of quasi-experiments to examine the long-term effects of web-mediated problem-based learning (PBL), self-regulated learning (SRL), and their combinations on students’ computing skills over three years. The author re-examined students’ long-term computing skills three years after the start of the related course. Results reveal that effects of web-mediated PBL, SRL, and their combinations on students’ long-term computing skills are significant. The implications for scholars and teachers engaged in online learning were also discussed.

Developing an Appropriate Design for E-Learning with Web-Mediated Teaching Methods to Enhance Low-Achieving Students’ Computing Skills

2012 ◽  
Vol 10 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Tsang-Hsiung Lee
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Course Design ◽  
Online Classes ◽  
Web Based ◽  
Self Regulated Learning ◽  
Multiple Phase ◽  
Low Achieving Students ◽  
Computing Skills ◽  
E Learning

Vocational education in Taiwan is highly competitive in that it must attract sufficient student enrollment in the environment with a rapidly increasing number of schools. Many students in this context tend to have lower levels of academic achievement, and do not adequately get involved in their schoolwork. Under such constraints but moving toward more practical orientation, the authors conducted five experiments, applying web-mediated problem-based learning (PBL), self-regulated learning (SRL), blended learning (BL), or their combinations to help low-achieving students improve their computing skills. This study further develops appropriate course design and online teaching methods for both teachers and schools. Each of the five studies addressed a different project whose goal was to develop students’ computing skills in online classes. The five studies: (a) provide demonstrations of the effects of web-based PBL and SRL, (b) illustrate how to design and implement web-based PBL and SRL for low-achieving students, (c) provide refined interventions of web-based PBL and SRL based on multiple-phase experiences of real practices and reflections, and (d) demonstrate the effects of BL and the relevant technologies to provide more channels and opportunities for students to review and practice their computing skills.

The Application of Web and Educational Technologies in Supporting Web-Enabled Self-Regulated Learning in Different Computing Course Orientations

2011 ◽  
Vol 7 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen
Keyword(s):  
Online Courses ◽  
Database Management System ◽  
Educational Institutions ◽  
Web Based ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Packaged Software ◽  
Regulated Learning ◽  
Computing Skills ◽  
The Face

Many educational institutions provide online courses; however, the question whether they can be as effective as those offered in the face-to-face classroom format still exists. In addition, it also remains unclear whether every subject is appropriate to be delivered in web-based learning environments. Thus, the authors redesigned two courses with different orientations and conducted a quasi-experiment to examine the effects of web-enabled self-regulated learning (SRL) in different course orientations on students’ computing skills. Four classes with 173 students from the courses ‘Database Management System’ and ‘Packaged Software and Application’ were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (SRL vs. non-SRL) experimental groups. The results showed that students who received the intervention of web-enabled SRL had significantly higher grades on the examination for certificates than those that did not receive this intervention, whether in design-oriented or procedural-oriented computing courses. Moreover, students in the two different courses had very similar scores, which resulted in non-significant differences in their end-of-term computing skills.

The Effects of Combined Training of Web-Based Problem-Based Learning and Self-Regulated Learning

2011 ◽  
Vol 6 (2) ◽  
pp. 40-50
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen ◽  
Tsang-Hsiung Lee
Keyword(s):  
Course Design ◽  
Problem Based Learning ◽  
Web Page ◽  
Specific Context ◽  
Web Based ◽  
Combined Training ◽  
Self Regulated Learning ◽  
Low Achieving Students ◽  
Study Results ◽  
Regulated Learning

This study explored, via quasi-experiments, the effects of the combined training in web-based problem-based learning (PBL) and self-regulated learning (SRL) on low achieving students’ skill development. Two classes of 76 undergraduates in a one-semester course titled ‘Web Page Programming and Website Planning’ were chosen for this study. Results were generally positive, showing enhanced skills of website planning and higher levels of involvement. This study provided an illustration of a promising course design and its associated implementations in the specific context of low achieving students, for which there is lack of research in the current literature.

Enhancing Skills of Application Software via Web-Enabled Problem-Based Learning and Self-Regulated Learning

2009 ◽  
pp. 2064-2078
Author(s):  
Pei-Di Shen ◽  
Tsang-Hsiung Lee ◽  
Chia-Wen Tsai
Keyword(s):  
Computer Software ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Application Software ◽  
Web Based ◽  
Self Regulated Learning ◽  
Web Based Learning ◽  
Regulated Learning ◽  
Innovative Learning ◽  
Institute Of Technology

The computer software education in vocational schools in Taiwan can hardly be deemed as effective. To increase students’ learning motivation and develop practical skills, innovative learning designs such as problem-based learning(PBL) and self-regulated learning (SRL) are on trial in this specific context. We conducted a series of quasiexperiments to examine effects of these designs mediated by a web-based learning environment. Two classes of 106 freshmen in a semester course at Institute of Technology in Taiwan were chosen for this empirical study. Result sreveal that effects of web-enabled PBL, web-enabled SRL, and their combinations, on students’ skills of application software have significant differences. The implications of this study are alsodiscussed.

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