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

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

Pei-Di Shen (Ming Chuan University, Taiwan)
Copyright: © 2010 |Pages: 14
DOI: 10.4018/978-1-60566-982-3.ch087

Abstract

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.

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