Cooperative project-based learning and students’

learning styles on web page development

指導教授 :陳明溥 博士

研 究 生 :王麗君LI-LING, C. (2003-2004). Cooperative project-based learning and

students’ learning styles on web page development. J. Educational

Technology Systems, 32(4) 363-375.

Introduction

A. PBL focuses on the• central concepts • principles of a discipline involves students in

meaningful learning tasks• allows students to work individually or

collaboratively to construct their own knowledge.

B. Learning Web development • project-based approach• collaborative method,• provides learners with a social interactive

opportunity to organize their thoughts and create their own meaningful learning experiences.

Purpose of the study

1. What influences does cooperative PBL have on

students’ development of Web pages?

2. How do students’ learning styles, specifically field

dependence/independence, affect their development

of Web pages in a PBL environment?

3. What is the relationship between cooperative PBL

and learners’ learning styles of field-dependency

and field-independency in developing Web projects?

PBL and Students’ Learning Styles

A. Rosenfeld• students who performed poorly in conventional classrooms, but w

ho did well in PBL activities demonstrated better academic achievement than students who performed well in conventional classrooms, but who turned in poor projects or no projects at all

B. Meyer, Turner, and Spencer• that challenge seekers would approach PBL with greater interest

and mastery focus than challenge avoiders.

C. Horan, Lavaroni, and Beldon• that high-ability students engaged in social participation behavio

rs more frequently than low-ability students

• lower ability students demonstrated a greater increase in social participation behaviors than the high-ability students

FID and FD Learning Styles• 1940s Witkin’s : Field Independent/Dependent

Field independent (FID) Field dependent (FD)

Analytic Global

Self-referent (internal locus of control)

Socially sensitive (self-monitors in a social group)

Impersonal in orientation Interpersonal in orientation

Information processors with better short-term memory encoding, better long-term recall

Be influenced by their peers

More accurate performance on visual search tasks

Sequential structure learning

Individualistic and rule-oriented Principle learning

FID /FD Learner and Technology

Field independent (FID) Field dependent (FD)

More likely to benefit from Web-based learning experiences

More satisfied with using network communication system

More efficient searches in a shorter time and are comfortable jumping around in the World Wide Web

More often report being disoriented or lost

Methods and ProcedureA. Data collection

• rubric assessment of Web projects, interviews, and surveys.

B. The three courses were taught by the same instructor

C. Web page development tools were introduced and used by students

D. Time : five weeks

E. Procedure:

1.Prior experience of Web authoring

2.Group Embedded Figure Test (GEFT)

3.Web project : navigation mechanism by which learners control the order and flow of information, multiple formats of presenting their materials, and some types of interactivity .

Result & Discussions

Field independent (FID) Field dependent (FD)

15% do project cooperatively 83% do project cooperatively

85% do project individually 17% do project individually

Discussion:

that working with a partner requires lots of agreement and discussion between two persons, and that these interactions might delay their completion of the projects.

Discussion:

during discussion, the partner helped them clarify the information needed to complete the Web projects, focus on

the task, and consolidate their ideas

Result and Discussions

FD > FID Group > Individual

Result and DiscussionsCooperatively: FD > FID

A. FD learners were able to receive input from their partners and process information in a systematic way.

B. FD re-process their information

and to make the organizational structure of their Web projects more

explicit than their original way.

C. FID learners’ Web projects had less information, fewer links, and simpler architecture than the projects of FD learners with cooperative PBL.

Individually : FID > FD