Research of Modular Object Oriented Dynamic Learning Environment E-Learning on Social Study for Elementary School Students

Abstract

Problem statement: As the progress of digital technology, involving e-learning into curriculum becomes a novel trend. In general, the teaching practice of social study for elementary school students in Taiwan still depends on teacher's one-way instruction. It's difficult to activate students' motivation within the limited course time. Approach: This study is proposed to recognize how e-learning improves teaching and learning in the domain of social study for elementary school students. The quasi-experimental method is basically introduced into this study. Additionally, two sample teams: experimental group (the team with MOODLE, Modular Object Oriented Dynamic Learning Environment, e-learning) and control group (the team with traditional teaching method) are arranged for this study. The resource in how e-learning will affect elementary school students in the field of social study is moreover received. Results: Through the computer-based statistical analysis, two points are furthermore concluded as 1. The average learning score from the experimental group exceeds that from control group. 2. The students in the experimental group have a positive attitude toward e-learning. Conclusion: It is shown that the e-learning integration into curriculum indeed helped students' performance. Besides, from the data of questionnaires, students with MOODLE elearning were more confident in self-studying and understanding of the course content.

IKT-val támogatott módszerek hatékonysága felnőttek nyelvoktatásában

“…kutató kvantitatív és kvalitatív méréseket könnyebb volt kivitelezni, addig a hatékonyságot vizsgáló kutatások a realisztikus helyzetek és a több változó miatt, sokkal nehezebben voltak megvalósíthatók és nagyon különböző eredményeket hoztak. A különböző eredmények mellett azonban úgy tűnik, hogy mostanra annyi adat gyűlt össze, hogy számos kutatás (Hui, Hu, Clark, Tam és Milton, 2008;Lan és Chiu, 2011;Al-Qahtani és Higgins, 2013) és metaelemzés (Liu, Moore, Graham és Zhao, 2003;Felix, 2005;Stockwell, 2007;Abraham, 2008;Felix, 2008;Johnstone, 2009;Wang és Vasquez, 2012) alapján kijelenthető, hogy az IKT eszközök pozitívan hatnak a nyelvi készségekre.…”