A quasi-experimental study of a blended course integrated with refined web-mediated pedagogy of collaborative learning and self-regulated learning
Abstract
Innovative teaching methods integrated with web technologies have been increasingly used in higher education. However, there are few studies discussing effective web-mediated teaching methods for both students and teachers. To help students learn and develop their academic involvement in a blended course, and improve their thoughts regarding this course, the author in this study re-designed and re-developed a combined teaching method for the course. The author conducted a quasi-experimental study to explore the effects of different combinations of web-mediated CL with/without initiation and SRL with/without feedback on involving students and enhancing their thoughts regarding this blended course. This research involved 227 second-year university students from four class sections, including three experimental groups (CISF, CIS, and CI groups), and a control group (C group), who received different combined interventions. In this research, students in CISF group (web-mediated instruction that integrated CL with initiation and SRL with feedback) significantly improved their involvement by the end of the course. In addition, students in CISF group had positive thoughts regarding web-mediated CL with initiation and SRL with feedback. The implications and discussion for teachers who plan to design teaching methods for online courses are also provided in this paper.
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Many students in Taiwan are not willing to learn on their own and are not academically responsible, as they are used to didactic education.
“Second, many students in Taiwan are not willing to learn on their own and are not academically responsible, as they are used to didactic education (Tsai, 2014; Cheng et al., 2022).”
From The effects of online peer-facilitated learning and distributed pair programming on students’ learning (2023) · cites this paper as Tsai, 2014
Cites
Papastergiou, M. (2009) · Computers & Education · doi:10.1016/j.compedu.2008.06.004 · Cited by 1,689 · see citing works
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Tsai, C.-W., Lin, M. Y.-C., Cheng, Y.-P., Lee, L.-Y., Chyr, W.-L., Lin, C.-H., Lin, J.-W., & Tsai, M.-C. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104849 · Cited by 25 · see citing works
“Second, many students in Taiwan are not willing to learn on their own and are not academically responsible, as they are used to didactic education (Tsai, 2014; Cheng et al., 2022).”
Self-citation
- Authors
- Tsai, C.-W.
- Affiliations
- Ming Chuan University (TW)
- Corresponding author
- Tsai, Chia-Wen
- ORCID
- Tsai, Chia-Wen
- Venue
- Interactive Learning Environments
- Publisher
- Informa UK Limited
- Published
- 2012-12-05
- Volume
- 22
- Issue
- 6
- Pages
- 737-751
- ISSN
- 1049-4820 (ISSN-L)
- 1744-5191
- OpenAlex
- W2012359234
- Cited by
- 24
- References
- 1
- Citations by year
- 2023: 4 · 2022: 3 · 2021: 1 · 2020: 1 · 2019: 1 · 2018: 3 · 2017: 3 · 2016: 3 · 2015: 2 · 2014: 3
- FWCI
- 7.78
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Interactive Learning Environments (publishedVersion)
- Funders
- National Science Council
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- blended learning, cooperative learning, student self-regulation, student engagement, course feedback, online course design, student perceptions, higher education teaching methods
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