Creating Interactive E-Books through Learning by Design: The Impacts of Guided Peer-Feedback on Students' Learning Achievements and Project Outcomes in Science Courses

Autor/inn/en	Hwang, Gwo-Jen; Tu, Nien-Ting; Wang, Xiao-Ming
Titel	Creating Interactive E-Books through Learning by Design: The Impacts of Guided Peer-Feedback on Students' Learning Achievements and Project Outcomes in Science Courses
Quelle	In: Educational Technology & Society, 21 (2018) 1, S.25-36 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Electronic Publishing; Books; Feedback (Response); Pretests Posttests; Experimental Groups; Control Groups; Academic Achievement; Science Instruction; Science Curriculum; Elementary School Students; Grade 5; Foreign Countries; Natural Sciences; Quasiexperimental Design; Peer Evaluation; Active Learning; Student Projects; Electronic Learning; Statistical Analysis; Questionnaires; Taiwan + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Schulleistung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Naturwissenschaften; Aktives Lernen; Schulprojekt; Statistische Analyse; Fragebogen
Abstract	With the rapid progress of technology, the popularity of tablet computers and the development of e-book applications have brought the use of e-books as a learning tool under the spotlight. In the meantime, the aim of school education lies not only in providing students with knowledge but also in encouraging them to construct knowledge actively. Consequently, in this study, an approach of integrating the guided peerfeedback strategy into e-book design was proposed. An experiment was conducted on an elementary school natural science course to explore its effectiveness in comparison with the conventional e-book development activity. It was expected that the guided peer-feedback approach could engage students in knowledge organizing and in-depth thinking while stimulating more innovative ideas. To assess the impacts of this approach, a quasi-experimental design method was adopted. The students were divided into two groups: the experimental group, in which the students learned with the guided peer-feedback strategy together with the e-book development approach, and the control group, in which the students learned with the conventional ebook development approach. The experimental results indicated that the integrated guided peer-feedback and e-book development strategy had significant impacts on the students' learning achievements and ebook project outcomes while reducing their cognitive load and increasing their innovative thinking tendency in the design process. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01