Literaturnachweis - Detailanzeige
| Autor/inn/en | Hou, Huei-Tse; Yu, Tsai-Fang; Chiang, Fong-Dai; Lin, Yi-Hui; Chang, Kuo-En; Kuo, Chih-Chen |
|---|---|
| Titel | Development and Evaluation of Mindtool-Based Blogs to Promote Learners' Higher Order Cognitive Thinking in Online Discussions: An Analysis of Learning Effects and Cognitive Process |
| Quelle | In: Journal of Educational Computing Research, 58 (2020) 2, S.343-363 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hou, Huei-Tse) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0735-6331 |
| DOI | 10.1177/0735633119830735 |
| Schlagwörter | Electronic Publishing; Web Sites; Cognitive Processes; Thinking Skills; Teaching Methods; Computer Mediated Communication; Program Effectiveness; Computer Uses in Education; Knowledge Level; High School Students; Foreign Countries; Taiwan |
| Abstract | Blogs are useful interaction tools to promote learners' knowledge construction and interaction in online teaching activities. On the other hand, although many studies show that mindtools facilitate learners' cognitive process, little research focus on their effects on learners' higher order cognitive thinking in blogs. This research developed a learning environment by using a mindtool-based blog to promote learners' higher order cognitive thinking in their online discussions and to assess their learning effects. The participants were 276 senior high school students from an information ethics class. A quasi-experimental research design was adopted in this research. The control group used the ordinary blogs. The Experimental Group 1 used the basic mindtools in blogs, which means that learners can use all the mindtool functions except the "Knowledge Compilation" function. The Experimental Group 2 used the advanced mindtools in blogs, which means that they can use all the mindtool functions, including the "Knowledge Compilation" function. The results indicated that both experimental groups showed better learning effects and more higher order cognitive thinking than the control group. Moreover, the higher order cognitive thinking category "Analyze" was found more often in the Experimental Group 2 than in the Experimental Group 1. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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