Computer-Assisted Collaborative Learning in Taiwan: An Experimental Study PROCEEDINGS
Wei-Fan Chen, Chung-Pei Chuang, Tsung-Yen Chuang, The Pennsylvania State University, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study investigated the effect of prior knowledge and teamwork process (CACL with open discussion versus problem-based discussion) on individual learning achievements for middle primary students in Taiwan. 204 fourth-grade students were recruited to participate in the study from a middle/high social-economic standard school district in Tainan City, Taiwan. A two-way analysis of variance (ANOVA) was employed to analyze the results. Statistical results indicate that there were statistically significant differences between both low prior knowledge and high prior knowledge students in varied instructional treatments. In addition, statistical results clearly show that there was a significant difference between CACL with open discussion and CACL with problem-based discussion from students' learning achievements.
Chen, W.F., Chuang, C.P. & Chuang, T.Y. (2004). Computer-Assisted Collaborative Learning in Taiwan: An Experimental Study. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 872-875). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 23, 2017 from https://www.learntechlib.org/p/13585/.
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