The effects of employing web 2.0-based note-sharing strategy in teaching Chinese rhetoric for elementary school students

This study aimed at exploring whether the web 2.0-based note-sharing cooperative learning method worked more effectively than classroom cooperative learning with Student's Team Achievement Division (STAD) method and the traditional lectures in teaching Chinese rhetoric comprehension. The variables examined were students' achievement and learning motivations on Chinese rhetoric comprehension. The web 2.0-based note-sharing cooperative learning method employed Diigo and Google Doc as tools. A seven-week quasi experiment with 106 6th grade students was conducted, and data from a Chinese rhetorical comprehensibility test and a learning motivation inventory were collected after the teaching activities were done. The outcome indicated that there was a significant difference in scores between Chinese rhetoric comprehensibility test and learning motivation inventory. Interactions were found in prior Chinese writing ability and achievements on Chinese Rhetoric Comprehensibility. However, interactions could not been found in prior Chinese writing ability and learning motivation. Overall, web 2.0-based note-sharing cooperative learning method with Diigo and Google Docs significantly enhanced students' learning achievement as well as learning motivation, regardless the prior Chinese writing ability. However, students' taught with STAD methods without web-based note-sharing only perform slightly better than traditional lectures, but could not reach a statistically significant level.