Applying questioning or reading strategy to review technology enhanced coedited notes of elementary school students

Chiung-Hui Chiu*, Hsiao Wei Cheng, Chiu Yi Wu

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

8 引文 斯高帕斯(Scopus)

摘要

The authors examined whether applying questioning review better enhances elementary level students' learning from technology-enhanced coediting-based note taking than does traditional reading review. A nonequivalent comparison group quasi-experimental design was implemented and replicated on four independent units. Two sixth grade elementary classes (66 students) participated in this study and were arranged into coediting notes with questioning review and coediting notes with reading review conditions respectively. The comparisons of student notes and achievement tests do not reveal that the questioning review group achieves better performance than does the reading review group. Considerations associated with technology enhanced coediting notes and questions are discussed based on the results.

原文英語
頁(從 - 到)111-121
頁數11
期刊Journal of Educational Research
109
發行號2
DOIs
出版狀態已發佈 - 2016 三月 3

ASJC Scopus subject areas

  • 教育

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