摘要
The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33) which studied through blended e-learning or the control group (n = 32) which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a) there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b) students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c) students' scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students' achievement test scores, but significantly affected their self-assessment scores.
原文 | 英語 |
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頁(從 - 到) | 213-231 |
頁數 | 19 |
期刊 | International Review of Research in Open and Distance Learning |
卷 | 15 |
發行號 | 2 |
出版狀態 | 已發佈 - 2014 一月 1 |
ASJC Scopus subject areas
- Education