A study of college students’ progress of project competence in a web-based project course: Perspectives of knowledge integration

• Main Authors: Chien-Liang Lin, 林建良
• Other Authors: Tai-Chu Huang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/37958554846142539482

博士 === 高雄師範大學 === 科學教育研究所 === 98 === This study aimed to explore the progress of college students’ knowledge integration, project skill and self-efficacy in a web-based project course from the perspective of knowledge integration. This study also analyzed the learning performances of college students’ cognition, skill and emotion while doing the project with the help of learning technology. There were three teams total 13 college students participated as case samples at an information management department of a vocational college in southern Taiwan. The multi-cases study method was implemented and the duration of this experiment study was between March 2005 and June 2006 total took 3 semesters. In order to find the learning performances of college students’ project competence and their perception of the web-based project course, researcher also developed the web-based learning environment instrument (WBLEI), project knowledge integration, skill and self-efficacy instrument (KISSEI), project proposal rating scale, and project artifact rating scale. The qualitative data of the on-line viedo records meetings and qusia-interviews were collected for discourse analyzing. The constant comparsion analysis method was used to analyze the project proposal, on-line meeting, project related data, project artifact and project thesis 5 portfolios. The research results revealed that: 1) in web-based project course, the knowledge integration progress of college students includes five interrelated processes: elicit ideas, add ideas, evaluate ideas, sort out ideas and reorganize ideas. 2) The web-based project course enviroment support the interaction channel for learners to integrate knowledge. College students learn more project skill with doing their project artifacts and promote their self-efficacy by sharing with others. Finally, a web-based project course learning model and some suggestions were proposed as the design guides for using learning technology to scaffold college students’ project based learning.