Instructional strategies for online learning vary from face to face learning in many aspects. However, only a few studies suggested appropriate strategies for online learning. Classic instructional theories such as advance organizer has been proofed to be effective for teaching. It is traditionally developed by professional instructional designers. But in a collaborative construction online learning environment, the role for developing advance organizer may shift from instructional designers to the learners. In this study, we proposed to employ user-developed advance organizer as a learning event after they have learned instructional contents. This instructional event may be considered as a reinforcement for newly learned knowledge. After regular instruction, learners will be asked to develop their own advance organizers collaboratively, and instructor will provide interactive feedbacks during the collaborative construction process. This study will employ Google Sites to create the collaborative learning environment. Introduction to informatics will be the subject matter to be taught. Research subjects will be undergraduate students. They will be assigned to either experimental group or control group and several sub-teams will be formed to perform collaborative works.The difference between the experimental group and control group is that the former uses the collaborative construction of advance organizer to be the reinforcing strategy but the latter uses practice-and-drill type of exercise as the reinforcing strategy. Posttests will be given to both groups to evaluate the learning outcome and investigate the significance of using collaborative construction of advance organizer as reinforcing strategy.
Wan-Ling Liao, National Taiwan Normal University, Taiwan
Chang-Hwa Wang, National Taiwan Normal University, Taiwan
Yu-Hsuan Chen, Taipei College of Maritime Technology, Taiwan
Stream: Education and Technology: Teaching, Learning, Technology & Education Support
This paper is part of the ACSET2016 Conference Proceedings (View)
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