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This study examined the impact of blended e-learning on electrical machinery learning, as measured by both an achievement test and self-perceived effects. The subjects were two classes of second-year vocational high school students who took an electrical-machinery course in the department of Electrical Technology. There were 33 students in an experimental group and 32 students in a control group. The experimental group used blended e-learning and the control group used traditional c-learning. The experiment lasted for 5 weeks. The results were as follows: (1) There was no significant difference in achievement test scores between blended e-learning and traditional c-learning. (2) The self-perceived effects of blended e-learning were significantly higher than those of traditional c-learning. These effects were greater for cognition, compared to skills. (3) The self-perceived effects after the blended e-learning were significantly higher than that before it. The conclusion is drawn, that blended e-learning had no impact on achievement test scores, but compared with traditional c-learning, it had a significant impact on self-perceived effects.
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