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The effect of varied types of comput...

Chuang, Chung-Pei.

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The effect of varied types of computer-assisted collaborative learning and prior knowledge on elementary students' learning achievements of art appreciation in Taiwan (China).

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of varied types of computer-assisted collaborative learning and prior knowledge on elementary students' learning achievements of art appreciation in Taiwan (China)./
Author:	Chuang, Chung-Pei.
Description:	169 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3176.
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3106220

The effect of varied types of computer-assisted collaborative learning and prior knowledge on elementary students' learning achievements of art appreciation in Taiwan (China).
Chuang, Chung-Pei.

The effect of varied types of computer-assisted collaborative learning and prior knowledge on elementary students' learning achievements of art appreciation in Taiwan (China). - 169 p.

Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3176.

Thesis (Ph.D.)--The Pennsylvania State University, 2003.

The purpose of this study is to assess, compare, and analyze the effects of varied prior knowledge and Computer-Assisted Collaborative Learning (CACL) environments on individual learning achievements in art appreciation for middle primary students in Taiwan. The contents of the computer-assisted instruction in this study employed a hypertext format, and allowed children to freely browse a web site.

The effect of varied types of computer-assisted collaborative learning and prior knowledge on elementary students' learning achievements of art appreciation in Taiwan (China).
LDR:02251nmm 2200193 4500 001 1853689
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008 130614s2003 eng d
035 $a (UnM)AAI3106220
035 $a AAI3106220
040 $a UnM $c UnM
100 1 $a Chuang, Chung-Pei. $3 1941543
245 1 0 $a The effect of varied types of computer-assisted collaborative learning and prior knowledge on elementary students' learning achievements of art appreciation in Taiwan (China).
300 $a 169 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3176.
500 $a Adviser: Thomas D. Yawkey.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2003.
520 $a The purpose of this study is to assess, compare, and analyze the effects of varied prior knowledge and Computer-Assisted Collaborative Learning (CACL) environments on individual learning achievements in art appreciation for middle primary students in Taiwan. The contents of the computer-assisted instruction in this study employed a hypertext format, and allowed children to freely browse a web site.
520 $a An experimental study was conducted involving two hundred and four fourth grade students comparing three groups with different types of CACL strategies in art appreciation learning. The general art knowledge pretest was used to assess learners' prior knowledge. After students receive the computer-aided instruction, the posttest was used to assess learners' achievement of different collaborative learning strategies. All students learned from the same unit of instructional materials, but each group received different treatment levels, such as learning without collaboration, CACL with open discussion, and CACL with problem-based discussion.
520 $a The results from a two-way ANOVA indicated that teamwork with guided group discussion was proven to be more effective in facilitating fourth-graders' average art learning outcome than open-discussion collaborative learning. Moreover, there was significant difference between the art learning outcomes of high prior knowledge level subjects and the art learning outcomes of low prior knowledge students, no matter which treatment groups they were in
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3106220