The Effects of Instructional Methods on Students' Learning Outcomes Requiring Different Cognitive Abilities: Context-Aware Ubiquitous Learning versus Traditional Instruction

Autor/inn/en	Tsai, Pei-Shan; Tsai, Chin-Chung; Hwang, Gwo-Haur
Titel	The Effects of Instructional Methods on Students' Learning Outcomes Requiring Different Cognitive Abilities: Context-Aware Ubiquitous Learning versus Traditional Instruction
Quelle	In: Interactive Learning Environments, 24 (2016) 7, S.1497-1510 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2015.1035730
Schlagwörter	Teaching Methods; Outcomes of Education; Cognitive Ability; Foreign Countries; Grade 3; Elementary School Students; Technology Uses in Education; Electronic Learning; Educational Technology; Handheld Devices; Observation; Student Behavior; Plants (Botany); Comparative Analysis; Grade 4; Taiwan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Denkfähigkeit; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Beobachtung; Student behaviour; Schülerverhalten; Pflanze; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	The purpose of this study was to explore the effects of the context-aware ubiquitous learning (u-learning) approach versus traditional instruction on students' ability to answer questions that required different cognitive skills, using the framework of Bloom's taxonomy of educational objectives, including knowledge, comprehension, application, analysis, and synthesis. In this study, 230 third- and fourth-grade students in 8 classes were counterbalanced and assigned to the u-learning approach and traditional instruction for learning different topics in two separate plant-observing activities. The results showed that the students who learned with traditional instruction performed better than those who used the u-learning approach in terms of answering questions that required their cognitive abilities of knowledge, comprehension, application, analysis, and synthesis. Moreover, an in-depth analysis of the students' learning behaviors in the u-learning context revealed that most of their learning behaviors recorded in the u-learning system were not significantly related to their cognitive abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01