Effects of Concept-Mapping-Based Interactive E-Books on Active and Reflective-Style Students' Learning Performances in Junior High School Law Courses

Autor/inn/en	Hwang, Gwo-Jen; Sung, Han-Yu; Chang, Hsuan
Titel	Effects of Concept-Mapping-Based Interactive E-Books on Active and Reflective-Style Students' Learning Performances in Junior High School Law Courses
Quelle	In: Interactive Learning Environments, 25 (2017) 7, S.877-888 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2016.1224253
Schlagwörter	Concept Mapping; Quasiexperimental Design; Control Groups; Electronic Publishing; Comparative Analysis; Experimental Groups; Academic Achievement; Learning Motivation; Student Interests; Junior High School Students; Teaching Methods; Active Learning; Law Related Education; Cognitive Style; Telecommunications; Handheld Devices; Foreign Countries; Pretests Posttests; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Concept Map; Elektronisches Publizieren; Schulleistung; Motivation for studies; Lernmotivation; Studieninteresse; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Cognitive styles; Kognitiver Stil; Telekommunikationstechnik; Ausland; Statistische Analyse
Abstract	Researchers have pointed out that interactive e-books have rich content and interactive features which can promote students' learning interest. However, researchers have also indicated the need to integrate effective learning supports or tools to help students organize what they have learned so as to increase their learning performance, in particular, for abstract and complex learning content such as that in law courses. In this study, a concept-mapping-based interactive e-book learning mode was proposed. To understand the learning effects, a quasi-experimental design was used to compare the learning achievement and motivation of the students learning with the proposed approach (experimental group) and those learning with conventional interactive e-books (control group) in a junior high school fundamental law course. Meanwhile, the learning achievement and motivation of the students with different learning styles were also explored. The experimental results showed that the proposed approach significantly improved the students' learning achievement, especially for the active-style students; moreover, it was found that the lead-in of concept mapping did not affect the students' learning motivation. Factors that might affect the students' learning achievement and motivation with the concept-mapping-based interactive e-book approach are discussed accordingly. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01