Τεχνολογικά υποστηριζόμενη μάθηση: παρεμβάσεις για την εκμάθηση ελληνικών ως δεύτερης ξένης γλώσσας: τεχνολογικά υποστηριζόμενη μάθηση: μελέτη περίπτωσης στο μάθημα της ιστορίας
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Keywords
Ηλεκτρονική μάθηση ; Κίνητρα ; Ιστορία ; Inquiry based learning ; Collaborative strategies ; ARCS model ; Effectiveness e-course ; Blended learning ; iPadsAbstract
The aim of this dissertation is to investigate whether this particular e-course based on exploratory learning which utilizes the ARCS motivation model and incorporates collaborative learning techniques Brainstorming, Role Playing & Group Investigation contributes to the development of students' motivation for learning history and thus enhancing the effectiveness of e-learning.
More specifically, a mixed learning environment was designed, implemented, and evaluated on the Google Classroom online platform that includes collaborative face-to-face and online activities. It is based on the key components of Keller's ARCS Motivation Model (Attention, Relevance, Confidence, Satisfaction), developed in accordance with the five phases of the exploratory learning model (Orientation, Conceptualization, Research, Conclusions and Discussion) , and it refers to the Golden Age of Greece, that is, in chapters 20-24 of the 4th grade elementary school book. It is a virtual lab where the history teacher has locked up the students there and taken them to 5th century BC Ancient Athens. They will have to solve all the puzzles and activities, pass the tests in order to be able to escape.
This e-course is addressed to Elementary School students and teachers who want to approach this particular subject in an innovative way. In order for students to participate in this program, they need to have a prior knowledge (have been taught at least the second lesson of the "Persian Wars" textbook in order to make the right connections) and be familiar with the use of technological tools and browsing online learning environments. In addition, Internet access, suggested electronic sources, and printing of available material must be available.
The sample of this research is 28 4th grade students studying at the Private School. These students are familiar with the use of the iPad as it is taught as a self-taught lesson from the first grade. The participants are 8 boys and 20 girls, aged 10-11. The educational intervention took place during school hours and lasted three weeks.
The research was based on the quantitative analysis of the data collected before, during and after the experimental procedure. The data collection tools used were:
• a student preparation questionnaire for exploring students' prior knowledge (their knowledge, skills, interests in ICT and the technological equipment they have at home),
• an IMMS (Instructional Material Motivation Survey pre-test) questionnaire, which contained 36 closed-ended questions to investigate students' initial motives for e-learning,
• one rubric for measuring the effectiveness of the e-course. This form was filled by the teacher at the end of each module and evaluated the student based on the five indicators of e-course effectiveness (Engagement, Cooperation, Completion, Grade, Satisfaction) and
• an IMMS (Instructional Material Motivational Survey post-test) questionnaire containing 36 closed-ended questions to explore students' final motives for e-learning.
According to the results analysis, this e-course based on the ARCS model of exploratory learning and motivation development has a statistically significant difference in learners' motivation and contributes to its effectiveness, with high scores on each indicator (Engagement, Cooperation, Completion, Grade, Satisfaction).
The literature review highlighted the need to create a conceptual framework capable of developing the motivations of primary school students for history lessons. It is generally accepted that the biggest weakness of our education system is that students are led to memorize the curriculum mechanically rather than critically understand the concepts. The student, remembering every word and sentence in the book, lacks the vocabulary and thus has a serious impact on the use of the Greek language. This results in trainees acting as passive receivers, not giving the necessary lessons and not being able to deal with and solve the problems they encounter.
The main contribution of the present research thesis lies in highlighting a more systematic study of the way history is taught and of students' acquaintance with e-learning. Creating this specific, interactive inquiry-based learning environment which utilizes the ARCS incentive model and incorporates Brainstorming, Role Playing & Group Investigation collaborative learning techniques is designed to enhance both emotional (motivational) and cognitive learning.
Postgraduate Studies Programme
Ηλεκτρονική ΜάθησηDepartment
Σχολή Τεχνολογιών Πληροφορικής και Επικοινωνιών. Τμήμα Ψηφιακών ΣυστημάτωνNumber of pages
157Language
GreekCollections
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Attribution-NonCommercial-NoDerivatives 4.0 Διεθνές
Attribution-NonCommercial-NoDerivatives 4.0 Διεθνές