Exploring the Effects of Web-Enabled Problem-Based Learning and Self-Regulated Learning on Vocational Students' Involvement in Learning

Pei-Di Shen [pdshen@mcu.edu.tw], Department of Information Management, Ming Chuan University, Taiwan
250 Chung-Shan N. Road Sec. 5, Taipei, Taiwan, R.O.C.
Tsang-Hsiung Lee [thlee@mis.nccu.edu.tw], Department of Information Management, National Chengchi University, Taiwan
64, Sec.2, ZhiNan Rd., Wenshan District, Taipei City 11605, Taiwan R.O.C.
Chia-Wen Tsai [cwtsai@mail.ypu.edu.tw], (corresponding author), Graduate School of Management, Ming Chuan University, Taiwan
250 Chung-Shan N. Road Sec. 5, Taipei, Taiwan, R.O.C. [http://www.mcu.edu.tw],
Chia-Jen Ting [94356501@nccu.edu.tw], Department of Information Management, National Chengchi University, Taiwan
64, Sec.2, ZhiNan Rd., Wenshan District, Taipei City 11605, Taiwan R.O.C.

Abstract

Vocational degree earners represent a major portion of the work force in Taiwan. In courses of computer application software, however, most teaching and learning efforts have been devoted to helping students pass written tests, and thus, receiving official certificates. Under such constraints but moving toward more practical orientation, the authors first re-designed a course and then conducted a series of quasi-experiments to examine the effects of web-enabled problem-based learning (PBL), self-regulated learning (SRL), and their combinations on vocational students' involvement in learning. Two classes of 102 freshmen in a one-semester course were chosen for the empirical study. The results are mostly supportive. The authors further discuss the implications for schools, particularly vocational schools, and for scholars and teachers engaged in e-learning.

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Tags

e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, ICT, information and communication technology, collaborative learning, internet, learning management system, MOOC, interaction, LMS,

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