1. Cooperative project-based learning and students’ learning styles on web page development 指導教授 : 陳明溥 博士 研 究 生 : 王麗君 LI-LING, C. (2003-2004). Cooperative project-based learning and students’ learning styles on web page development. J. Educational Technology Systems, 32(4) 363-375.

2. Introduction A. PBL focuses on the central concepts principles of a discipline involves students in meaningful learning tasks allows students to work individually or collaboratively to construct their own knowledge. B. Learning Web development project-based approach collaborative method, provides learners with a social interactive opportunity to organize their thoughts and create their own meaningful learning experiences.

3. Purpose of the study 1. What influences does cooperative PBL have on students’ development of Web pages? 2. How do students’ learning styles, specifically field dependence/independence, affect their development of Web pages in a PBL environment? 3. What is the relationship between cooperative PBL and learners’ learning styles of field-dependency and field-independency in developing Web projects?

4. PBL and Students’ Learning Styles A. Rosenfeld students who performed poorly in conventional classrooms, but who did well in PBL activities demonstrated better academic achievement than students who performed well in conventional classrooms, but who turned in poor projects or no projects at all B. Meyer, Turner, and Spencer that challenge seekers would approach PBL with greater interest and mastery focus than challenge avoiders. C. Horan, Lavaroni, and Beldon that high-ability students engaged in social participation behaviors more frequently than low-ability students lower ability students demonstrated a greater increase in social participation behaviors than the high-ability students

5. FID and FD Learning Styles 1940s Witkin’s : Field Independent/Dependent Field independent (FID)Field dependent (FD) AnalyticGlobal Self-referent (internal locus of control) Socially sensitive (self-monitors in a social group) Impersonal in orientationInterpersonal in orientation Information processors with better short-term memory encoding, better long-term recall Be influenced by their peers More accurate performance on visual search tasks Sequential structure learning Individualistic and rule-orientedPrinciple learning

6. FID /FD Learner and Technology Field independent (FID)Field dependent (FD) More likely to benefit from Web-based learning experiences More satisfied with using network communication system More efficient searches in a shorter time and are comfortable jumping around in the World Wide Web More often report being disoriented or lost

7. Methods and Procedure A. Data collection rubric assessment of Web projects, interviews, and surveys. B. The three courses were taught by the same instructor C. Web page development tools were introduced and used by students D. Time : five weeks E. Procedure: 1.Prior experience of Web authoring 2.Group Embedded Figure Test (GEFT) 3.Web project : navigation mechanism by which learners control the order and flow of information, multiple formats of presenting their materials, and some types of interactivity.

10. Result & Discussions Field independent (FID)Field dependent (FD) 15% do project cooperatively83% do project cooperatively 85% do project individually17% do project individually Discussion: that working with a partner requires lots of agreement and discussion between two persons, and that these interactions might delay their completion of the projects. Discussion: during discussion, the partner helped them clarify the information needed to complete the Web projects, focus on the task, and consolidate their ideas

11. Result and Discussions FD > FID Group > Individual

12. Result and Discussions Cooperatively: FD > FID A.FD learners were able to receive input from their partners and process information in a systematic way. B.FD re-process their information and to make the organizational structure of their Web projects more explicit than their original way. C. FID learners’ Web projects had less information, fewer links, and simpler architecture than the projects of FD learners with cooperative PBL. Individually : FID > FD