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so that they had prepared when they entered the
classroom. In contrast with traditional instructional
methods, students would pay much attention on
classroom activities (avg.=3.9) and were more
responsible to answer teacher's questions, be-
cause the teacher's lecture can arouse students'
resonance in their brain.
From the results of focus-group interview, most
interviewees generally accepted that the WIRE
model can enhance their attention, interaction,
and motivation in the classroom activities, and
therefore the learning achievement was promoted.
They were interested in trying the novel delivery
model. Some interviewee said:
learning, although they appreciate the distance
learning with WIRE model. They want to learn
from teachers for solving the questions the encoun-
tered in the warm-up stage, and are familiar with
the face-to-face discussion. Like most research
results of online learning, the learning strategies
that adopt communication online focuses on the
affordance of provided tools to support learning
motivation, interactions, and cooperation. Most
learners preferred to discuss lessons with others
in face-to-face settings.
Second, some warm-up questions are difficult
to solve. Since the teacher just only provided one
face-to-face teaching opportunity for each one
topic chapter, the students' real abilities cannot be
precisely predicted. It is a challenge for a teacher
to ask an appropriate question by the observation
from the answers of previous warm-up questions.
The questions must not only reflect the concepts
of the learning materials but be moderately dif-
ficult, so that the learners' self-confidence can be
inspired. In the future study, those questions used
in WIRE model should be collected for quanti-
tative difficulty analysis every time when used.
The experience will be gradually accumulated for
asking a good question.
I like the new learning style. When I encountered
the questions that I had no idea to solve, I take
seriously to discuss with my classmates instead
of giving up. And then I felt the sense of accom-
plishment when I solved the questions. Also, I
relatively understand the lessons more than the
other courses.
However, some problems and suggestions were
discussed. First of all, some interviewees hoped
they have more time for face-to-face classroom
Table 4. The questionnaire results
Categories
Questions (N=41)
Average
Motivation
The warm-ups increased my learning motivation on the course.
3.66
I was engaged in the classroom activities because of the warm-up before class.
3.73
In contrast with other courses, I paid much attention on classroom learning.
3.90
In contrast with other courses, I had much motivation on classroom learning.
3.83
Interaction
The warm-ups increased the interaction of me with my teacher.
3.61
The warm-ups increased the interaction of me with my classmates.
3.80
In contrast with other courses, I have more interaction of me with my teacher in classroom activi-
ties.
3.44
In contrast with other courses, I got more interaction of me with my classmates in classroom activi-
ties.
3.73
Learning
achievement
The warm-ups can increase my learning achievement of this course.
3.66
Revising the warm-up questions as the lesson review after class can help me connect the knowledge
acquired before and after classroom learning.
3.63
The exercises assigned after class can enhance my learning achievement.
4.02
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