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    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/78243
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/78243

    Authors: Chang, Shu-Hsuan;Yu, Li-Chih;Kuo, Yen-Kuang;Mai, Yi-Ting;Chen, Jen-De
    Contributors: 教育系
    Keywords: collaborative learning;online peer assessment;project-based learning;STEM course;Total Quality Management
    Date: 2015
    Issue Date: 2015-09-03 16:11:01 (UTC+8)
    Abstract: Undergraduate science, technology, engineering, and mathematics (STEM) curriculum emphasize project-based learning (PBL) with peer assessment/on-line peer assessment (PA/OPA). Many studies have stressed that students did not improve over two rounds in PBL with OPA studies and PBL with PA have to adopt team mutual cooperation to reap effective learning. This study proposed an innovative approach that incorporate OPA with TQM as a macrolevel instructional tool to guide students in teacher's directing of collaborative project development as well as seeking continuous improvement to elevate Project-Based Learning Performance in a STEM course. The effects of OPA with TQM were examined through an experiment with PBL performances hypotheses. A total of 63 junior students in an university of Taiwan voluntarily participated in this study and a quasiexperimental approach with a two-group design was adopted. The results revealed that the team members using the OPA with TQM approach tended to have higher design skill performance, better cohesive teamwork and creative problem solving attitude. Thus, the proposed approach facilitated team members to collaborate for seeking continuous improvement. However, no significant difference was reported on the influence of enhancing students' design concept. Implication and suggestions for educators to promote the PBL with OPA and TQM were also provided in the study.
    Relation: Journal of Baltic Science Education, 14(3), 379-390
    Data Type: article
    Appears in Collections:[教育學系] 期刊論文

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