Abstract
The nationwide implementation of distance learning in response to the COVID-19 pandemic has catalyzed significant transformations in the educational landscape. Educational practitioners, students, and campus infrastructures have undergone notable changes to accommodate digital learning modalities, reducing the challenges associated with blended teaching in the post-pandemic era. Additionally, the disparities in digital resource accessibility between urban and rural areas have been mitigated to some extent. Consequently, the issue of blended teaching has garnered increasing importance. Grounded in spatial production theory and the IBIS discussion model, this study employs questionnaire surveys, observational records, and semi-structured interviews to preliminary explore group cooperative learning among elementary school teachers and students in the context of blended teaching. The findings indicate that group cooperative learning continues to yield positive learning outcomes and influences subgroup differences within the framework of blended teaching. Moreover, the study reveals the diverse possibilities of integrating other instructional designs and methods into blended teaching, leveraging the pandemic-induced educational disruptions as opportunities for transformation. Educators can enhance the learning motivation and effectiveness of students with diverse needs by developing diverse instructional activities.
Presenters
Joni Tzuchen TangAssociate Professor, Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology., Taipei, Taiwan DeJun Mo
教師, 高年級班導, 台中市立大新國民小學, Taichung, Taiwan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
GROUP COOPERATIVE LEARNING
