Exploring the Effects of Web-Enabled Problem-Based Learning and Self-Regulated Learning on Enhancing Low Achieving Students' Skills of Appling Software: A Quasi-Experimental Approach

摘要

This study explores the relative effects of web-enabled problem-based learning (PBL), self-regulated learning (SRL), and their combination on enhancing low achieving students' skills of applying software. A series of quasi-experiments were conducted for this exploratory study. Two classes of 102 freshmen in a one-semester course took part in the experiment. A full model of the relationships among variables representing the treatments on students' development of computing skills was tested. Results were generally positive as expected, showing enhanced computing skills. The authors further discussed the implications of these results for schools, particularly for vocational schools, and scholars and teachers engaged in e-learning.