| dc.description.abstract | A great number of online learning resources are available nowadays. Among these online resources, video lecture is one of the important learning approach, which grows rapidly and receives more and more attention. However, previous studies indicated that a main disadvantage of videos lecture is that learners might not keep paying attention to the lecture. Thus, this study tried to design a new activity model to improve the defect.
Base on the advantages of micro lecture and Kizilcec’s video lecture method (Kizilcec et al., 2014), this study developed a “mirco demonstration” learning system to meet learners’ needs. On the other hand, traditional math instruction paid little attention to students’ comprehension, reflection and application, which, in turn, hindered learners’ abilities of solving math problem and concept comprehension. Therefore, this study aims at improving students’ abilities of interpreting math concepts, solving math problems, math communication by applying the “micro demonstration activity,” which integrates video lecture, learning by teaching, and cooperating learning.
The participants in this study were two classed of elementary school students (N=45). A pre- and post-test were conducted to verify the effect of the “micro demonstration activity” on students’ math performance, math learning motivation, and attitude toward math. In addition, qualitative observation was conducted to explore the improvement of learners’ expression and cooperation abilities. The results indicated that the “micro demonstration activity” could not only improve students’ mathematical problem solving skills and communication abilities but also facilitated teachers’ instruction. Moreover, the “micro demonstration activity” also brought positive effect on students’ math learning interests and motivation, learning anxiety, and cooperative learning abilities.
Keyword: Micro lecture, learning by teaching, cooperation learning, video lecture, Micro demonstration | en_US |