National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
摘要:
摘要： Although previous studies have highlighted the advantages of using e-books for learning, most have compared learning achieved with traditional textbooks with that achieved with e-books in a classroom situation. These studies focused on individual learning instead of on interactions among learners, learning behavior using e-books after school, and parental observations of children using e-books for learning. This research investigated the use of annotatable multimedia e-readers (AMEs) for elementary school-level English and examined the effects of annotation-sharing mechanisms inside and outside the classroom on learning and achievement. The research findings suggest that reading the annotations of high-achieving learners (HLA) via the annotation-sharing function can reinforce learning. Moreover, HLA annotate significantly more in class and after school than do low-achieving learners (LLA). We found a positive correlation among parents' perceptions of afterschool learning with AMEs, learners' after-school annotation recording, learning behavior while listening to such recordings, and children's learning achievement. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2015-01-01 出處： Educational Technology & Society, 2015-01, Vol.18 (1), p.292-307 資源來源： 華藝CEPS中文電子期刊服務 版權： Copyright 2015 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2015 International Forum of Educational Technology & Society 版權： 2015. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201501_18(1).0024
