The effect of intrapsychology learning before and after interpsychology activities with a web-based sharing mechanism

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题名:	The effect of intrapsychology learning before and after interpsychology activities with a web-based sharing mechanism
作者:	黃武元;Hsu, Guo-Liang;Hwang, Wu-Yuin
贡献者:	資訊電機學院網路學習科技研究所
关键词:	Annotations;Collaborative learning;Distance learning;Educational activities;Educational research;Elementary Education;Elementary Schools;Full Length Articles;Grade 5;Internet;Learner engagement;Learning;Learning motivation;Learning Strategies;Learning styles;Online learning;Perceptual learning;Psychology;Resistance (Psychology);Self study;Sharing;World Wide Web
日期:	2013-04-01
上传时间:	2026-04-23 14:18:29 (UTC+8)
出版者:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
摘要:	摘要： Learning is predominantly contributed through the approach, ＂first interpsychology, and then intrapsychology＂ called ＂intra- after inter-psychology.＂ This learning method was also defined in the ＂Zone of Proximal Development＂ from the assistance provided by others to the self, as proposed by Vygotsky. In this study, another reverse learning approach, ＂first intrapsychology, and then interpsychology＂ called ＂intra- before interpsychology＂ was designed, so as to investigate what kind of learning sequence activities can bring about more effective learning experiences. Furthermore, the Web-based sharing annotation mechanism was employed to facilitate intrapsychology activities. Experimental results from a social course with 151 fifth-grade elementary school participants indicated that the intrapsychology activity plays an important role in students' learning performance, regardless of whether it was structured before or after interpsychology activities. However, formulating learning concepts through textual annotations made in the intrapsychology activity, undertaken before the interpsychology activity, created a psychological tool for mediating interaction in interpsychology activities. In addition, the Web-based sharing mechanism could empower participants' willingness to engage in the intrapsychology activity if the sharing mechanism was conducted before class. Constructing a structure forinterpsychology activities has been explored for decades as an effective way to facilitate interaction among group members or to promote learning performance; however, this study further implies that conducting the learning strategy within the intrapsychology activities may be another approach worth further investigation; this is especially true for the strategy designed before interpsychology activities. Implications for practice and recommendations for future research are presented. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2014-01-01 出處： Educational Technology & Society, 2014-01, Vol.17 (1), p.231-247 資源來源： Chinese Electronic Periodical Services (CEPS)_2025 版權： Copyright 2014 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2014 International Forum of Educational Technology & Society 版權： 2014. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html 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.201401_17(1).0020
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