Abstract
Statistics is everywhere in the people's lives. It is a very important and fundamental knowledge. It is one of the basic compulsory courses of the School of Management. It will be widely applied to all levels of management. The purpose of this study is to use multiple teaching methods to improve the effectiveness of learning, enhance learning motivation, and avoid the shortcomings of traditional, rigid, single teaching methods and poor teaching results in the course of statistics. This research combines three learning and management models into an innovative teaching method, which includes Collaborative Learning, Action Research, and application of learning processes into practical knowledge management. This innovative teaching method will apply to sophomores in a compulsive course of statistics in Asian University. The students will be able to better meet the qualifications of employment practice, have a broader vision, and experience a more diverse learning in a more structured course of statistics. The evaluation of learning effectiveness also uses innovative methods which include three parts: a. Statistical learning motivation scale. b. Questionnaire assessment scale. c. Self-assessment of learning effectiveness. It is also hoped that the restriction of the traditional teaching method of using textbooks and the standardization of the teaching process will be broken, as well as the traditional practice of paper-oriented examinations, in order to improve students’ learning motivation and learning effectiveness. The results of this research show that the average score of the first semester mid-term examination of the 1.108 academic year is higher than that of the first semester of the 107 academic year, indicating that the overall learning effect has improved, although there is no significant difference (t value 0.342, p-value = 0.733), but The standard deviation of the mid-term exam results in the 108 semester is also smaller than that in the 107 semester, indicating that the overall learning effect is relatively consistent. 2. The first and second semesters of learning motivation and assessment results have grown significantly. 3. The self-assessment of learning effectiveness grows every semester, and the growth in the second semester is more significant than that of the first semester. In particular, the self-assessment of learning effectiveness at the end of each semester has grown much more than at the beginning of the semester. This result shows that the direction of this research is to have actual learning effects, but it is still necessary to continue to strengthen teaching preparation and improve teaching methods.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Amabile, T.M., Hill, K.G., Hennessey, B.A., Tighe, E.M.: The work preference inventory: assessing intrinsic and extrinsic motivational orientations. J. Pers. Soc. Psychol. 66, 950–967 (1994)
Andersen, A.: Value for Money Drivers in the Private Finance Initiative. Arthur Andersen and Company, Chicago (2000)
Altrichter, H., Posch, P., Somekh, B.: Teachers Investigate their Work: An Introduction to the Methods of Action Research. Routledge, New York (1997)
Barney, J.B.: Firm resources and sustained competitive advantage. J. Manag. 17, 99–120 (1991)
Boisot, M.H.: Convergence revisited: the codification and diffusion of knowledge in a British and a Japanese firm. J. Manage. Stud. 20(2), 159–190 (1983)
Boisot, M.H.: Knowledge Assets. Oxford University Press, Oxford (1998)
Dale, E.: Audiovisual Method in Teaching. The Dryden Press, Hinsdale (1969)
Elliott, J.: Assessing the quality of action research. Res. Pap. Educ. 22(2), 229–246 (2007)
Freire, P.: Pedagogy of the Oppressed. Continuum, New York (1993)
Hart, F., Bond, M.: Action Research for Health and Social Care: A Guide to Practice. McGraw-Hill Education, London (1995)
Haldin-Herrgard, T.: Difficulties in diffusion of tacit knowledge in organizations. J. Intellect. Cap. 1, 357–365 (2000)
Hedlund, G.: A model of knowledge management and the N-form corporation. Strateg. Manag. J. 15, 73–90 (1994)
Huang, T-J.: Promoting five ways of life in the elementary and middle schools. Center for Educational Research of NTNU, Taipei (1992)
Huang, T.-J., Lin, P.-S.: Pedagogy of creativity and cooperation. ShtaBook, Taipei (1996)
Hsieh, T-.Y.: Study of virtual community and knowledge sharing in role of expectancy and value. Unpublished Master thesis. Department of Information Management of National Central University, Taoyuan (2005)
Johnson, D.W., Johnson, R.T.: Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. Prentice-Hall Inc, Hoboken (1987)
Kemmis, S., Mc Taggart, R.: The Action Research Planner. Deakin University Press, Victoria (1988)
Li, I.-C.: Application of action research in nursing. Nurs. Res. 5(5), 463–467 (1997)
Lin, D.-C.: Information Management – Core Competence of e-Enterprise. Best-Wise Publishing, Taipei (2005)
Lin, P.-S.: Principles of Instruction. Psychological Publishing, Taipei (2004)
Liu, G.-W.: First Text About Knowledge Management. Business Weekly Publications Inc, Taipei (2000)
Mosakowski, E.: Strategy making under causal ambiguity: conceptual issues and empirical evidence. Organ. Sci. 8(4), 414–442 (1997)
McGill, I., Beaty, L.: Action Learning: A Practitioner’s Guide. Kogan Page, London (1992)
McNiff, J.L., Lomax, P.P., Whitehead, J.: You and Your Action Research Project. Routledge, New York (1996)
Maula, M.: Three parallel knowledge processes. Knowl. Process. Manag. 7(1), 55–59 (2000)
Nonaka, I., Takeuchi, H.: The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press, Oxford (1995)
Nonaka, I.: A dynamic theory of organizational knowledge creation. Organ. Sci. 5(1), 14–37 (1994)
O’Dell, C., Grayson, C.J.: If only we knew what we know: identification and transfer of internal best practices. Calif. Manage. Rev. 40(3), 154–173 (1998)
Polanyi, M.: The Tacit Dimension. Routledge and Kegan Paul, London (1967).Learning and Knowledge Management. John Wiley, Chichester
Sanchez, R.: Managing articulated knowledge in competence-based competition. In: Sanchez, R., Heene, A., Thomas, H. (eds.) Strategic Learning and Knowledge Management, pp. 163–187. Wiley, New York (1997)
Sanchez, R.: Tacit knowledge versus explicit knowledge. approaches to knowledge management practice (2007). www.knowledgeboard.com/download/3512/Tacit-vs-Explicit.pdf
Schunk, D.H., Hanson, A.R., Cox, P.D.: Peer-model attributes and children’s achievement behaviors. J. Educ. Psychol. 79(1), 54 (1987)
Sena, J.A., Shani, A.B.: Intellectual capital and knowledge creation: towards an alternative framework. Knowl. Manag. Handbook 8(1), 8–16 (1999)
Stringer, E.T.: Action Research –A Handbook for Practitioners. Macmillan, London (1996)
Slavin, R.E.: Cooperative learning. Rev. Educ. Res. 50(2), 315–342 (1980)
Tannenbaum, M., Tahar, L.: Willingness to communicate in the language of the other: Jewish and Arab students in Israel. Learn. Instr. 18(3), 283–294 (2008)
Tsai, P.-L.: Introduction of Instruction. Pro-ED Publishing Company, Taipei (2001)
Vygotsky, L.: Interaction between learning and development. Read. Dev. Child. 23(3), 34–41 (1978)
Webb, C.: Action research. In: Cormack, D.F.S. (ed.) The Research Process in Nursing, pp. 155–165. Blackwell Scientific, London (1991)
Wen, Y.-F., Tang, K.-Y.: Knowledge Management. Princeton International Publishing Co. Ltd., Taipei (2007)
Wu, S.-H.: Nine Strategies: The Essence of Strategic Thinking. Faces Publication, Taipei (2000)
Yang, Y.-C.: A study of inter-organizational knowledge sharing in information system outsourcing processes. Unpublished Master thesis. Department of Information Management of National Sun Yat-sen University, Kaohsiung (2003)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Chang, TC., Chu, IT., Chen, PS. (2022). College Students’ Learning Motivation and Learning Effectiveness by Integrating Knowledge Sharing, Action Research and Cooperative Learning in Statistics. In: Barolli, L., Yim, K., Chen, HC. (eds) Innovative Mobile and Internet Services in Ubiquitous Computing. IMIS 2021. Lecture Notes in Networks and Systems, vol 279. Springer, Cham. https://doi.org/10.1007/978-3-030-79728-7_45
Download citation
DOI: https://doi.org/10.1007/978-3-030-79728-7_45
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-79727-0
Online ISBN: 978-3-030-79728-7
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)