Many articles discuss the contributions of Moodle, but a focus on energy education and student perspectives in higher education are very limited. This study implemented an undergraduate energy education course in Moodle as an extension of a face-to-face course. 30 Taiwanese higher education students in the fourth grade were divided into six groups of five adopted STAD. To observe chat room and discussion forum messages in the course of 18 weeks, students filled out an online survey for webbased cooperative learning perspectives and were asked without pressure under semester scores on their experiences using an e-learning platform. Qualitative findings indicate student learning outcomes on energy technology plus success through cooperation via the Moodle e-learning platform.
|Number of pages||8|
|Journal||International Journal of Digital Content Technology and its Applications|
|Publication status||Published - 2011 Jun|
All Science Journal Classification (ASJC) codes
- Computer Networks and Communications