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Effects of Using Task-Driven Classroom Teaching on Students’ Learning Attitudes and Learning Effectiveness in an Information Technology Course

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  • He-Hai Liu

    (College of Education Science, Anhui Normal University, Wuhu 241002, Anhui Province, China)

  • Yu-Sheng Su

    (Department of Computer Science & Information Engineering/Research Center for Advanced Science and Technology, National Central University, Taoyuan City 32001, Taiwan)

Abstract

The Internet era of the modern day means that information technology no longer depends on computer theory. Instead, new education methods are used for innovative application. Therefore, the task-driven classroom teaching method is integrated into information technology teaching of junior middle school by designing specific cases. From the theoretical knowledge teaching and the comprehensive operational practice teaching, we explore the effect of using the task-driven classroom learning method on students’ learning attitudes and learning effectiveness in an information technology course. The experimental results show that using the task-driven classroom teaching method has significant positive correlation on student learning performance, learning interest, and creative thinking. This idea can stimulate interest in learning and improve the comprehensive quality of students; thus, it can promote the reform of information technology education and curriculums. For a more detailed discussion, the results will be discussed in this paper.

Suggested Citation

  • He-Hai Liu & Yu-Sheng Su, 2018. "Effects of Using Task-Driven Classroom Teaching on Students’ Learning Attitudes and Learning Effectiveness in an Information Technology Course," Sustainability, MDPI, vol. 10(11), pages 1-14, October.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:11:p:3957-:d:179361
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    References listed on IDEAS

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    1. Jui-Che Tu & Li-Xia Liu & Kuan-Yi Wu, 2018. "Study on the Learning Effectiveness of Stanford Design Thinking in Integrated Design Education," Sustainability, MDPI, vol. 10(8), pages 1-21, July.
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    Cited by:

    1. Teen-Hang Meen & Charles Tijus & Jui-Che Tu, 2019. "Selected Papers from the Eurasian Conference on Educational Innovation 2019," Sustainability, MDPI, vol. 11(23), pages 1-12, December.
    2. Lianchun Dong & David Clarke & Yiming Cao & Lidong Wang & Wee Tiong Seah, 2018. "Teacher Questioning Practices over a Sequence of Consecutive Lessons: A Case Study of Two Mathematics Teachers," Sustainability, MDPI, vol. 11(1), pages 1-18, December.
    3. He-Hai Liu & Qi Wang & Yu-Sheng Su & Liang Zhou, 2019. "Effects of Project-Based Learning on Teachers’ Information Teaching Sustainability and Ability," Sustainability, MDPI, vol. 11(20), pages 1-16, October.

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