Exploring the effects of web-mediated activity-based learning and meaningful learning on improving students’ learning effects, learning engagement, and academic motivation

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The application and development of educational technologies has influenced current education practices. However, there are few studies discussing how to apply these technologies and devices with appropriate teaching methods to help students achieve satisfactory learning goals, especially for computing classes. Thus, the researchers reconsidered the course design of a computing course with practical teaching methods, activity-based learning (ABL) and meaningful learning (ML), in an online learning environment. The researchers investigated, via quasi-experiments, the effects of web-mediated ABL and ML on developing students’ learning effects, learning engagement, and academic motivation in this online computing course. A 2 (ABL vs. non-ABL) × 2 (ML vs. non-ML) design, as well as factorial pretest/posttest design, was employed in this experimental research. The selected course for experiment was titled “Applied Information Technology: Office Software,” one semester in length and a required course for the four involved classes of students at a comprehensive university. All students in this study came from non-computer departments. According to the results of this study, students who received web-mediated ML had a significant increase in their learning engagement. However, the expected effects of ABL on developing students’ skills in using PowerPoint and Word, learning engagement, and academic motivation were not found in this study. Possible explanations for this nonsignificant outcome are included in the paper. The researchers’ design of an online course integrating ABL and ML may be used by teachers and schools when conducting online, flipped, or blended courses for their students, particularly for those courses focused on developing students’ skills in using PowerPoint and Word.