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ABSTRACT: ั ื ่ ี้ ั ิ ิ ั ึ ั ิ ั ์ ู้ ี่ ้ ิ ั ิ ิ ั ุ ิ ้ ั ์ ู้ ี ้ ิ ั้ ั ้ ิ ั ุ ั้ ั้ ่ ั ้ ิ ั ึ ้ ั ั ้ ิ ั ื้ ่ ้ ็ ั ี่ 1 ั ้ ิ ั ็ ั ี่ 2 ั้ ื่ ิ ั ็ ั ี่ 3 ั ิ ั ็ ั ี่ 4 ี ้ ิ ั ่ ( ี่ 1) ็ ั ี่ 5 ี ้ ิ ั ่ ิ ั ี่ ี่ ้ ( ี่ 2) ็ ั ี่ 6 ี ้ ิ ั ่ ี ิ ี ิ ั ( ี่ 3) ็ ั ี่ 7 ิ ิ ู้ ิ ั ็ ั ี่ 8 ี ั ่ ้ ิ ั ็ ั ี่ 9 ้ ิ ั ู้ ี ้ ิ ่ ่ ่ ้ ื ิ ั ้ ็ ั ึ่ ู้ ี่ ิ ั ็ ้ ู้ ่ ั้ ั้ ี้ ื่ ้ ู้ ่ ิ ุ ่ ้ ู้ ้ ้ ิ ั “ ้ ่ ้ ่ (Less is More)”Full-text · Book · Feb 2017 ABSTRACT:The purpose of this study was: (1) to find practical blended learning way in research proposal writing class of undergraduate; (2) to compare the differences of research proposal writing attitude, classroom climate, and quality between blended and typical learning; and (3) to analyze the difficulty in the process and provide ways to solve. There were 76 undergraduate students (2 classes) selected from Department of Comparative Education, National Chi Nan University. One class was empirical group, and the other was control group. The subjects were administered "Research Proposal Writing Attitude Inventory", "Classroom Climate Inventory", and "Research Proposal Writing Quality Inventory". The results were as follows: (1) the suitable blended learning applied in research proposal writing was blending e-Learning on the basis of fact-to-face learning; (2) there were differences of research proposal writing attitude, classroom climate and proposal writing quality between blended learning and typical learning; and (3) the problems and solutions of research proposal writing online discussion was mentioned by before carrying on, carrying on, and after carrying on. Some suggestions was given according to the research results and further research.