The purpose of this study is to build e-Iearning system for constructivist programming design course. Base on the e learning system, researchers carried out experimental teaching and investigated how constructivist programming design course influenced college students' performance. The results were shown as follows:1.After eliminating the effects of the pretest, the achievement score of programming design of the collaborative web based learning group (experimental group) was significantly higher than that of the traditional learning group (control group).2.After eliminating the effects of the pretest, the attitude toward programming design of the experimental group was significantly positive than that of the control group.
This research purpose of this study was to explore the teachers' collective efficacy influence to the student learning outcomes, and the results will provide to teaching reference. This research applies the survey research method (valid retrieved questionnaires including 372 teachers and 1116 students) and through Structural Equation Modeling (SEM) undertakes data analysis and mode verification in view of analyzed questionnaires. The conclusions are summarized as follows: Teacher collective efficacy has positive influence to learning efficacy; teacher collective efficacy has positive influence to students' learning outcomes and teacher collective efficacy has positive influence to students' learning outcomes.
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