Student Satisfaction and Self-Efficacy in a Cooperative Robotics Course
In this study, LEGO robotics and cooperative learning were integrated into the design of a course. In the course, preservice teachers had to complete their assignments by cooperating, solving problems, and conducting team discussions. After the course, questionnaires were used to understand
the advantages and disadvantages of the design of the robotics course, student satisfaction with the course, and changes of the preservice teachers' confidence in learning LEGO robotics. The satisfaction questionnaire covered three dimensions: teaching environment, teaching content, and teaching
method. Results showed that by the end of the semester, students' satisfaction with the cooperative robotics course had improved. Furthermore, the results showed positive effects on preservice teachers' perceived self-efficacy when learning LEGO robotics.
Keywords: COOPERATIVE LEARNING; PRESERVICE TEACHER; ROBOTICS; SATISFACTION; SELF-EFFICACY
Document Type: Research Article
Publication date: 01 September 2010
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