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Three-phase ideal model for blog-assisted life education instruction (preparation, implementation, finish)

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article proposes an ideal instructional model, shown in Figure 5, organized into three phases. In preparation, teachers design topics, become familiar with blog functions and arrange heterogeneous grouping; in implementation, film watching and experiential activities come first, followed by blog publication, cross-group reading, comments and revision; in the finish phase, "Instructional films, learning sheets, instructional data, activity photos, and portfolios are placed on the blogs for students to browse at any time."

Design Implications

Context

Requirements

  • Teachers must be familiar with blog use and functions so students can successfully share learning on the blogs
  • Heterogeneous grouping arranged with attention to special students' physical and mental development

Constraints

  • The authors note grouping can never be perfect and some groups continued to have disputes
  • Blog instruction was slow and confusing at the beginning of the experiment

Target Learners

  • fifth-grade elementary school students

Learning Goals

  • life education values
  • collaborative learning
  • information literacy

Claims

Examples

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Key Sources

  • Lou, S.-J., Kao, M.-C., Yen, H.-L., & Shih, R.-C. (2013). Effects of applying blogs to assist life education instruction for elementary school students. The Turkish Online Journal of Educational Technology, 12(4). https://www.tojet.net/
Page metadata
Field Value
type design
id blog-assisted-life-education-three-phase-model
title Three-phase ideal model for blog-assisted life education instruction (preparation, implementation, finish)
description The article proposes an ideal instructional model, shown in Figure 5, organized into three phases.
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — lou-2013

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