This study aims to investigate the use educoco community composition-a teaching platform to enhance the sixth grade students’ writing motivation and writing performance. This study is based on the qualitative and quantitative data after the teaching program. The goal of this study is to provide recommendation and practical experience for teachers who will use the platform.
The process writing activities of educoco community platform are he PBL learning mode: Reading (agenda)、explore (web explore)、discussion (idea discussion)、display (expression)、 online assessment (peer assessment and teacher assessment). The participants are 73 students, and they are selected from three classes in Taipei, and the author is the teacher in the three classes. This study apply quasi-experimental method: One of the experimental group receive a PBL group, two of the experimental group receive educoco plus PBL, and the control group applies the traditional pen and paper. The writing motivation questionnaire and rating scales were used for the PBL group, educoco+PBL group, and control group, to measure the difference among the pre-test and the post-test by One-Way ANOVA. This study intends to explore whether the different writing approach has a significant impact on students'' learning motivation and writing performance.
The results reveal two following findings. First, the three groups have significant
difference performance on their writing motivation, group two which apply both educoco platform and PBL has significant improvement than group one and the control group. Second. The three groups have significant difference performance on their overall writing performance, group two has significant improvement than group one and the control group. This research result can provide teachers and pupils of elementary schools with a teaching model of flipped writing, which not only is more efficient, interesting, and unrestricted by time or space, but also improves the quality of teaching and learning.