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題名:如何促進低學業成就學生的學習:以網路為本的問題導向式學習及自主學習的設計實驗
作者:蔡家文 引用關係
作者(外文):Chia-Wen Tsai
校院名稱:銘傳大學
系所名稱:管理科學研究所博士班
指導教授:沈佩蒂
李昌雄
學位類別:博士
出版日期:2008
主題關鍵詞:低學業成就學生網路為本的自主學習網路為本的問題導向式學習電腦軟體教學設計實驗數位學習技職院校Design ExperimentWeb-Enabled PBLWeb-Enabled SRLLow Academic Achievement StudentsE-learningVocational SchoolsApplication Software Education
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教師在面對低學業成就學生(low academic achievement students),通常是指學習動機薄弱且對於學習較抱持著負面態度的學生,該如何做才能幫助他們跳脫學習的困境?本研究運用設計實驗(design experiment),發展合宜的網路教學模式,以提高低學業成就學生對於課程的投入與發展電腦技能的應用能力。本研究第一階段係針對102名參與全校性資訊課程-「套裝軟體與應用」的學生進行控制實驗,並蒐集和分析學業成績、問卷及訪談資料。實驗結果發現,相較於網路為本的傳統教學模式,採用網路為本的問題導向式學習、採用網路為本的自主學習、及同時採用網路為本的問題導向式學習及自主學習等三種不同的教學模式,均可顯著地提升學生們電腦技能的應用能力及涉入學習的程度。最後,本研究根據第一階段實驗結果,提出改良後的、可以據以進行下一階段實驗的網路教學模式及實驗設計,作為國內其他預計推行或已在進行網路教學的教師及相關教育單位之參考。
Low academic achievement students do usually not get involved in their schoolwork adequately. The main propose of this study was to explore the appropriate online teaching methods for low achievers. A two-phase design experiment was conducted, applying web-enabled problem-based learning (PBL), self-regulated learning (SRL), and their combination to help low achievers improve their skills of deploying application software and involvement in a required course. In the first phase, two classes of 102 freshmen in a semester course were chosen for this empirical study. The results reveal that effects of web-enabled PBL, web-enabled SRL, and their combinations on students’ skills of application software have significant differences. Moreover, the treatments of web-enabled teaching methods are refined in the design experiment for the future research.
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