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題名:探討學生在網路社群中創建播客對ESP學習的成效
作者:吳德偉
作者(外文):DAVID WOLFF
校院名稱:國立高雄師範大學
系所名稱:工業科技教育學系
指導教授:溫嘉榮
學位類別:博士
出版日期:2016
主題關鍵詞:播客動機成就學習偏好共變數分析PodcastingMotivationAchievementLearning preferenceANCOVA
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播客在教育上受到廣泛的應用,但缺乏進一步的研究和說明。 大部份學術方面的文獻都專注在個案的研究、學生的滿意度或者使用情況。 透由結合質與量的準實驗性研究設計,本研究探討三種教學及學習方法 第一種為傳統教學法即學生繳交紙筆的作業或會話; 第二種學生使用社群交網站分享三個播克音檔; 第三種學生使用社群網站分享三個播客影音檔,本研究的三的目標如下:
1. 探討學生在社群網站製作及分享播客對學習成就提升的成效
2. 探討將學生製作的播客影片融入課程能增加學生的學習動機
3. 探討學生學習模式、播客和學生學習成就三者間的關聯性
研究的對象為台灣一所科技大學三個餐旅為主的英文班二年級學生,施教者為同一人
每班使用不同方法教學, 為期兩年, 每一年的學生不同, 每種教學法教授約五十到六十人。 測量方法使用簡易版的學習動機導向策略量表(共十一題)來測量學生的動機, 施測時間為課程學習前及課程結束後,共兩次。 另一方面,使用共變數分析來分析學生期末考試成績, 進一步使用二因子變異數分析來分析動機量表並使用複回歸分析來分析學習的動機和成就,接者, 使用學習風格量表來決定學習的方式偏好及使用t檢驗和單因因子變異數分析法分析分析學習偏好, 本研究結果可以了解將學生製作的播客融入教學課程是否能增加學生學習動機和學生的學習成效。
Keywords: 播客, 動機, 成就, 學習偏好, 共變數分析
The use of podcasting in education, while popular, needs further investigation and explication. Most scholarly literature has focused on case studies and student satisfaction or use. Through a mixed qualitative and quantitative quasi-experimental research design, this research investigated three methods of teaching and learning: (1) use of traditional teaching where students hand in written papers/dialogues, (2) use of a social network where students posted three audio podcasts, and (3) use of a social network where students posted three video podcasts. The three aims of the research were to (1) investigate the effectiveness of the production and sharing of student-made podcasts over a social network on student achievement, (2) investigate whether the integration of student-made podcasting into a course increased students’ motivation, and (3) investigate the relationship between student learning style, podcasting, and student achievement. Three hospitality-themed English classes of sophomore students at a technical college in Taiwan were taught by the same instructor, each using a different method of teaching. The courses were taught over two years with different students each year: each method of teaching had a total of fifty to sixty students. A shortened version (11 questions) of Motivation Strategies for Learning Questionnaire (MSLQ) was used to measure student motivation and was given twice, once each at the beginning and end of the course. ANCOVA was used to analyze student final test scores, Two-way ANOVA was used to analyze the motivation scale, multiple-regression was used to analyze motivation and achievement. Also, the VARK Questionnaire was used to determine learning style preference, and t-test and two-way ANOVA were used to analyze learning preference. This research provided mixed results about whether including student-made podcasts into a course increases student motivation and neutral results about student achievement.
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