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題名:結合自我調整和參與式線上學習策略教學研究-以技術學院大一英文課程為例
作者:胡秀玲 引用關係
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:趙志揚
學位類別:博士
出版日期:2011
主題關鍵詞:自我調整線上學習策略參與式線上學習策略線上學習
原始連結:連回原系統網址new window
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在線上學習的環境裡,解決使用者互動性與自主性不足的限制一直是許多相關研究努力的目標,惟有提升使用者互動性與自主性,才能發揮線上學習的優勢進而得以良好的學習效率。自我調整學習(self-regulation learning, SRL)與參與式線上學習(online learner participation)為重要的兩大學習策略,在線上學習環境的應用也已行之有年,但就互動性與自主性而言,此兩策略皆有其優勢與限制,個別應用下無法完全發揮線上學習的優勢。因此,本研究以開放原始碼的數位學習課程管理平台自行建構數位學習網站功能模組,將自我調整線上學習策略和參與式線上學習策略納入模組化的設計,以教學實驗進行相關資料之蒐集,在研究對象方面,以一所私立技術學院中99學年度修讀「英文」課程之四年制一年級學生為便利取樣的樣本;經由實驗結果得知結合此兩策略的組別學生可獲得較優之學習成效,因此,自我調整學習策略以及參與式學習之結合為一可行方向,可讓線上學習之優勢得到全方位的發揮。
The interaction and autonomy among participants, the factors to enhance the study efficiency, is originally lacking in online learning environment. Self-regulation learning strategy and online learner participation strategy are two crucial educational strategies which have been applied in online learning aspect for many years. However, the benefits of online learning system cannot be gained by applying one of the strategies since none of them achieves both the interaction and autonomy satisfactorily. In this dissertation, a learning management system (LMS), derived from the principle of integration of self-regulation learning strategy and online learner participation strategy, is developed in a open source platform. The teaching experiment with the participants in a private institute of technology student in an English course is performed to collect information for evaluation of convenience sample. According to the result, the experimental group using the proposed system reveals better study outcome than the control group. It concludes that the integration of self-regulation learning strategy and online learner participation strategy is significant to achieve interaction and autonomy simultaneously, thus achieving well study performance in online learning environment.
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