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題名:國小教師自我導向學習與其參與數位學習效能之研究—兼及建構取向學習觀之探討
作者:蔡文憲
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:邱兆偉
學位類別:博士
出版日期:2011
主題關鍵詞:自我導向學習數位學習效能建構取向學習觀self-directed learninge-learning effectivenessthe learning concept
原始連結:連回原系統網址new window
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本研究旨在探討國民小學教師自我導向學習與數位學習效能之關係,並比較不同背景變項的國小教師在自我導向學習、數位學習效能上的差異情形,進而分析建構取向學習觀在屏東縣K-12數位學校平台中對教師自我導向學習及數位學習效能的狀況。
本研究以問卷調查法及訪談法為主。問卷調查研究對象抽取屏東縣不同的城鄉地區, 58所公立國民小學教師531人,其中有效樣本497人,回收率為93.6%。訪談方面,以立意抽取屏東縣不同城鄉教師16人為訪談對象,最後將調查所得資料以述統計分析、單因子變異數分析、結構方程模式等統計方法處理。另外,本研究將量化研究與質性資料分析結果,說明如下:
一、量化研究結果顯示,就教師「自我導向學習」自評結果,整體平均得
分屬中上程度,各因素之平均數高低依序為「喜愛學習」、「持續學
習」、「自我瞭解」、「主動學習」、「效率學習」。就「數位學習效
能」自評結果,整體平均得分屬中上程度,各因素之平均數高低依序為
「課程滿意」、「知識學習」、「行為改善」、「教學效能」。
二、量化研究結果顯示,國小教師自我導向學習會因其性別、年齡不同而
有顯著差異;而不會因其婚姻狀況、教育程度、擔任職務、學校規模
以及學校所在地不同而有顯著差異。
三、量化研究結果顯示,國小教師數位學習效能方面並不會因其性別、年
齡、婚姻狀況、教育程度、擔任職務、學校規模以及學校所在地不同
而有顯著差異。
四、低、中、高三組不同的國小教師自我導向學習在數位學習效能上具有
顯著差異;且高分組教師自我導向學習的之得分均顯著優於中、低分
組。
五、量化研究結果顯示,國小教師自我導向學習、數位學習效能間關係呈
顯著的正相關(r=.51)。
六、透過訪談,建構取向學習觀在屏東縣K-12數位學校中對自我導向學
習與其參與數位學習效能,受訪教師進行實況檢討的結果,包括:有
「未顧及學習者先備經驗」、「未重視學習者的需求」、「教師為引導者
角色」、「有個人自主學習的功能」、「發言、選課自由的學習情境」、
「有互動對話功能」、「缺乏即時回饋」、「數位合作學習在分組、執行
上有困難」。另外,改進建議,包括:「實體與虛擬研習課程混成」、
「兼重課程內容設計」、「學習記錄功能」、「鼓勵報名參加」、「重視
學員的需求」、「即時回饋功能」等方面的具體改進建議。其次,受訪教
師在「融合實體研習課程」、 「合作學習有助學習」的回應上有城鄉差
異。
本研究根據上述研究結果對教育主管機關、屏東縣K-12數位學校平台、學校行政人員、教師以及將來研究者提出具體建議。
The purpose of this study are to investigate the relationship of primary school tea-
chers’ self-directed learning and their e-learning effectiveness, to compare differences self-directed learning and e-learning effectiveness with different backgrounds, and to
analyze the performances status of teachers’ self-directed learning and e-learning effe-
ctiveness with a perspective of Constructivist Learning Theory through K-12 digital
school platform in Pingtung County.
This study adopts the questionnaires survey and interviews technique in data coll-
ection. sample of 531 teachers is selected in 58 public primary schools is selected in
Pingtung County for questionnaires survey. In this survey 497 samples are valid, and
the return rate is 93.6%. Besides, 16 teachers are purposively interviewed in different
urban andrural areas in Pingtung County. The final obtained data are analyzed by the
techniques of descriptive statistics, ANOVA analysis and structural equation model. In
addition, the results of the analyses of quantitative research and qualitative research
are stated as fllows:
1. The results of quantitative research shows that overall average scores are between
medium and high-levels in self-assessment of teachers self-directed learning read-
iness. The average level of factors are in order of "enjoy learning", "keep learning",
"self-understand", "active learning", " effective learning." and that as to self-asse-
ssment results of teachers’ e-learning effectiveness, Overall average scores are
between medium and high-levels, The average level of the factors are in order of
"course satisfaction", "knowledge Learning","behavior modification", "teaching
effectiveness."
2. The results of quantitative research show teachers’ self-directed learning
significantly differ with gender and age, but do not differ with marital status, educ-
ation level, position, school size and school location.
3. The results of quantitative research show teachers’ e-learning effectiveness
not differ with gender, age, marital status, education level, position, school size and
school location.
4. The three different groups (low, medium, and high) of self-directed learning teache-
rs have significant differences in teachers’ e-learning effectiveness and the high
group of self-directed learning teachers get much better scores than other groups
do.
5. The results of quantitative research show that the relations between teachers
self-directed learning and e-learning effectiveness are significantly positive(r =.51).
6. Through interviews, the learning concept of constructivistic approach on
teachers’ self-directed learning and e-learning effectiveness in K -12 digital school
platform in Pingtung, The teachers who are interviewed for performances status of-
fer some observation which include "not taking into account the learners' prior exp-
erience", "without paying attention to the needs of learners", "teachers as guide rol-
es", "personal self-learning function", "the learning environment of speech and free
class-taking ", " features an interactive dialogue ", " lack of immediate feedback "
and " having difficulties in grouping and practiving digital cooperative learning ".
In addition, the suggestions from the teachers includes the following specific reco-
mmendations for improvement: "a class of a mixture of object-teaching and virtual
learning ", "considering both curriculum contents and designs", "with a function of
the learning record," "encouraging to participate", "pay attention to the needs of st-
udents", "real-time feedback function "..etc. Secondly, in the aspect of the response
the teachers who are interviewed have differences between urban andrural different
in "Integrating object-teaching programs," and "cooperative learning will help to
learn."
According to the results of this study ,some practical recommendations are made
for education authorities, K-12 digital Schools platforms in Pingtung County,
schools administrators and teachers, and perspective researchers that follow.
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