:::

詳目顯示

回上一頁
題名:行動學習應用在高等教育學生學習成效 與學習動機之研究
作者:呂淑娟
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:鄭友超
學位類別:博士
出版日期:2013
主題關鍵詞:行動學習學習成效學習動機M-LearningLearning EffectivenessLearning Motivation
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:37
本研究旨在探討「M-Learning與傳統」教學策略對技職校院人文社會學院學生「資訊與網路應用」課程,學習成效與學習動機之影響。為達研究目的,本研究採不等組準實驗設計,以某私立科技大學進修學院之人文社會學院學生為研究對象,取實驗組20人,控制組15人,共計有效樣本35人,進行為期16週之實驗教學。於實驗教學結束後,將所得資料採描述性統計、獨立樣本t考驗、相依樣本t考驗、單因子共變數分析(ANCOVA)和皮爾森積差相關等統計方法加以分析。
依據分析結果,本研究獲致結論如下:
壹、 以M-Learning為教學策略的實驗組學生,學習成就顯然優於以傳統教學策略的控制組學生。
貳、 實驗組學生之「學習動機」於實驗前、後有顯著差異,後測所得的結果較優於學習前。顯示出M-learning確實可提升學生的學習動機。
參、 實驗組學生在學習成就與學習動機相關各層面中,未曾學習過的新課程部分之學習成就和學習動機中「注意」,以及基礎能力部分和整體動機有相關。
肆、接受「M-Learning」教學策略之學生,認為此學習方式使學習變得更便利和容易,有助提高學習興趣和學習動機。
The purpose of this study was to investigate the impact of the “M-Learning and Traditional” teaching strategy on the learning effectiveness and learning motivation of the “applied information and network” course for the technological university and College of Humanities students. The study applied quasi-experimental design of the unequal sample sizes. The participants were from the Extension Division for In-service Education and College of Humanities of a private technological university. They were divided into two groups with 20 students in the experimental group and 15 in the control group. The total valid sample number was 35. The students participated in a 16-week experimental teaching. After the experimental teaching, data were collected and analyzed with descriptive statistics, independent t-test, dependent t-test, ANCOVA, and Pearson’s product-moment correlation.
Based on the analysis, the following conclusions were reached:
The learning effectiveness of the students with M-Learning was significantly better than those taught with Traditional teaching strategy.
The learning motivation of the experimental group had significant difference between before and after the experiment. The post-test was better than pre-test. It indicated that M-learning can indeed increase learning motivation.
For all correlations in learning effectiveness and learning motivation for the experimental group, the learning effectiveness for new course materials that they had never learned before was correlated to the “attention” of learning motivation. And the learning effectiveness of basic skills was correlated to overall motivation.
The students receiving M-learning thought the teaching strategy made learning more convenient and easier. It helped to increase learning interests and learning motivation.
Keywords: M-Learning, Learning Effectiveness, Learning Motivation
參考文獻

中文部份

任克之(2012)。團隊導向問題解決模式的探討。品質月刊,48(12),23-26。
江明涓、劉晃溢(2004)。Mobile e-Learning-延伸數位學習之無線行動力,經濟部工業局—數位學習產業推動與發展計畫網站。取自http://www.elearn.org.tw。
林宏旻(2007)。結合情境學習之數位學習對高職特教班學生學習成效之研究-以機車駕駛筆試題庫為例。國立台中教育大學碩士論文,未出版,台中市。
林麗娟(1996)。多媒體電腦圖像設計與視覺記憶的關係。教學科技與媒體,28,3-12。new window
林寶山(1990)。教學理論—理論與方法。台北:五南。
胡金枝(1994)。國民小學資優生的學習動機、批判思考與其國語科學業成就之關係。國立台中師範學院碩士論文,未出版,台中市。
孫琇瑩(2000)。不同程度動機提升策略對國小學童網頁教材學習動機之影響。國立花蓮師範學院碩士論文,未出版,花蓮市。
柴康偉(2012)。探討行動化學習對學生學習動機及滿意度之影響。遠東學報,29(1),43-53。
張春興(1997)。現代心理學。台北:東華書局。
張春興(2000)。教育心理學。台北:東華書局。
許淑玫(1999)。ARCS 動機設計模式在教學上之應用。國教輔導,38(2),16-23。
郭生玉(1999)。心理與教育測驗。台北:精華。
黃建成(2012)。以PBL教學方式進行大學生奈米科技教學之行動研究。國立臺中教育大學碩士論文,未出版,臺中市。
楊坤原、問題本位推動小組(2008)。問題本位學習手冊。中壢:中原大學教育研究所。
溫世頌(1997)。教育心理學。台北:三民。
葉和滿(2002)。不同入學管道的高中生學習動機、學習策略與學業成就關係之研究。國立彰化師範大學碩士論文,未出版,彰化市。
劉熒潔 、 林昌正(2000)。應用視覺隱喻抽取法(ZMET)建構學習感知心智地圖。朝陽人文社會學刊,8 (2) ,217-242。new window
蕭世原(2004)。臺北市國小學童體育態度、身體活動量及體育課學習成效之影響。臺北市立體育學院碩士論文,未出版,臺北市。
賴阿福(2004)。數位化教學與學習環境之變革。國教新知,51(1),19-32。
賴淑玲(1996)。教學策略相關研究之探討:以ARCS動機模式為架構。教學科技與媒體,26,36-46。new window
蘇怡如、彭心儀、周倩(2004)。行動學習之定義與要素。教學科技與媒體,70,4-14。new window
龔旭陽、吳明耀、黃菁雅(2005)。應用AG技術之行動學習架構與系統設計。取自http://cu.nsysu.edu.tw /1000112973/paper/2005npust.htm


西文部份
Abdullah1, N., Zakaria1, E., &; Halim, L. (2012). The Effect of a Thinking Strategy Approach through Visual Representation on Achievement and Conceptual Understanding in Solving Mathematical Word Problems. Asian Social Science. Advance online publication. doi: 10.5539/ass.v8n16p30
Aker, J. C., Ksoll, C., &; Lybbert, T. J. (2012). Can Mobile Phones Improve Learning? Evidence from a Field Experiment in Niger. American Economic Journal: Applied Economics, 4(4), 94-120.
Alexander, B. (2004). M-learning: Emergent pedagogical and campus issues in the m-learning environment. Educause, 16. Retrieved from http://net.educause.edu /ir/library/pdf/ERB0416.pdf
Alzaza, N. S., &; Yaakub, A. R. (2011). Student’s Mobile Information Prototype for the Higher Education Environment. American Journal of Economics and Business Administration, 3(1), 81-86.
Alzaza, N. S., &; Zulkifli, A. N. (2007). Mobile Based Library Loan Service (MBLLS). Symposium conducted at the meeting Of the Rural ICT Development Conference’07 (RICTD’07), Executive Development Centre (EDC), UUM., Malaysia.
Anderson, T. (2008). The Theory and Practice of Online Learning, Second Edition. Edmonton, AB: AU Press. Retrieved from http://www.e-booksdirectory.com/ details.php?ebook=2009
Atkinson, J. W. (1964). An introduction to motivation. Princeton: Van Nostrand.
Attewell, J. (2005). Mobile technologies and learning: A technology update and m-learning project summary. London: Learning and Skills Development Agency.
Attewell, J., &; Savill-Smith, C. (2004). Mobile learning and social inclusion: Focusing on learners and learning. In J. Attewell &; C. Savill-Smith (Eds.), Learning with mobile devices research and development: A book of papers(pp. 3-11) .London: Learning and Skills Development Agency.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
Beckmann, Mary Gerard.(2008). Handheld computers as a model of training for teachers
Walden University United States -- Minnesota
Ed.D. http://dbs.ncue.edu.tw:2458/docview/304380535?accountid=10046
Bransford, J. D., &; Stein, B. S. (1993). The IDEAL problem solver: A guide for iimproving thinking learning and creativity(2th ed.). NY: W. H. Freeman.
Bransford, J., &; Stein, B. (1984). The IDEAL problem solver. NY: W. H. Freeman.
Bulun, M., Gulnar, B., &; Guran, S. M. (2004). Mobile Technologies in Education. The Turkish Online Journal of Educational Technology-TOJET. Retrieved from http://www.tojet.net/
Business Wire (2012). T-Mobile Helping to Advance Mobile Learning and Digital Education for K-12 Schools in the U.S. Retrieved from http://article.wn.com/view/2012/ 03/29/TMobile_Helping_to_Advance_Mobile_Learning_and_Digital_Educa_p/.
Chang, C. Y., Shen, J. P., &; Chan, T. W. (2003). Concept and design of AD Hoc and Mobile classrooms. Journal of Computer Assisted Learning, 19, 336-346.
Cheon, J., Lee, S., Crooks, S. M., &; Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers &; Education, 59(3), 1054-1064.
Daher, W., &; Baya'a, N. (2012). Characteristics of middle school students learning actions in outdoor mathematical activities with the cellular phone. Teaching Mathematics Applications, 31(3), 133-152.
Donnelly, K. (2009). Learning on the move: How m-learning could transform training and development. Development and Learning in Organizations, 23(4), 8-11.
Driscoll, M. (2005). Psychology of learning for instruction (3rd ed.).Needham Heights, MA:Allyn &; Bacon.
Dye, A. (2003). Mobile education-A glance at the future. Retrieved from http://www.nettskolen.com/forskning/ mobile_education.pdf.
Fisher, C. (1989). The influence of high computer access on student empowerment. ACOT Report #1. Cupertino, CA: Apple Classrooms of Tomorrow Advanced Technology Group, Apple Computer, Inc.
Gagne′ E. D. (1985). The cognitive psychology of school learning, Boston: Lettle, Brown and Company.
Georgieva, E. S., Smrikarov, A. S., &; Georgiev, T. S. (2011). Evaluation of mobile learning system. Procedia Computer Science, 3, 632-637.
Good, T. L., &; Brophy, J. E. (1984). Looking in classrooms. NY: Harper &; Row.
Grosso, C. D. (2003). Progress Report-Change Manager. Retrieved from http://leaders.flexiblelearning.net.au/ fl_leaders/fll03/interim/del_grosso_cinthia_progreport.pdf
Hacker, M., &; Barden, A. R. (1988). Living with technology. NY: Delmar.
Halis, I. (2002). Instructional technologies and material development. Ankara: Nobel Press.
Hargreaves, A. (2003). Teaching in the Knowledge Society: Education in the age of unsecurity. Retrieved from http://books.google.com.my/books (accessed 1 March 2009).
Harris, P. (2001). Goin Mobile. Retrieved from http://www. learningcircuits.org/2001/jul2001/harris.html.
Hiltz, S. R., &; Wellman, B. (1997). Asynchronous Learning Networks as a Virtual Classroom. Communications of the ACM, 40(9), 44-49.
Idrus, R. M., &; Ismail, I. (2010). Role of institutions of higher learning towards a knowledge-based community utilising mobile devices. Procedia-Social and Behavioral Sciences, 2(2), 2766-2770.
Jones, A. C., Scanlon, E., &; Clough, G. (2013). Mobile learning: Two case studies of supporting inquiry learning in informal and semiformal settings. Computers &; Education, 61(1), 21-32.
Keller, J. M. (1983). Motivational design of instruction. In C.M. Reigeeluth(Ed.), Instructional design theories and models: An overview of their current status(pp. 384-434). Hillsdale, NJ: Lawrence Erlbaum.
Keller, J. (2011). The slow-motion mobile campus. The Chronicle of Higher Education, Retrieved from http://chronicle.com/article/The-Slow-Motion-Mobile-Campus/127380/
Keller, J. M., &; Burkman, E. (1993). Motivation principles. In M. Fleming &; W. Levie (Eds.), Instructional message design: Principles for the behavioral and cognitive science(pp. 3-53), Englewood Cliffs, NJ: Educational Technology Publication.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10.
Kelson, A. C. K., &; Distlehorst, L. H. (2000). Groups in problem-based learning: Essential elements in theory and practice. In D. H. Evensen &; C. E. Hmelo (Eds.), Problem-based Learning: A Research Perspective on Learning Interactions (pp. 167-184). Mahwah, NJ: Lawrence Erlbaum Associates.
Keskin, N. O., &; Metcalf, D. (2011). The current perspectives, theories, and practices of mobile learning. The Turkish Online Journal of Educational Technology, 10(2), 202-208. Retrieved from http:// www.ebscohost.com.
Kynäslahti, H. (2003). In search of elements of mobility in the context of education. In H. Kynäslahti &; P. Seppälä(eds.), Mobile Learning(pp. 41-48), Helsinki: IT Press.
Laouris, Y., &; Eteokleous, N. (2005). Experiences from the application of knowledge-packets as means for educationally mentally and socially balanced instruction, Accepted for resentation 3rd International Conference on Multimedia and Information and Communication Technologies in Education (m-ICTE 2005), Spain, 8-10 June.
Learning Theories Knowledgebase. (2009,
May). ARCS Model of Motivational Design(Keller).
Retrieved from http://www.learningtheories.
com/kellers-arcs-model-ofmotivational- design.html
Leung, C. H., &; Chan, Y. Y. (2003). Mobile learning: A new paradigm in electronic learning. Retrieved from http://matheasy.webstarts.com/uploads/Mobile_Learning_A_New_Paradigm_in_Electronic_Learning.pdf
Makoe, M. (2010). Linking mobile learning to the student-centred approach. Retrieved from http://www.checkpointelearning.com/article/8044.html
Martí, E., Gil, D., &; Julià, C. (2006). A PBL experience in the teaching of computer graphics. Computer Graphics Forum, 25(2006), 95-103.
Martin Mauve, Nicolai Scheele, &; Werner, Geyer. (2001). Enhancing Synchronous Distance Education with Pervasive Devices, GI
Jahrestagung,2, 1117-1122.
Masgoret, A. M., &; Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(1), 167-210.
McCombs, B. L. (2000). Reducing the achievement gap. Society, 37(5), 29-39.
Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers &; Education, 49, 581-596.
Muyinda, P. B. (2007). Mlearning: Pedagogical, technical and organizational hypes and realities. Campus-Wide Information Systems, 24(2), 97-104.
Neumann, G. (2011). Knowledge management at individual level to support logistics problem solving. Poslovna Izvrsnost/Business Excellence, 5(2), 83-102.
Oblinger, J. (2006). Ensuring students' success. Educause Review, May, 10-11.
O'Malley, C., Vavoula, G., Glew, J., Taylor, l., Sharpies, M., &; Lcfrere, P. (2003). Guidelines for learning/teaching/tutoring in a mobile environment (Mobilearn project deliverable). Retrieved from http://www.mobilcarn.org/download/results/guidelincs.pdf
Ozdamli, F., &; Cavus, N. (2011). Basic elements and characteristics of mobile learning. Procedia-Social and Behavioral Sciences, 28(2011), 937-942.
Pinkwart, N., Hoope, H. U., Milrad, M., &; Perez, J. (2003). Educational scenarios for cooperative use of personal digital assistants. Journal of Computer Assisted Learning, 19(3), 383-391.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the classroom, In C. Ames and M. Maehr (Eds.) Advances in motivation and achievement: Motivation enhancing environments (Vol. 6, pp. 117-160). Greenwich, CT: JAI Press.
Ram﹐P. (1999). Problem-based learning in undergraduate education. Journal of Chemical Education﹐76(8)﹐1122-1126.
Raffini, J. P. (1996). 150 ways to increase intrinsic motivation in the classroom. Needham Heights, MA: Allyn &; Bacon.
Reilly, R. R., Lewis, E. L., &; Tanner, L. (1983). Educational psychology, Application for classroom learning and instruction. NY: Macmillian Publishing.
Rovai, A. P., &; Barnum, K. T. (2003). On-line Course Effectiveness: An Analysis of Student Interactions and Perceptions of Learning. Journal of Distance Education, 18(1), 57-73.
Sariola, J., Sampson, J., Vuorinen, R., &; Kynäslahti, H. (2001). Promoting MLearning by the UniWap project within higher education. Paper to the International Conference on Technology and Education. Florida State University. Tallahassee, May, 2-5, 2001.
Schwabe, G., &; Göth, C. (2005). Mobile Learning with a mobile game: Design and motivational effects. Journal of Computer Assisted Learning, 21(3), 204-216.
Sears, S., Carpenter, C., &; Burstein, N. (1994). Meaningful reading instruction for learners with special needs. The Reading Teacher, 47(8), 632-638.
Shanmugapriya, M., &; Tamilarasi, A. (2012). Developing a Mobile Adaptive Test (MAT) in an M-Learning Environment for Android Based 3G Mobile Devices. International Journal on Computer Science &; Engineering, 4(2), 153-161.
Sivin-Kachala, J., &; Bialo, E. (1998). Report on the effectiveness of technology in schools, 1990-1997. Washington, D.C.: Software Publisher’s Association.
Small, R. V., &; Gluck, M. (1994). The Relationship of Motivational Conditions to Effective Instructional. Educational Techology, 36(8), 33-40.
Stipek, D. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66(1), 209-223.
Sulaka, S. (2010). Effect of problem solving strategies on problem solving achievement in primary school mathematics. Procedia Social and Behavioral Sciences, 9﹐468-472.
Summers, J. J., Waigandt, A., &; Whittaker, T. A. (2005). A Comparison of Student Achievement and
Satisfaction in an Online Versus a Traditional Face-to-Face Statistics Class. Innovative Higher Education, 29(3), 233-250.
Svinicki M.(2004)New directions in learning and motivation,in: M.D. Svinicki (Ed.), Teaching and learning on the edge of the millennium: Building on what we have learned, New directions for teaching and learning, Vol. 80, Jossey-Bass, San Francisco (1999).
Tom, H. B. (2005). Towards a model for m-learning in Africa. International Journal on E-Learning,4(3), 299-315.
Tony, C., Sharples, M., Giasemi, V., &; Lonsdale, P. (2004). Educational metadata for mobile learning. Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education 2004, pp. 197-198.
Traxler, J. (2010). Mobile people, mobile societies, mobile cultures not just mobile learning. In A. I. Chib (Ed.), Proceedings of the ICA Mobiles Preconference, Nanyang Technical University, Singapore, 21st-22nd June 2010.
Trifonova, A., &; Ronchetti M. (2003). A general architecture for M-Learning. Journal of Digital Contents, 2(1), 31-36.
Trifonova, A., &; Ronchetti, M. (2003). Where is mobile learning going? Retrieved from http://www.science. unitn.it/~foxy/papers.php.
Trilling, B., &; Hood, P. (1999). Learning, technology, and education reform in the knowledge age or “we’re wired, webbed, and windowed, now What?” Educational Technology, 39(3), 5-18.
Vahey, P., &; Crawford, V. (2002). Palm education pioneers program: Final evaluation report. Menlo Park, CA: SRI International.
Vinu, P. V., Sherimon, P. C., &; Krishnan, R. (2011). Towards pervasive mobile learning-the vision of 21st century. Procedia-Social and Behavioral Sciences, 15(2011), 3067-3073.
Virvou, M., &; Alepis, E. (2005). Mobile educational features in authoring tools for personalized tutoring. Computers and Education, 44, 53-68.
Weiner, B. (1985). An attribution theory of achievement motivation and emotion. Psychological Review, 92, 548-573.
Wu, T. Y., &; Chao, H. C. (2008). Mobile e-Learning for Next Generation Communication Environment. International Journal of Distance Education Technologies, 6(4), 1-13.
Yazici, J. H. (2005). A study of collaborative learning style and team learning performance. Journal of Education and Training, 47(3), 216-229.
Yousuf, M. I. (2007). Effectiveness of mobile learning indistance education. The Turkish Online Journal ofDistance Education, 8(4), 114-124. Retrieved from http://www.ebscohost.com.

 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
1. 素養導向教學對國中生之地理科的學習成效、動機與多元文化素養之影響
2. 以混合方法探討心流經驗的中介效果對技術型高中學生專業英文詞彙競賽學習動機與學習成效之影響
3. ARCS動機模式及專題導向學習應用於社會心理學通識課程及學生學習動機與學習成效之探討
4. 多元教學模式之設計--以經濟學課程為例
5. 大學劇本寫作課程融入遊戲化視訊會議Gather Town之研究:學習動機及個人、團隊寫作成效
6. 探究ARCS動機模式結合「配對合作學習」與「實作範例學習」對學習者學習動機與成效之影響
7. 雙語學習動機的成效評估:以ACT為架構
8. 分組合作學習對大專生之學習動機與學習成效之影響--以電路學課程為例
9. 電子白板的教學應用對臺南市國小高年級學生學習態度、學習動機及學習成效之研究
10. 自主學習策略融入國小五年級數學領域提升學生學習動機及成效之行動研究
11. 融入教學創新方式以提升學生學習動機與學習成效之探討--以多準則決策分析與應用系列課程為對象
12. 國中體育班歷史課程融入檔案和探究式教學對於學習動機及成效之影響
13. 運用ARCS動機理論融入外語教學之學習成效研究:以初級日語讀本課程為例
14. 聆聽學生的聲音:以翻轉教學融入問題導向學習提升學習成效之研究
15. 虛擬實境技術應用於傳統師徒制技能學習之影響
 
無相關著作
 
QR Code
QRCODE