臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：以Q方法探討混合式學習課堂中學生使用數位徽章之認知
作者：周麗
作者(外文)：ZHOU, LI
校院名稱：中華大學
系所名稱：科技管理博士學位學程
指導教授：陳俐文
學位類別：博士
出版日期：2020
主題關鍵詞：高等教育；數位徽章；Q方法；混合式學習；Higher education；Digital badges；Q-Methodology；Blended learning
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:1
摘 要
本研究論文旨在探討大學生在混合式學習中對數位徽章的認知，以及外部獎勵對學生學習動機和學習參與度的影響，並解釋大學生對競爭的認知類型及他們對數位徽章的總體認知。本研究採用Q方法以研究學生的主觀感受，研究者首先確定Q-set樣本，在課程接近尾聲時組織小組訪談，詢問受訪人員十個主要問題和次要問題，並以線上學習平臺問答方式收集數據，受訪人員為參與教學實踐的學生和教師，最終獲取36項觀點或意見的陳述語句；然後組織參與教學實驗的受試學生(即p樣本)進行Q排序，再利用Q數據處理軟件進行數據分析和解釋。教學實踐分兩個階段進行，首先，分別針對安徽某大學(代號A)、江蘇某地方高校(代號B)評估其使用數位徽章的程度及兩校學生對於數位徽章的認知。其次，通過教學實驗研究數位徽章在兩所高校的混合式學習課堂中的應用，我們希望瞭解學生對於使用數位徽章的看法，學生觀點及其人口統計特徵情況，並探討其中的理論關係。第一階段，在A校進行了為期一個春季學期的線上線下混合式教學課程，研究者作為助教參與其中，初步實踐Moodle課程平臺使用數位徽章的過程和效果，獲得了有效的初始數據，提出了進一步研究的合理化建議；第二階段在前期研究基礎之上，進行了優化和改進，在B校的秋季通識選修課中進行基於Moodle學習平臺的混合式實驗教學實踐，通過實作教學探討數位徽章應用於高校混合式學習課堂中的學生之認知。在討論數位徽章的使用時，本文會談到動機和獎勵問題，爲了闡明數位元徽章的目的，會詳細闡述與高校學生學習相關的內在動機和外在動機的概念。最終選擇含雙極因子的四因子分組解決方案，即持積極態度學習者、持消極態度學習者、持主動學習態度的學習者、持懷疑態度學習者四個類型，這些因子代表了在混合式學習課程中使用數位徽章的四種相關觀點。
ABSTRACT
The purpose of this study was to explore college students’ perception of the use of digital badges in a blended learning classroom, as well as their perception of digital badges in general. Q-Methodology was used in a single case study of students’ subjective experience of digital badges and, after a comprehensive reflection of their view of these badges, thirty-six Q-statements were selected. The students (i.e., P sample) participating in the teaching experiment were organized to conduct Q-sorting, and the data was analyzed and interpreted using Q data processing software. The teaching practice was divided into two stages. In the first stage, the degree of students’ use of digital badges and their cognition of digital badges were evaluated. In the second stage, it was hoped to understand the students' views of the use of digital badges and the theoretical relationship between their views and their demographic characteristics by conducting teaching experiments to study the application of digital badges in a blended learning classroom at two universities. In the first stage, the research was conducted in a blended learning classroom in spring semester at a university in Anhui province. The researcher participated in the course and preliminarily practiced the process and effect of using digital badges on a Moodle course platform. Reasonable suggestions for further research were proposed based on obtaining effective initial data. In the second stage, based on the prior research, a hybrid experimental teaching practice based on the Moodle learning platform was implemented in the autumn general education elective course at a university in Jiangsu province. This research focused on motivation and rewards when discussing the use of digital badges. It emphasized the concepts of intrinsic motivation and extrinsic motivation related to college students' learning in order to clarify the purpose of using digital badges. Then, a four-factor grouping solution with bipolar factors was selected, which consisted of four types of active learners, passive learners, learners with an active learning attitude, and skeptical learners. This solution represented four related views of the use of digital badges in blended learning courses.
參考文獻
李家瑩、方郁惠、溫冠倫(2019)。遊戲「直播」間？遊戲化對直播持續使用意圖之影響。資訊管理學報，26(3)，241-273。
李時匯(2020)。圖形符號在視覺傳達設計中的作用。美術教育研究，(03)，64-65.
張金磊、張寶輝(2013)。遊戲化學習理念在翻轉課堂教學中的應用研究。遠程教育雜誌，31 (1)，73-78。
張豔青、程宏、梁景岩、戴華(2020)。雨課堂作為形成性評價方法的應用實踐。基礎醫學教育，22(3)，226-228。
胡小勇、伍文臣、饒敏(2017)。面向私播課的混合學習設計與實證研究。電化教育研究，38(8)，70-77。
周文明、蔡旻珊、許鈺修(2011)。原住民工藝文化加值應用——以排灣族琉璃珠文化為例。資訊傳播學報，2011，51-57。
林雪芬(2019)。混合式學習有效性提升路徑的研究。電腦時代，2019(7)，76-77,80。
祝士明、王田(2017)。遊戲化學習環境下的教與學。現代教育技術，27(6)，25-30。
陳博殷、錢揚義、李言萍(2017)。遊戲化學習的應用與研究述評——基於國內外課堂中的 「化學遊戲化學習」。遠程教育雜志，35(5)，93-104。
許於仁、楊美娟(2016)。運用數位化桌遊探討理性情緒信念、同理心與情緒決策風格之關係。教育傳播與科技研究，115，59-72。
黃予(2018)。教育數位徽章:數位化時代的新學習認證。電化教育研究，39(11)，52-60。
黃榮懷、馬丁、鄭蘭琴、張海森(2009)。基於混合式學習的課程設計理論。電化教育研究，1(9)，14-24。
黃道主、劉豔琴(2018)。英國教學卓越框架評介。高教發展與評估。34(4)，84-96+106。
葉佩君、郭建良(2018)。遊戲化學習機制與模式的設計與成效初探——以某高職為例。中山管理評論，26(3)，415-452。
詹澤慧、李曉華(2009)。混合學習: 定義, 策略, 現狀與發展趨勢。中國電化教育，2009(12)，1-5。
趙德雷、樂國安(2003)。Q 方法論述評。自然辯證法通訊，25(4)，34-39。
劉衛東、侯維(2008)。平面視覺符號初探。中國包裝，28 (3)，31-34。
劉夢琪(2019)。混合學習情境下《現代教育技術》實驗課教學模式的行動研究。未出版之碩士論文，華中師範大學，武漢市。
廖擁軍(2008)。二維視覺符號傳播論。中國包裝，28 (2)，55-57。
Abramovich, S. (2016). Understanding digital badges in higher education through assessment. On the Horizon, 24(1), 126-131
Abramovich, S., Schunn, C., & Higashi, R. M. (2013). Are Badges useful in Education? : It depends upon the Type of Badge and Expertise of Learner. Educational Technology Research and Development, 61(2), 217-232.
Abramovich, S., & Wardrip, P (2016). Impact of Badges on Motivation to Learn. In Muilenburg, L.Y., & Berge, Z.L., (Eds.), Digital Badges in Education: Trends, Issues and Cases (pp. 53-61). New York: Routledge.
Ahn, J., Pellicone, A., & Butler, B. S. (2014). Open Badges for Education: What are the Implications at the Intersection of Open Systems and Badging? Research in Learning Technology, 22, 23563-23576
Andrioni, F (2018). Cross-European Perspective in Social Work Education: A Good Blended Learning Model of Practice. Sustainability, 10(5), 1539-1554.
Bandura, A. (1982). Self-efficacy Mechanism in Human agency. American psychologist, 37(2), 122-147.
Biles, M.L., & Plass, J.L(2016). Good Badges, Evil Badges? Impact of Badge Design on Learning from Games. In Muilenburg, L.Y., & Berge, Z.L., (Eds.), Digital Badges in Education: Trends, Issues, and Cases (pp. 39-52). New York: Routledge.
Blackburn, R., Porto, S., Thompson, J (2016). Competency-based Education and The Relationship to Digital Badge. In Muilenburg, L.Y., & Berge, Z.L., (Eds.), Digital Badges in Education: Trends, Issues and Cases (pp. 30-38). New York: Routledge.
Botički, I., Baksa, J., Seow, P., & Looi, C. K. (2015). Usage of a Mobile Social Learning platform with Virtual Badges in a Primary School. Computers & Education, 86, 120-136.
Botički, I., Seow, P., Looi, C. K., & Baksa, J. (2014, January). How can Badges be used in Seamless Mobile Learning. Paper presented at the 2014 Bristol Ideas in Mobile Learning conference, Bristol: University of the West of England.
Brown, S. R. (1993). A primer on Q methodology. Operant subjectivity, 16(3/4), 91-138.
Brown, S. R. (1996). Q methodology and qualitative research. Qualitative health research, 6(4), 561-567.
Buchem, I. (2016). Digital Badges at (Parts of) Digital Portfolios: Design Patterns for Educational and Personal Learning Practice. In Ifenthaler, D., Bellin-Mularski, N., Mah, D.K., (Eds.), Foundation of Digital Badges and Micro-Credentials, (pp. 343-368). Cham, Switzerland: Springer.
Cameron, J., Pierce, W. D., Banko, K. M., & Gear, A. (2005). Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators. Journal of Educational Psychology, 97(4), 641–655.
Carey, K. L., & Stefaniak, J. E. (2018). An Exploration of the Utility of Digital Badging in Higher Education Settings. Educational Technology Research and Development, 66(5), 1211-1229.
Changhui, N., & Nannan, X. (2017). A Review and Prospects of Foreign Gamification Marketing Research. Foreign Economics & Management, 39(10), 72-85.
Chen, L., Chen, T.-L., Chen, N.-S. (2015). Students’ perspectives of using cooperative learning in a flipped statistics classroom. Education Technology, 31, 621–640.
Chen, L., Chen, T. L., Fang, C., & Zhou, L. (2019). Book Review: Best Practices for Flipping the College Classroom. The International Review of Research in Open and Distributed Learning, 20(3), 248-251.
Cucchiara S., Giglio A., Persico D., Raffaghelli J.E. (2014) Supporting Self-Regulated Learning Through Digital Badges: A Case Study. In Cao Y., Väljataga T., Tang J., Leung H., Laanpere M. (Eds), New Horizons in Web Based Learning. ICWL 2014. Lecture Notes in Computer Science (pp. 133-142). Cham: Springer.
Davis, K. & Singh, S. (2015). Digital badges in afterschool learning: Documenting the perspectives and experiences of students and educators. Computers & Education, 88, 72-83.
DomíNguez, A., Saenz-De-Navarrete, J., De-Marcos, L., FernáNdez-Sanz, L., PagéS, C., & MartíNez-HerráIz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392.
Dyjur, P. & Lindstrom, G. (2017). Perceptions and uses of digital badges for professional learning development in higher education. TechTrends, 61(4), 386-392.
Eden, S., Donaldson, A. & Walker, G. (2005). Structuring subjectivities? Using Q methodology in human geography. Area, 37(4), 413-422.
Ellis, L. E., Nunn, S. G., & Avella, J. T. (2016). Digital badges and micro-credentials: Historical overview, motivational aspects, issues, and challenges. In Ifenthaler D., Bellin-Mularski N., Mah DK. (Eds.), Foundation of Digital Badges and Micro-Credentials (pp. 3-21). Cham: Springer.
Festinger, L. (1954). A Theory of Social Comparison Processes. Human relations, 7(2), 117-140.
Filsecker, M. & Hickey, D. T. (2014). A Multilevel Analysis of the Effects of External Rewards on Elementary Students' Motivation, Engagement and Learning in an Educational Game. Computers & Education, 75, 136-148.
Finkelstein, J., Knight, E. & Manning, S. (2013). The Potential and Value of Using Digital Badges for Adult Learners Final Report. American Institutes for Research, 16, 50-61
Fowler, D. J., & Jouganatos, S. M. (2019). Review of Muilenberg, LY, & Berge, ZL(Eds.) Digital Badges in Education: Trends, Issues, and Cases. New York, NY: Routledge. TechTrends, 63(4), 496-498.
Garrison, D. R., & Kanuka, H. (2004). Blended Learning: Uncovering its Transformative Potential in Higher Education. The Internet and Higher Education, 7(2), 95-105.
Gibson, D., Ostashewski, N., Flintoff, K., Grant, S. & Knight, E. (2015). Digital badges in education. Education and Information Technologies, 20(2), 403-410.
Gillard, L.A., Lewis, V.N., Mrtek, R., & Jarosz, C. (2005). Q Methodology to Measure Physician Satisfaction with Hospital Pathology Laboratory Services at a Midwest Academic Health Center Hospital. Laboratory Medicine, 36, 361-365.
Glover, I. & Latif, F. (2013). Investigating Perceptions and Potential of Open Badges in Formal Higher Education. In J. Herrington, A. Couros & V. Irvine (Eds.), 2013 Proceedings of EdMedia --World Conference on Educational Media and Technology (pp. 1398-1402). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).
Graham, C.R. (2012). Blended learning systems. In The Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco: John Wiley and Sons.
Gram-Hansen, L. B. (2009, April). Geocaching in a Persuasive Perspective. Paper presented at the 2009 Proceedings of the 4th International Conference on Persuasive Technology. Claremont California USA, Association for Computing Machinery.
Grant, S.L (2016). History and Context of Open Digital Badges. In Muilenburg, L.Y., & Berge, Z.L., (Eds.), Digital Badges in Education: Trends, Issues, and Cases (pp. 3-11). New York: Routledge.
Guttman, L. (1954). Some necessary conditions for common-factor analysis. Psychometrika, 19, 149–161.
Halverson L.R., Spring K.J., Huyett S., Henrie C.R., Graham C.R. (2017). Blended Learning Research in Higher Education and K-12 Settings. In Spector M., Lockee B., Childress M. (Eds.), Learning, Design, and Technology (pp.1-30). Cham: Springer.
Hanus, M. D., & Fox, J. (2015). Assessing the Effects of Gamification in the Classroom: A Longitudinal Study on Intrinsic Motivation, Social Comparison, Satisfaction, Effort, and Academic Performance. Computers & education, 80, 152-161.
Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers & Education, 92, 221-236.
Hickey, D.T. & Chartrand, G.T. (2020). Recognizing competencies vs. completion vs. participation: Ideal roles for web-enabled digital badges. Education and Information Technologies. 25, 943-956.
Hurley, J. J., Wehby, J. H., & Feurer, I. D. (2010). The Social Validity Assessment of Social Competence Intervention Behavior Goals. Topics in early childhood special education, 30(2), 112-124.
Raish, V., & Rimland, E. (2016). Employer perceptions of critical information literacy skills and digital badges. College & Research Libraries, 77(1), 87-113.
Ramlo, S. (2016). Mixed method Lessons Learned from 80 years of Q methodology. Journal of Mixed Methods Rsesearch, 10(1), 28-45.
Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 Library Edition. Austin. Texas: The New Media Consortium.
Jones, W. M., Hope, S. & Adams, B. (2018). Teachers' perceptions of digital badges as recognition of professional development. British Journal of Educational Technology, 49(3), 427-438.
Jovanovic, J. & Devedzic, V. (2015). Open Badges: Novel Means to Motivate, Scaffold and Recognize Learning. Technology, Knowledge and Learning, 20(1), 115-122.
Jung, J. H., Schneider, C., & Valacich, J. (2010). Enhancing the motivational affordance of information systems: The effects of real-time performance feedback and goal setting in group collaboration environments. Management science, 56(4), 724-742.
Kaiser, H. F. (1960). The Application of Electronic Computers to Factor Analysis. Educational and Psychological Measurement, 20, 141-151.
King, D. B., & Wertheimer, M. (2005). Max Wertheimer and gestalt theory. New Jersey: Transaction Publishers.
Kim, S., Song, K., Lockee, B., & Burton, J. (2018). What is gamification in learning and education? In Kim, S., Song, K., Lockee, B., Burton, J (Eds.), Gamification in learning and education (pp. 25-38). Cham: Springer.
Liu, D., Huang, R. & Wosinski, M. (2017). Future Trends of Smart Learning: Chinese Perspective. In Liu, D., Huang, R., Wosinski, M. (Eds.), Smart Learning in Smart Cities. Lecture Notes in Educational Technology (pp.185-215). Singapore: Springer.
Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. In K. R. Wenzel & A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school (pp. 77–104). New York: Routledge/Taylor & Francis Group.
Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive science, 5(4), 333-369.
McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. New York: Penguin.
McKeown, B., & Thomas, D. B. (2013). Q methodology (Vol. 66). Thousand Oaks. CA: Sage publications.
McLaren, B. M., Adams, D. M., Mayer, R. E., & Forlizzi, J. (2017). A computer-based game that promotes mathematics learning more than a conventional approach. International Journal of Game-Based Learning, 7(1), 36-56.
Mehta, N. B., Hull, A. L., Young, J. B., & Stoller, J. K. (2013). Just imagine: new paradigms for medical education. Academic Medicine, 88(10), 1418-1423.
Mrtek, R. G., Tafesse, E., & Wigger, U. (1996). Q-Methodology and Subjective. Journal of social and administrative pharmacy, 13, 54-64.
Nah, F. F. H., Zeng, Q., Telaprolu, V. R., Ayyappa, A. P. & Eschenbrenner, B. (2014). Gamification of education: A review of literature. In F. H. H. Nah(Ed.), Proceedings of 1st International Conference on Human-Computer Interaction in Business. Greece: Springer.
Piha, S (2016). Afterschool and Digital Badges: Recognizing Learning Where It Happens. In Muilenburg, L.Y., & Berge, Z.L., (Eds.), Digital Badges in Education: Trends, Issues and Cases (pp. 135-144). New York: Routledge.
Riffell, S., & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & education, 44(3), 217-235.
Schmolck, P. (2014). PQMethod (version 2.35) [Computer Software]. Retrieved January 9, 2020, from http://schmolck.org/qmethod/.
Sharpe, R., Benfield, G., Roberts, G., & Francis, R. (2006). The undergraduate experience of blended e-learning: a review of UK literature and practice. The Higher Education Academy, 1-103.
Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489-528.
Skinner, B. F. (1965). Science and human behavior. New York: Simon and Schuster.
Stephenson, W. (1953). The study of behavior: Q technique and its methodology. Chicago, IL: The University Press of Chicago
Tesser, A., Crepaz, N., Collins, J. C., Cornell, D., & Beach, S. R. (2000). Confluence of self-esteem regulation mechanisms: On integrating the self-zoo. Personality and Social Psychology Bulletin, 26(12), 1476-1489.
Walker, B. B., Lin, Y., & McCline, R. M. (2018). Q Methodology and Q-Perspectives® Online: Innovative Research Methodology and Instructional Technology. TechTrends, 62(5), 450-461.
Watts, S., & Stenner, P. (2005). The subjective experience of partnership love: A Q methodological study. The British Journal of Social Psychology, 44(1), 85–107.
Watts, S., & Stenner, P. (2012). Doing Q methodological research: Theory, method & interpretation. London: Sage Publications Ltd.
Wheeler, D. L., & Montgomery, D. (2009). Community college students’ views on learning mathematics in terms of their epistemological beliefs: A Q method study. Educational studies in mathematics, 72(3), 289-306.
Zhou, L., & Chen, L. (2018). Digital Badges in Education: Trends, Issues, and Cases. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 3363-3365.
Zhou, L., Chen, L., Fan, Q., & Ji, Y. (2019). Students’ Perception of Using Digital Badges in Blended Learning Classrooms. Sustainability, 11(7), 2151.
Ziegler, A. (2019). Framework+ digital badges= online instruction for today. Journal of Library & Information Services in Distance Learning, 13(1-2), 235-241.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：1129（臺灣：1118，外國：11） ／ 本年度總使用人次：1586744 ／ 訪客人次（自102年09月）：67393926
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上