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題名：混成式網路社群應用於大學藝術通識課程之研究
書刊名：國際藝術教育學刊
作者：盧姵綺
作者(外文)：Lu, Pei-chi
出版日期：2013
卷期：11:2
頁次：頁137-191
主題關鍵詞：混成式課程；網路學習社群；藝術通識課程；自我調整學習；教學助理；Blended curriculum；Web-based learning community；General arts curriculum；Self-regulation；Teaching assistant
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  • 被引用次數被引用次數:期刊(1) 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:1
  • 共同引用共同引用:91
  • 點閱點閱:45
資訊科技快速發展使教學型態產生變革。現今藝術通識課程學習方式與內涵，須因應數位時代而有所改變。本研究旨在探討混成式課程網路社群應用，對大學生藝術通識課程自我調整學習之影響，及其於TA 教學、當代藝術課程設計之學習反應。本研究以85 位大學藝術通識課程學生為對象，組成網路社群，並進行教學實驗。依據社群互動形態，將學生分為TA(teaching assistant)實驗組及控制組，歸納研究結論為：(1)「TA 實驗組」模式有助於大學生藝術通識課程自我調整學習表現；(2)混成式課程網路社群有助於大學生藝術通識課程學習；(3)TA 教學有助於提升混成式課程之教學效能；(4)藝術通識課程應融入當代特色並結合理論與實務。最後，本研究對未來大學藝術通識課程設計與TA教學提出建議。
The quickly development of information science and technology changed the type of teaching. Today, the mode of learning and contents of general arts curriculum needed to respond the requirement of learning in the digital generation and has to be revised. This study aims to investigate the influence of blended curriculum web-based community on self regulation in arts general education for undergraduates as well as their learning responses on TA teaching and the design of general arts curriculum. Eighty-five students of an art appreciation curriculum participated in the study. Based on different models of web-based communities, this study categorized the students into “TA empirical group” and control group. Results of this study are as follows: (1) the “TA empirical group” model facilitates self-regulated learning performance; (2) the blended web-based community is helpful to undergraduates’ learning in arts general curriculums; (3) TA teaching is beneficial in enhancing the teaching efficiency of a blended curriculum; (4) the design of general arts curriculum should include modern art theories and practices. Finally, based on the results of the study, suggestions are proposed regarding the designs of university general curriculum and arts, TA teaching, etc.
期刊論文
1.Cheng, Y. C、Ku, H. Y.(2009)。An investigation of the effects of reciprocal peer tutoring。Computers in Human Behavior，25(1)，40-49。  new window
2.De Smet, M.、Van Keer, H.、De Wever, B.、Valcke, M.(2010)。Cross-age peer tutors in asynchronous discussion groups: Exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics。Computers & Education，54(4)，1167-1181。  new window
3.Kember, D.、McNaught, C.、Chong, F. C.Y.、Lam, P.、Cheng, K. F.(2010)。Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments。Computers & Education，55(3)，1183-1192。  new window
4.Osguthorpe, R. T.、Graham, C. R.(2003)。Blended learning systems: Definitions and directions。Quarterly Review of Distance Education，4(3)，227-234。  new window
5.Thurston, A.、Duran, D.、Cunningham, E.、Blanch, S.、Topping, K.(2009)。International on-line reciprocal peer tutoring to promote modern language development in primary schools。Computers & Education，53(2)，462-472。  new window
6.Van den Boom, G.、Paas, F.、Van Merriënboer, J. J. G.(2007)。Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes。Learning and Instruction，17(5)，532-548。  new window
7.Yeh, Y. C.、Huang, L. Y.、Yeh, Y. L.(2011)。Knowledge management in blended learning: Effects on professional development in creativity instruction。Computers & Education，56(1)，146-156。  new window
8.Yen, J. C.、Lee, C. Y.(2011)。Exploring problem solving patterns and their impact on learning achievement in a blended learning environment。Computers & Education，56(1)，138-145。  new window
9.Zimmerman, B. J.、Tsikalas, K. E.(2005)。Can Computer-Based Learning Environments (CBLEs) Be Used as Self-Regulatory Tools to Enhance Learning?。Education Psychologist，40(4)，267-271。  new window
10.Topping, K. J.(1996)。The effectiveness of peer tutoring in further and higher education: A typology and review of the literature。Higher Education，32(3)，321-345。  new window
11.趙惠玲、盧姵綺(200912)。Web2.0學習社群對大學生藝術通識課程學習反應影響之研究：以「臺灣．當代藝術．視覺文化」通識課程為例。關渡通識學刊，5，15-51。new window  延伸查詢new window
12.廖敦如(20090600)。建構社區文化圖像之藝術行動課程：「行動學習」導向在大學通識藝術教育上的應用。教育科學研究期刊，54(2)，163-198。new window  延伸查詢new window
13.Topping, K.(2005)。Trends in peer learning。Educational Psychology，25(6)，631-645。  new window
14.林建平(20050600)。自律學習的理論與研究趨勢。國教新知，52(2)，8-25。new window  延伸查詢new window
15.張玉茹(20090300)。混成學習對大學生研究計畫寫作態度、寫作品質與班級氣氛的影響。教育科學研究期刊，54(1)，143-177。new window  延伸查詢new window
16.Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。  new window
17.Pintrich, Paul R.(2004)。A conceptual framework for assessing motivation and self-regulated learning in college students。Educational Psychology Review，16(4)，385-407。  new window
18.De Wever, B.、Van Keer, H.、Schellens, T.、Valcke, M.(2009)。Structuring asynchronous discussion groups: Comparing scripting by assigning roles with regulation by cross-age peer tutors.。Learning and Instruction，20(5)，1-12。  new window
19.Sweeney, J.、O'Donoghue, T.、Whitehead, C.(2004)。Traditional face-to-face and web-based tutorials: A study of university students' perspectives on the roles of tutorial participants。Teaching in Higher Education，9(3)，311-323。  new window
學位論文
1.程炳林(1995)。自我調整學習的模式驗證及其教學效果之研究(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
圖書
1.徐秀菊、黃秀雯(2005)。通識教育藝術領域教師教學信念硏究。教師的教育信念與專業標準。臺北市：心理出版社。  延伸查詢new window
2.Schunk, D. H.(2004)。Learning theories: An educational perspective。Upper Saddle River, NJ：Prentice-Hall, Inc。  new window
3.Salmon, Gilly(2003)。E-Moderating：The Key to Teaching and Learning Online。New York：London：Routledge Falmer：Routledge Falmer。  new window
4.Piaget, Jean、Duckworth, Eleanor(1970)。Genetic Epistemology。New York：Columbia University Press。  new window
5.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
6.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
其他
1.President & Fellows Harvard University(2008)。Program in general education，http://www.generaleducation.fas.harvard.edu/icb/icb.doc。  new window
圖書論文
1.Zimmerman, B. J.(2000)。Attaining self-regulation: A social cognitive perspective。Handbook of self-regulation。Academic Press。  new window
2.Pintrich, P. R.(2000)。The role of goal oriention in self-regulated learning。Handbook of self-regulation。San Diego, CA：Academic Press。  new window
 
 
 
 
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