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題名：註記式線上舞蹈學習評論模式對同儕回饋之影響
書刊名：大專體育學刊
作者：夏綠荷 引用關係／黃意雯／黃國禎／魏正
作者(外文)：Hsia, Lu-ho／Huang, I-wen／Hwang, Gwo-jen／Wei, Cheng
出版日期：2015
卷期：17:2
頁次：頁169-188
主題關鍵詞：動作學習；動作表現；反思；Motor learning；Motor performance；Reflection
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 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:60
  • 點閱點閱:118
影片分享與同儕回饋是舞蹈課程的重要學習活動，可用來促進學生反思，進而改善舞蹈技能。本研究目的提出了註記式線上舞蹈學習評論模式，應用於大學舞蹈課程中，以探討這個學習模式對改善同儕回饋品質的成效為何。研究對象為100名選修有氧舞蹈課程的學生，分派到實驗組（註記式線上舞蹈學習評論模式）及對照組（平行式線上舞蹈學習評論模式），進行教學實驗，蒐集同儕回饋內容進行編碼分析，並透過問卷調查及小組焦點訪談瞭解學生的觀感。結果發現，使用註記式線上舞蹈學習評論模式的學生，提出的回饋較為精確，且在舞蹈技能面向的評論，有較佳的細節及品質。同時，經由獨立樣本t檢定分析，學生提供給同儕表現獲知的訊息數量、科技接受度的認知有用性、教學活動滿意度三方面，實驗組都顯著高於控制組；在反思歷程方面，則沒有發現顯著的差異。因此本研究獲得以下結論：註記式線上舞蹈學習評論模式，能改善舞蹈課程的同儕回饋品質及數量；同時，對於提升學生的認知有用性與教學活動滿意度亦有幫助。
Sharing videos and giving peer feedback are important learning activities for improving students' dancing skills and encouraging them to reflect what they have learned. In this study, an online annotation-based dance performance commenting approach was proposed, and effectiveness of this approach in improving students' peer-feedback quality was investigated. The participants in this study were 100 students, who completed the ＂Aerobic Dance＂ course. The students were assigned into an experimental group who learned with the proposed approach, and a control group who learned with the conventional peer-feedback approach. The students' comments to peers were recorded and analyzed. In addition, questionnaires and group focal interviews were conducted to evaluate the student's perception. The results showed that students, who learned with the online annotation-based dance performance commenting approach, provided not only high quality feedback, but also detailed comments to peers than those who learned with the conventional peer-feedback approach. Moreover, t-test result showed that the experimental group provided more feedback at the knowledge of performance level as well as revealed higher technology acceptance and learning satisfaction degrees than the control group. On the other hand, no difference was found on reflection levels between the groups. To sum up the findings, the proposed approach was able to promote the students' peer-feedback quality and quantity as well as their perceived usefulness and learning satisfaction.
期刊論文
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2.陳孟文、林靜兒(201303)。自我控制的觀察學習與回饋促進動作學習。大專體育學刊，15(1)，21-28。new window  延伸查詢new window
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6.Leijen, Ä.、Admiraal, W.、Wildschut, L.、Robert-Jan Simons, P.(2008)。Students' perspectives on e-learning and the use of a virtual learning environment in dance education。Research in Dance Education，9(2)，147-162。  new window
7.Leijen, Ä.、Lam, I.、Wildschut, L.、Robert-Jan Simons, P.、Admiraal, W.(2009)。Streaming video to enhance students' reflection in dance education。Computers & Education，52(1)，169-176。  new window
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11.Warburton, E. C.(2004)。Knowing what it takes: The effect of perceived learner advantages on dance teachers' use of critical-thinking activities。Research in Dance Education，5(1)，69-82。  new window
12.Wu, C. C.、Kao, H. C.(2008)。Streaming videos in peer assessment to support training pre-service teachers。Educational Technology & Society，11(1)，45-55。  new window
13.Chu, Hui-Chun、Hwang, Gwo-Jen、Tsai, Chin-Chung、Tseng, Judy C. R.(2010)。A two-tier test approach to developing location-aware mobile learning systems for natural science courses。Computers & Education，55(4)，1618-1627。  new window
14.Papastergiou, M.(2010)。Enhancing physical education and sport science students' selfefficacy and attitudes regarding information and communication technologies through a computer literacy course。Computers & Education，54(1)，298-308。  new window
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18.Hastie, P. A.、Casey, A.、Tarter, A. M.(2010)。A case study of Wikis and student-designed games in physical education。Technology, Pedagogy and Education，19(1)，79-91。  new window
19.陳偉瑀(201003)。大學生自我調整學習教學策略對教師教學滿意度的預測。大專體育學刊，12(1)，31-41。new window  延伸查詢new window
20.Kernodle, M. W.、Carlton, L. G.(1992)。Information feedback and the learning of multiple-degree-of-freedom activities。Journal of Motor Behavior，24(2)，187-196。  new window
21.藍孝勤、王炫智、陳五洲(2010)。多媒體輔助教學對大專生八式太極拳學習效果之影響。體育學報，43(3)，109-125。new window  延伸查詢new window
22.吳詩薇、張至滿、卓俊伶(20140300)。口語摘要結果獲知在動作表現與學習的時近效應。大專體育學刊，16(1)，26-36。new window  延伸查詢new window
23.周君倚、陸洛(20140100)。以科技接受模式探討數位學習系統使用態度--以成長需求為調節變項。資訊管理學報，21(1)，83-105。new window  延伸查詢new window
24.Salmoni, Alan W.、Schmidt, Richard A.、Walter, Charles B.(1984)。Knowledge of results and motor learning: a review and critical Reappraisal。Psychological Bulletin，95(3)，355-386。  new window
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圖書
1.Moon, J. A.(2004)。Reflection in learning and professional development。New York：Routledge。  new window
2.Magill, R. A.(2011)。Motor learning and control: Concepts and applications。New York：MaGraw-Hill。  new window
3.Cohen, J.(1988)。Statistical power and analysis for the behavioral sciences。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
4.Schmidt, R. A.、Wrisberg, C. A.(2000)。Motor learning and performance: A problem-based learning approach。Champaign, IL：Human Kinetics。  new window
5.Rink, J. E.(1998)。Teaching physical education for learning。McGraw-Hill。  new window
6.Schmidt, R. A.、Wrisberg, C. A.(2008)。Motor learning and performance: A situation-based learning approach。Human Kinetics。  new window
7.Schmidt, Richard A.、Lee, Timothy D.(2011)。Motor control and learning: A behavioral emphasis。Human Kinetics。  new window
其他
1.Dance performance evaluation rubric(2014)。Dance performance rubric for HS Dance Team auditions，http://www.rcampus.com/rubricshowc.cfm?code=E8X3A9&sp=yes&， 2014/05/13。  new window
圖書論文
1.Fishman, S.、Tobey, C.(1978)。Augmented feedback。What's going on in gym: Descriptive studies of physical education classes--Monograph 1. Motor Skill: Theory into Practice。  new window
 
 
 
 
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