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題名：從學習風格和科技接受模式看混成式評量策略融入教學
書刊名：中等教育
作者：林凱胤 引用關係
作者(外文)：Lin, Kai-yin
出版日期：2015
卷期：66:3
頁次：頁138-156
主題關鍵詞：即時反饋系統；科技接受模式；混成評量；學習風格；Interactive response system；Technology acceptance model；Blended assessment；Learning style
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(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:2
  • 共同引用共同引用:44
  • 點閱點閱:161
本研究旨在結合即時反饋系統（Interactive Response System, IRS）與線上測驗（Online Test）建構一個混成評量模式－IRSOT（Interactive Response System & Online Test），並從學習風格和科技接受模式探討學生個別差異對IRSOT的接受度。本研究以中部某科技大學修習計算機概論的五專部護理科一年級51位學生為研究對象，以單組前後測進行5週10節課的實驗教學。實驗進行前後分別實施Kolb的學習風格量表和Davis的科技接受模式（TAM）問卷調查。研究發現：1. 不同學習風格的學生對IRSOT的易用性皆持肯定的看法；2. 不同學習風格的學生對IRSOT的有用性檢定結果並未達到顯著差異；3. 在IRSOT的使用態度方面，平均數超過3.65的學生表示IRSOT讓課程更活潑、學生更喜歡上課，但發散者與同化者的平均數則稍為偏低，他們認為學習是自己的事，跟所使用的科技工具沒有太大的關聯。
This study was aimed to establish a teaching and testing model: IRSOT by combinding Interactive Response System (IRS) and Online Testing. With this model, the study also tried to find out students' acceptance for IRSOT according to learning style and technology acceptance. The participants were 51 first year students who enrolled in an introduction to computer course for 5-year-college nursing students. This experiment was a single group testing with pre- and post- tests and the duration was 5 weeks with 10 sections. Before and after the experimental course, Kolb's Learning Style Inventory (1985) and Davis' Technology Acceptance Model (1986) were distributed to the students for data collecting. The results showed that the average of ＂Perceived usefulness＂ and ＂Perceived ease of use＂ were 3.96 and 3.97. It indicated that students consider that IRSOT was easy to use and helpful with their learning. The average for adopting IRSOT in the class, ＂Attitude＂ was 3.65 which showed that they welcome the instructor to use IRSOT in their class. However, the results also showed that students with different learning styles did not reach a significant level with categories of ＂Perceived usefulness＂, ＂Perceived ease of use＂, and ＂Attitude＂ on the acceptance for IRSOT.
期刊論文
1.林凱胤、楊宜真(20120300)。無線教室回饋系統融入護專藥理學課程之初探。醫護科技期刊，14(1)，69-82。new window  延伸查詢new window
2.Blasco-Arcas, L.、Buil, I.、Hernández-Ortega, B.、Sese, F. J.(2013)。Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance。Computers & Education，62，102-110。  new window
3.Johnson, K.、Lillis, C.(2010)。Clickers in the laboratory: Student thoughts and views。Interdisciplinary Journal of Information, Knowledge, and Management，5，139-151。  new window
4.張鑫安、游光昭、張炳雄(20061200)。以題型模版為基礎之網路多媒體測驗編輯系統：發展與評鑑。教育研究與發展期刊，2(4)，163-197。new window  延伸查詢new window
5.Camacho-Miñano, María-del-Mar、del Campo, C.(2016)。Useful interactive teaching tool for learning: clickers in higher education。Interactive Learning Environments，24(4)，706-723。  new window
6.Donohue, S.(2014)。Supporting active learning in an undergraduate geotechnical engineering course using group-based audience response systems quizzes。European Journal of Engineering Education，39(1)，45-54。  new window
7.Grzeskowiak, L. E.、To, J.、Thomas, A. E.、Phillips, A. J.(2014)。An innovative approach to enhancing continuing education activities for practising pharmacists using clicker technology。International Journal of Pharmacy Practice，22(6)，437-439。  new window
8.Halverson, L. R.、Graham, C. R.、Spring, K. J.、Drysdale, J. S.、Henrie, C. R.(2014)。A thematic analysis of the most highly cited scholarship in the first decade of blended learning research。The Internet and Higher Education，20，20-34。  new window
9.Konak, A.、Clark, T. K.、Nasereddin, M.(2014)。Using Kolb's Experiential Learning Cycle to improve student learning in virtual computer laboratories。Computers & Education，72，11-22。  new window
10.Lymn, J.、Mostyn, A.(2010)。Audience response technology: Engaging and empowering non-medical prescribing students in pharmacology learning。BMC Medical Education，73。  new window
11.Pietersma, S.、Dijkstra, A.(2012)。Cognitive self-affirmation inclinati difference in dealing with self-threats。British Journal of Social Psychology，51(1)，33-51。  new window
12.Sahasrabudhe, V.、Kanungo, S.(2014)。Appropriate media choic effectiveness: Role of learning domain and learning style。Comput，76，237-249。  new window
13.Sanchez, R. A.、Hueros, A. D.、Ordaz, M. G.(2013)。E-leaming and Huelva: A study of WebCT and the Technological Acceptance Model。Campus-Wide Information Systems，30(2)，5。  new window
14.Schoonenboom, J.(2014)。Using an adapted, task-level technology acci explain why instructors in higher education intend to use some lean system tools more than others。Computers & Education，71，247-256。  new window
15.Teo, T.(2014)。Modelling Facebook usage among university students in 1 of emotional attachment in an extended technology acceptance m Learning Environmentsi(ahead-of-print。Interactive Learning Environments，1-13。  new window
16.Terzis, V.、Moridis, C. N.、Economides, A. A.(2013)。Continuance accept based assessment through the integration of user's expectations and perceptions。Computers & Education，62，50-61。  new window
17.Ursavas, O. F.(2013)。Reconsidering the role of attitude in the TAM: A (2009) and Nistor and Heymann (2010), and Lopez-Bonilla and Lope-Bonilla (2011)。British Journal of Educational Technology，44(1)，22-25。  new window
18.van Waesr, L.、van Weijen, D.、Leijten, M.(2014)。Learning to write in an online writing center: The effect of learning styles on the writing process。Computer & Education，73，60-71。  new window
19.洪雪芬(20020700)。e-Learning融入數學領域教師進修之實施與探討。教育研究，99，100-109。new window  延伸查詢new window
20.Beatty, I.、Gerace, W.、Dufresne, R.(2005)。Designing effective questions for classroom response system teaching。American Journal of Physics，74(1)，31-39。  new window
21.Buchanan, T.(2000)。The efficacy of a World-Wide Web mediated formative assessment。Journal of Computer Assisted Learning，16(3)，193-200。  new window
22.Singh, Harvey(2003)。Building Effective Blended Learning Programs。Educational Technology，43(6)，51-54。  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.吳智鴻、蔡依錞(20140300)。以科技接受模式來探討社群網站Facebook的使用意圖。人文社會學報. 國立臺灣科技大學，10(1)，29-44。new window  延伸查詢new window
25.Davis, Fred D.、Bagozzi, Richard P.、Warshaw, Paul R.(1989)。User acceptance of computer technology: A comparison of two theoretical models。Management Science，35(8)，982-1003。  new window
會議論文
1.Fuller, J.(2014)。Using Student Response Systems to Collect Formative Data for Learning: An Evaluation of Professional Learning。Society for Information Technology & Teacher Education International Conference。  new window
2.Oigara, J.(2014)。Teaching and Learning with Clickers in Higher Education。Society for Information Technology & Teacher Education International Conference。  new window
3.Paiva, F.、Nielsen, R. D.(2014)。Clustering Constructed Responses for Formative Assessment in Comprehension SEEDING。Intelligent Tutoring Systems。Springer。686-688。  new window
學位論文
1.林敏芳(2006)。國中教師對生活科技課程的看法之調查研究--以台北市國中為例(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.Davis, F. D.(1986)。A Technology Acceptance Model of Empirically Testing New End-User Irtformafion Systems: Theory and Results(博士論文)。Massachusetts Institute of Technology，Cambridge, MA。  new window
圖書
1.Piccinao, A. G.、Dziuban, C. D.、Graham, C. R.(2013)。Blended learning: Research perspectives。Routledge。  new window
2.Smith, D. M.、Kolb, D. A.(1995)。User's guide for the learning-style inventory: A manual for teachers and trainers。Boston：McBer and Company。  new window
3.Kolb, D. A.(1985)。Learning Style Inventory: Self-Scoring Inventory and Interpretation Booklet。Boston, Massachusetts：Mcber and Company。  new window
4.Bransford, J. D.、Brown, A. L.、Cocking, R. R.、Committee on Developments in the Science of Learning、National Research Council(2000)。How people learn: Brain, mind, experience, and school。National Academy Press。  new window
其他
1.網奕資訊(2008)。IRS的發展及運作方式，http://www.habook.com.tw/habook_epaper/2007/960425_IRS_Teaching/960425_IRS_Teaching.htm， 2010/02/27。  new window
 
 
 
 
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